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LIVE: Conducting Culturally Responsive and Equitable EvaluationsContains 3 Component(s) Includes a Live Web Event on 11/02/2021 at 1:00 PM (EDT)
In this webinar, Dr. Linda A. Baffo will discuss the roots of Culturally Responsive and Equitable Evaluation (CREE), its purpose, and its value in conducting evaluations among marginalized populations and/or communities that seek to empower communities rather than exacerbate disparities and inequities.
In this webinar, Dr. Linda A. Baffo will discuss the roots of Culturally Responsive and Equitable Evaluation (CREE), its purpose, and its value in conducting evaluations among marginalized populations and/or communities that seek to empower communities rather than exacerbate disparities and inequities. This webinar will also focus on how to incorporate and promote equity in evaluation. Lastly, participants will be able to learn how to apply a culturally responsive evaluation framework to their own evaluation projects.
1. Describe what CREE is and why it is important. (Area 4.1.1)
2. Critically analyze the CREE framework as a tool to organize and link evaluation questions, outcomes, data sources, and data collection methods.
Linda A. Baffo, DrPH, MPH, CHES®
Associate-Public Health Analyst
Booz Allen Hamilton
Linda A. Baffo, DrPH, MPH, CHES has more than 12 years of experience conducting research and evaluation of public health programs funded by Federal agencies and national organizations. Her research and evaluation experiences address health equity through her work in chronic disease prevention and control, adolescent reproductive health, and school nutrition. She has drafted case studies, training materials, guidance documents, publicly available products, and reports in collaboration with the Centers for Disease Control and Prevention. She has also facilitated guest lectures and presentations on culturally responsive and equitable evaluations with universities and professional organizations and in state and national conferences. Her passion for health equity stemmed from her own childhood experiences and from her pursuit of educational equity as a 5th-grade educator prior to her career in public health. Dr. Baffo earned a BA at Columbia University, MPH at Emory University, and DrPH at Georgia Southern University.
Kendra Wilson, DrPH, MS (Moderator)
Association of Schools and Programs of Public Health Fellow
Centers for Disease Control and Prevention
Kendra Wilson is an Association of Schools and Programs of Public Health Fellow in the Epidemiology Workforce Branch (EWB) in the Center for Surveillance, Epidemiology, and Laboratory Services at the Centers for Disease Control and Prevention (CDC). In this role, she supports evaluation and selection projects of EWB’s fellowship programs including diversity, equity, and inclusion initiatives related to public health workforce development. Before coming to CDC, she served as program coordinator for several training and research grants in the Department of Public Health Sciences at Texas A&M College of Dentistry. Here, she also served as an advisor to the Dental Public Health Residency Program. While working in the Cancer Epidemiology and Surveillance Branch of the Texas Department of State Health Services, Kendra served in the role of public health and prevention specialist. Prior to her public health career, she taught general college biology, nutrition and diet therapy, and middle school science. She received her doctorate degree in public health practice from the University of North Texas Health Science Center and holds a Master of Science degree from Tulane University and a Bachelor of Science degree from the Xavier University of Louisiana.
NHEW 2021: Navigating Workplace Mental Health Amidst COVID-19Contains 3 Component(s) Includes a Live Web Event on 10/22/2021 at 2:00 PM (EDT)
In this webinar, participants will be able to discuss the complexities of mental health and how it currently affects employees during the ongoing Covid-19 pandemic.
In this live webinar, participants will be able to discuss the complexities of mental health and how it currently affects employees during the ongoing Covid-19 pandemic. Participants will be able to identify the effects of mental fatigue, social isolation, trauma, burnout, and anxiety that can present themselves in employees and their subsequent impact on job performance. Participants will discuss the accessibility of mental health resources and how employers can prioritize their employees’ mental health amidst the Covid-19 pandemic.
1. Discuss how all work models (in-person, remote, and hybrid) should address mental health concerns while supporting the mental and emotional wellbeing of its employees
2. Analyze the significance of employee mental wellbeing and its relation to productivity, job performance, retention, and healthy workforce culture.
3. Examine how inequitable access to mental health resources can increase health disparities in different workplace populations.
4. Describe three ways professional leadership can support their team of employees and identify mental and emotional support for themselves.
Marline Edmond, MA, MCHES® (Moderator)
Marline D. Edmond is a first-generation Haitian- American professional with 10 combined years of expertise in public health, community engagement, partnership, and stakeholder management. She is a Master Certified Health Education Specialist (MCHES) and Howard University Culture, Communication, and Media PhD student with a focus in Health Communication. She is an active member and NJ Chapter Delegate of the Society for Public Health Education (SOPHE) and NJ Ambassador for Black Ladies in Public Health (BLiPH). She is passionate about improving the health/racial disparities, health equity, and health literacy in the Haitian communities she serves.
Christine Thorpe, EdD, MSEd, CHES®
Dean of the Nathan Weiss Graduate College
Dr. Christine Thorpe is the managing partner of Stronger Tomorrow, Inc. which serves to influence and reshape wellness in organizations through the lens of diversity, equity and inclusion to create optimized, refined workplaces that are poised for growth. Her expertise includes women’s health and wellness, program planning and evaluation, health disparities and historical traumas, holistic nutrition, patient navigation, motivational interviewing, health literacy, health policy and management. Christine is a certified wellness coach and health education specialist with over 20 years experience in higher education and the health and human services field. She holds a Bachelor of Science degree in psychology from Syracuse University, a Master of Education degree in international educational development and a doctorate in health education from Teachers College Columbia University.
Diana Karczmarczyk, PhD, MPH, MCHES®
Director for Employee Well-Being Support
DC Metropolitan Police Department
Dr. Diana Karczmarczyk received her PhD in Education with a minor in Public Health and a specialization in International Education from George Mason University. She obtained her Master’s degree in Public Health in Community Health Education from UNC Greensboro and is a certified Master Health Education Specialist (MCHES). Dr. Karczmarczyk has 20 years of teaching experience in higher education and working in the health education and promotion field. She is a Professional Lecturer at The George Washington University Milken Institute School of Public Health.
Prior to joining DC’s Metropolitan Police Department as the Director for Employee Well-Being Support, she worked at RAINN leading the development of educational content to support survivors of sexual violence. Prior to this role, she was an Assistant Professor at George Mason University teaching full time in the Department of Global and Community Health. She has also served as the Senior Analyst for Tobacco and Chronic Disease Prevention at the Association of State and Territorial Health Officials (ASTHO) where she focused on health policy. Prior to her role at ASTHO, she worked at the American Diabetes Association. Her last role while she was there was as the Director of the Asian American, Native Hawaiian and Pacific Islander Initiatives and the Women's Initiatives.
Dr. Karczmarczyk has also taught courses in health education at George Mason University, The University of North Carolina at Greensboro, and at Randolph Community College. She has taught courses in Human Sexuality, Men's Health, Introduction to Behavior Change, Personal Health, Community Needs Assessments and Partnerships, Social Determinants of Health, Sexuality and Human Behavior, Program Planning and Evaluation, Health Education and Promotion, and Health Behavior Theory. She is a steering committee member of the Partnership for a Healthier Alexandria and a Commissioner for the Alexandria Commission for Women. Dr. Karczmarczyk is the co-editor of Men’s Health: An Introduction and co-authored two children’s books to promote positive mental health. The children’s books, It’s GREAT to be YOU! and It’s GREAT to be LOVED!, also promote messages of inclusion and celebrating diversity.
NHEW 2021: Health Literacy: Addressing COVID Disinformation & Reaching Diverse PopulationsContains 3 Component(s) Includes a Live Web Event on 10/21/2021 at 2:00 PM (EDT)
In this webinar, you will be able to share and support the implementation of the HP 2030 framework into your own programs and policies.
In this webinar, we will explore how health education specialists can address the new Healthy People (HP) 2030 goals related to health literacy and the use of various social media tools. In this webinar, you will be able to share and support the implementation of the HP 2030 framework into your own programs and policies.
1. Explain the new HP 2030 definition of health literacy that addresses goals for both individuals and organizations.
2. Describe at least three ways that improving health literacy can help address COVID-19 misinformation and disinformation
Elaine Auld, MPH, MCHES (Moderator)
Society for Public Health Education
Elaine Auld, MPH, MCHES, has served as SOPHE’s Chief Executive Officer since 1995, where she oversees the organization’s portfolio in professional preparation, professional development, research, and advocacy/public policy. Over her 30+ year career, Ms. Auld has published on more than 40 journal articles and book chapters on health education’s role in community/school health education competencies, health equity, national and international workforce development, and public policy. For the last five years, she has been involved in quality assurance in school health education, promotion of the the WSCC model, and supported the National Task Force on the Future of School Health Education. Ms. Auld holds her MPH from the University of Michigan School of Public Health with a concentration in health behavior and is a master certified health education specialist.
Cindy Brach, MPP
Senior Health Care Researcher
Agency for Health Care Research and Quality - U.S. Department of Health and Human Services
Cindy Brach is a Senior Health Care Researcher at the Agency for Health Care Research and Quality (AHRQ), part of the U.S. Department of Health and Human Services (HHS). Cindy is the Co-Chair of the HHS Health Literacy WorkGroups and served on the HHS Language Access Steering Committee. As the lead for AHRQ’s health literacy activities, Cindy’s projects have included the development of the AHRQ Health Literacy UniversalPrecautions Toolkit, CAHPS® Item Sets for AddressingHealth Literacy, AHRQ Informed Consent and AuthorizationToolkit for Minimal Risk Research, Making Informed Consent an InformedChoice: Training Modules for Health Care Leaders and Professionals, and the Patient Education MaterialsAssessment Tool (PEMAT).
Cindy is also AHRQ’s point person for cultural and linguistic competence and served on the National Project Advisory Committee to enhance the National Standards for culturally and Linguistically Appropriate Services. In addition to overseeing the development of the TeamSTEPPS Limited English Proficiency (LEP) Module, Cindy commissioned and co-authored the Re-engineered Discharge Toolkit to address the needs of diverse patients. Cindy served on the National Academy ofMedicine’s Roundtable on Health Literacy, where she led an effort to define the ten attributes of a health literate organization. Cindy is a founding Editorial Board member of the journal HLRP: Health Literacy Research and Practice. She is a frequent speaker at national conferences and on webinars and has published book chapters, blogs, and in journals such as Health Affairs, Journal of General internal medicine, Journal for Healthcare Quality, Journal of Health Communication, and medical care.
Wen-Ying Sylvia Chou, PhD, MPH
National Cancer Institute
Wen-Ying Sylvia Chou, PhD, MPH, is a Program Director in the Health Communication and Informatics Research Branch (HCIRB) at the National Cancer Institute (NCI). Her research interests include social media, misinformation, vaccine communication, health literacy, and patient-provider communication in advanced cancer care. Dr. Chou has led a number of NIH initiatives on the role of technology and social media in health, including funding initiatives on using social media to address substance use and addiction and innovative approaches to cancer prevention and control communication.
Rhonda C. Holliday, PhD
Departments of Community Health and Preventive Medicine at Morehouse School of Medicine and Psychiatry and Behavioral Sciences
Rhonda Conerly Holliday, PhD is an Associate Professor in the Departments of Community Health and Preventive Medicine at Morehouse School of Medicine and Psychiatry and Behavioral Sciences. She is the Strategic Lead for the Communications and Dissemination Core of the National COVID-19 Resiliency Network (NCRN) at Morehouse School of Medicine. Dr. Holliday is also involved in other COVID-19 health communication projects based in the community and on college campuses, that have a community-engaged focus. Her primary research includes HIV and substance use prevention, minority health issues, and community-based participatory research. Dr. Holliday has served as the Principal Investigator for the Morehouse School of Medicine’s Prevention Research Center’s core research projects examining HIV prevention among people experiencing incarceration, adolescents, and emerging adults for the past nine years. She has conducted research in the United States, South Africa, and Swaziland and her work has been funded by NIH, CDC, and SAMSHA. She co-chairs the Racial and Social Justice Workgroup for the Academic Consortium for Criminal Justice Health and the Anti-Racism Workgroup for the Prevention Research Centers Network. Dr. Holliday is also the chair of the Social and Behavioral Institutional Review Board at Morehouse School of Medicine.
NHEW 2021: Presenting Accessibility for an In-Person and Online AudienceContains 3 Component(s) Includes a Live Web Event on 10/20/2021 at 2:00 PM (EDT)
The purpose, goals, and aims of this session are to introduce and guide participants in presenting online and in-person conference materials accessibly.
The purpose, goals, and aims of this session are to introduce and guide participants in presenting online and in-person conference materials accessibly. At the conclusion of this presentation, participants will be able to present accessible online and in-person conference material using collaboration tools, digital/ printed documents, and various content to the greatest number of ability-agnostic attendees.
Tyler Glenn James, MS, CHES® (Moderator)
University of Florida
Tyler James is a doctoral candidate at the University of Florida in the Department of Health Education and Behavior, and a Certified Health Education Specialist. Tyler's work focuses on applying quantitative and mixed methods to develop and advance health behavior theory, with particular application to health equity for marginalized populations.
Keyonda Smith, PhD, CHES®
Digital Health and Accessibility Consultant
Dr. Keyonda Smith possessesover 15 years of experience in Health Education and Technology to supportoperative and pragmatic transformations for various healthcare, education,business, and government sectors. By leveraging cultural competence instructionto guide leaders, her practices refine their discernment and create measurableand relevant digital health and accessibility change. Understanding how thelack of equitable digital access adversely impacts the health and the wellbeingof under-represented communities, Dr. Smith earned a Ph.D. in EducationalLeadership and a Professional Doctorate in Natural Health. As an active boardmember with organizations such as NCHEC, W3C/WCAG,The International Association of Accessibility Professionals, The Society forParticipatory Medicine, and Healthcare Associates of America, Dr. Smith iscurrently serving as a Digital Health and Accessibility Consultant to guidehealthcare leaders on providing digital access in an accessible way.
Annually, she presents at Harvard University for the CAST (Universal Design for Learning) Symposium. In 2019and 2020, a presentation of her recently peer-reviewed published journalarticle, Gamification & ADA Compliance: Considering Equity and received the InternationalQuality Award from the United States Distance Learning Association. In 2021, her most recent publication, Accessibility in Gamification: A Theoretical Framework is currently nominated for the Emerald and EFMDOutstanding Doctoral Research Award.
NHEW 2021: How to Promote your Health Education Skills for Careers in the FieldContains 3 Component(s) Includes a Live Web Event on 10/19/2021 at 2:00 PM (EDT)
The webinar will highlight types of careers for health education specialists and effective strategies for marketing participants’ skills for jobs in the field.
In partnership with The National Commission for Health Education Credentialing (NCHEC) these presenters have been highlighted to provide a wide range of information and guidance, highlighting various careers for health education specialists.
These effective strategies for marketing participants’ skills for jobs in the field will help you share your skills and competencies, expand your applicable job opportunities and engage in networking to maximize your breadth of experience, whether early or later in your career journey. Specifically, panelists will provide ways that participants can promote their value as health education specialists, training, and skills in ways that differentiate them from job candidates with varying backgrounds. In addition, panelists will discuss job roles, career-building resources, and participate in an active Q&A with participants.
1. Describe how health education specialists in various settings promote their value, training, and skills for career opportunities in the field while involving the health education process in meaningful ways. 8.4.1
LaTonya Bynum, MPH, CHES, and CEO of U.R.A Resource Center, LLC
Stephanie Hunter, M.Ed
Monica Lathan-Dye, DrPH, CHES®
Kyle Elliot, MPA, CHES® MPA, Career & Interview Coach, Job Search Expert at caffeinatedkyle.com
Ellen Robertson (Moderator)
Ellen Robertson, PhD, MCHES®
University of Alabama
Dr. Ellen Robertson is the APCP Project Director with the VitAL Initiative in the School of Social Work at The University of Alabama. VitAL is committed to improving the wellness of Alabamians through training, education, service, implementation, research, evaluation, and community engagement. Ellen holds a Ph.D. from The University of Alabama in Health Education and Health Promotion. She came to The University of Alabama after seven years as a faculty member at Ball State University. At Ball State she taught both undergraduate and graduate courses in Health Science and led the instructional design of many distance education courses. Before joining the Ball State faculty, she was the Health Promotion Manager at Columbus Air Force Base in Columbus, MS. In this role, she assessed needs, planned, implemented, and evaluated evidence-based programs and services aimed at the health improvement and disease prevention of active duty members and their families.
Monica Lathan-Dye, DrPH, CHES®
Chief Executive Officer
Think & Imagine, Inc.
Monica Lathan-Dye is the Chief Executive Officer for Think & Imagine, Inc., an organization inspiring art, science, and innovation. She also serves as an Operations Research Analyst at the Food and Drug Administration building systems and processes to improve drug safety. Previously she worked at 2M Research Services where she served as a Director and Senior Evaluation Team Lead spearheading efforts to provide technical expert panel support and assess the impact of select federal programs. She also has served as a volunteer training community health care workers to meet the palliative care needs of family members impacted by loved ones dying of COVID-19.
Monica has over 25 years of public health experience and more than a decade of federal service in ASPR, HRSA, and NIH leading comprehensive data, evaluation, quality improvement, coalition building, and modernization initiatives. Her background also included serving as the scientific and policy liaison for the American Public Health Association and as a field epidemiologist in infectious diseases. She earned a Doctorate of Public Health from Morgan State University and has been a Certified Health Education Specialist for nearly 15 years. She is also a graduated Excellence in Government Fellow and DHHS Primary Health Care Policy Fellow. She also serves on NCHEC's Division Board for Professional Development.
In her leisure, Monica enjoys traveling, spending time with family, and the arts.
Kyle Elliott, MPA, CHES®
Career & Interview Coach, Job Search Expert
Kyle Elliott Consulting
Kyle Elliott is an career coach and consultant who works as a high tech career coach and mental health advocate. As a professional speaker, Kyle regularly presents to Fortune 100/500 companies, hyper-growth startups, and universities on professional development, personal branding, and mental health in the workplace.
With a background in health education and counseling Kyle is passionate about behavior change (holding a Bachelor of Science in Health Education) and helping people slice through their limiting beliefs (Kyle completed graduate-level courses in counseling and multicultural human relations). Kyle Elliott also has a Master of Public Administration (MPA).
In their spare time Kyle is a daily Starbucks drinker since sixth grade (yep!) and a Disneyland Annual Passholder. Splash Mountain is their favorite ride.
LaTonya Bynum, MPH, CHES®, CEO
MPH, CHES®, CEO
U.R.A. Resource Center, LLC
LaTonya Bynum holds a Bachelors of Science in Health Education with a concentration in Community Health and Spanish and a Master’s in Public Health (MPH) with an emphasis in Health Policy and Management. Bynum is a CHES certificate holder and is preparing for the MCHES exam this coming Fall 2021. In 2017, Bynum founded U.R.A. Resource Center, LLC, a public health consulting firm specializing in writing, public speaking, and research. The firm has over 40+ programs tailored for public health students, new graduates and professionals.
For more details, visit her online at www.latonyabynum.com
Stephanie Hunter, M.Ed is a learning and development professional with experience in the private, public, and nonprofit sectors. She is passionate about strengthening the skills of people working in health and wellness fields, as evidenced by the 1500 health coaches she trained in 2020. She loves to adapt her knowledge and abilities to a variety of specialties including school nutrition, SNAP outreach, youth mentoring, and health coaching. Stephanie is a Certified Health Education Specialist (CHES), a National Board Certified Health and Wellness Coach (NBC-HWC), and a Love of Learning Award recipient. A Pennsylvania native, Stephanie currently resides in Arlington, VA with her husband and two cats. Speaker 3 - Kyle Elliot Bio: CaffeinatedKyle.com
NHEW 2021: COVID-19 Classroom Chat: RE-Adapting to the Classroom in 2021Contains 3 Component(s) Includes a Live Web Event on 10/18/2021 at 4:00 PM (EDT)
In this webinar, panelists who are school health experts from a national perspective to a higher education perspective share their experiences with re-adapting to the classroom.
After more than a year of the COVID-19 pandemic, school staff and students will be making the return to school and return to work this 2021-2022 school year. For School Health Day during National Health Education Week 2021, SOPHE invites a panel of school health experts from a national perspective to a higher education perspective to share their experiences with re-adapting to the classroom. Topics may include addressing mental health challenges, describing experiences with being back in person (and release of the new guidance), and tackling the barriers that come with reacclimating to the school environment. (This topic focuses on teaching/return to school at the K-12 level.)
1. Discuss the challenges K-12 teachers face and essential health education skills for the 2021-22 school year. (1.3.2)
2. Identify the environmental factors that teachers have or must address for a safe return to the 2021-22 school year (1.3.3)
Dr. Deborah Fortune, PhD
North Carolina Central University
Deborah A. Fortune, Ph.D., MCHES, is an associate professor in the Department of Health Education at North Carolina Central University and is a Master Certified Health Education Specialist. Prior to her current position, Dr. Fortune was the director of the National HIV & CSHE Project with the American Association for Health Education. She has been a faculty member at the following institutions: East Tennessee State University, University of North Carolina at Charlotte, and Marymount University. Dr. Fortune received her B.S. degree in Biology from Mississippi University for Women, M.S. degree in Community Health Education from the University of Southern Mississippi, and her Ph.D. in Public Health Education from the University of Tennessee, Knoxville. Dr. Fortune has provided instructor training in comprehensive school health education (Growing Healthy curriculum and Teenage Health Teaching Modules), HIV/AIDS for African Americans, youth violence prevention, and cultural diversity in health education. Her research interests include HIV and sexual health among African American college women, youth violence prevention, professional preparation in health education, and faculty and youth mentoring. She has published and made numerous presentations on those topics.
Chelsea Chappell, MS, CHES®
University of Florida
Chelsea Chappell, MS, CHES, is a doctoral student in the Department of Health Education & Behavior at the University of Florida. For three years, Chelsea has served as the Director of SHIP, the School Health Interdisciplinary Program. After a one-year hiatus due to COVID-19, Chelsea is preparing college student volunteers and working with school staff to return to the schools and resume health education programming with elementary-aged youth in Alachua County, Florida.
Kayce Solari Williams, PhD, MPH, MS
Clinical Assistant Professor, Co-Owner, Co-Investigator, and President
University of Houston in the Department of Psychological, Health, and Learning Sciences, Be Well Health Resources, LLC, NIH, and American School Health Association
Over the past 23 years, Dr. Kayce D. Solari Williams has taught at the K-12 and higher education levels. She has been a dance, physical education, and theater teacher in Aldine ISD, Fort Bend ISD, and Houston ISD. She is currently a clinical assistant professor at the University of Houston in the Department of Psychological, Health, and Learning Sciences, co-owner of Be Well Health Resources, LLC, Co-investigator on NIH-funded cancer and health disparities research training grant, and president of the American School Health Association. Her education and work experiences focus on the human body. She promotes movement that is natural, challenging, and rewarding. She is dedicated to teaching and training future health professionals using innovative and inspiring in-class and virtual techniques as well as providing students with service learning opportunities locally and abroad.
President and Consultant
Foundation for the Advancement of Health Education, National Commission for Health Education Credentialing, and Missouri State University Alumni Association
Dr. William Potts-Datema has served in education and public health for 39 years, including service from local to international levels. He has held a number of national leadership positions including Chief of the Program Development and Services Branch of the Centers for Disease Control and Prevention (CDC) Division of Adolescent and School Health, Director of Partnerships for Children’s Health at the Harvard T.H. Chan School of Public Health in Boston, Massachusetts, and Executive Director of the Society of State Leaders of Health and Physical Education in Washington, DC.
He serves as President of the Foundation for the Advancement of Health Education, Secretary and board member of the National Commission for Health Education Credentialing, and board member of the Missouri State University Alumni Association. He previously served on the international boards of ASCD (formerly, the Association for Supervision and Curriculum Development) and the International Union for Health Promotion and Education (IUHPE); the national boards of the National Parent-Teacher Association (PTA), American School Health Association (ASHA), and American Association for Health Education (AAHE); and as chair of the national board and a founding board member of Action for Healthy Kids. He is a fellow of ASHA and AAHE and a member of Delta Omega national public health honorary society
National Association for Family, School, and Community Engagement
Vito J. Borrello is the first Executive Director for the National Association for Family, School, and Community Engagement (NAFSCE), appointed in September 2014. Since its founding, NAFSCE has addressed systemic issues to advance family, school, and community engagement as a strategy for child development, student achievement, and school improvement. Initiatives include Reframing the Family Engagement Conversation and the establishment of the National Alliance for Family Engagement; the 18-state State Consortium on Family Engagement in partnership with the Council for Chief State School Officers; and its Family Engagement Consortium on Pre-service Educator Preparation. Prior to his current position, Mr. Borrello served as the 19-year president of Every Person Influences Children, a New York-based organization providing parenting education, and family engagement in education programs. Current National Advisory Board Member roles include Scholastic and the Center for Education Equity. Recent previous national roles include membership on the National Family, School, and Community Engagement Working Group; and two completed terms as both an Appointed and At-Large Board Member for National PTA, where he also served on committees for finance, legislation, resource development, strategic planning, and leadership recruitment. He is co-founder and Chairman of Emeritus for the NY State Family Engagement Coalition.
Prior to his NAFSCE appointment, Mr. Borrello was Chairman of the NY State PTA Urban Initiatives Task Force, Steering Committee member of the NY State Parenting Education Partnership, and a past appointee to NY State Education Department workgroups for Teacher Standards, Striving Readers, and Safe Schools. In his home community of Western New York, Mr. Borrello is a past Board Member for the State University of NY at Buffalo's Alberti Center for Bullying Abuse Prevention; past Chairman for the Care Management Coalition of Western New York, and past Board member for Buffalo's Read to Succeed literacy initiative. He is a graduate of the Health Foundation for Western and Central New York Fellowship program and a 1998 graduate of Leadership Buffalo. Mr. Borrello has a Bachelor's Degree in Music Education from Wittenberg University and resides in East Amherst, New York with his wife, Maria, and has two daughters, Marisa and Samantha. He commutes to the NAFSCE offices located in Alexandria, Virginia.
UPLIFTS Hybrid CourseContains 35 Component(s) Includes Multiple Live Events. The next is on 10/12/2021 at 12:00 PM (EDT)
Have you wanted to lead more dynamic projects, engage more effectively with team members, optimize your and others’ strengths, and create change in your organization and community? UPLIFTS is a fast-paced, 10-hour intensive course that will prepare you to lead your own projects, build equitable and engaged teams, navigate conflict while creating opportunities for growth, and propel the fields of public health education, healthcare, and health administration to ignite forward-thinking systems that can withstand the next health crisis.
Have you wanted to lead more dynamic projects, engage more effectively with team members, optimize your and others’ strengths, and create change in your organization and community?
UPLIFTS is a fast-paced, 10-hour intensive course that will prepare you to lead your own projects, build equitable and engaged teams, navigate conflict while creating opportunities for growth, and propel the fields of public health education, healthcare, and health administration to ignite forward-thinking systems that can withstand the next health crisis.
During this 10-hour intensive hybrid course, you will learn the top TEN ways leaders in public health education UPLIFT their professional leadership goals at any level. You will learn how to:
1. Maximize your personal strengths to lead yourself and others
2. Implement adaptive leadership to transform teams and organizations
3. Develop and communicate your leadership philosophy
4. Build a cohesive and functional team
5. Leverage your emotional intelligence to mediate common disputes
6. Use conflict as a springboard for positive change
7. Assess for change readiness and build momentum
8. Use systems-thinking to convene partners
9. Elevate collective impact through equity and justice
10. Develop, implement, and assess your own leadership action plan
Three synchronous sessions, October 12th, November 2nd, and 16th, and five asynchronous sessions are required for course completion. Ten advanced-level continuing CECHs are being offered. For questions, please email firstname.lastname@example.org.
Course Kick-Off/Synchronous Session 1: October 12th, 12:00 – 1:00 pm Eastern
Synchronous Session 2: November 2nd, 12:00 - 2:30 pm Eastern
Synchronous Session 3: November 16th 12:00 - 2:30 pm Eastern
Module 1: Leader Within
In this introductory module, leadership characteristics will be discussed. Learners will gain an understanding of how personal growth and development can exemplify good character and how professional development and mentorship can help to hone skills in leading others. A key focus will be on how learners can develop their own character and position themselves to showcase their own leadership skills. Topics of the following 5 modules will be introduced
At the end of Module 1,
1. Explore at least five personal leadership strengths.
2. Identify up to three areas of leadership growth.
3. Identify six pillars of leadership that support ethical decision-making in health education.
4. Develop a leadership philosophy.
Module 2: Transition to Team Leadership
In this second module, leadership within a team is discussed. Learners will gain insight into the skills required for being effective team members and facilitating teams. The six pillars of the character covered in module 1 will be expanded upon to include how each characteristic applies to ethical decision-making and how to distribute equitable responsibility and power among team members. A reading assignment will provide depth to the topic and provide learners with practical application. Transitional challenges, team member equity, and problem-solving using ethical leadership will be shared and illustrated in a case study. An assessment of team leadership skills will help learners identify the next step in their personal leadership plan.
At the end of module 2, learners will;
1. Identify at least five characteristics of effective teams.
2. Describe how at least five cross-cutting skills can be applied to team leadership.
3. Demonstrate at least three team leadership skills using a case study.
Module 3: Leader-Oriented Approaches to Conflict
The third module in the UPLIFT series will introduce a strategy for conflict management. Leadership-oriented approaches to conflict management will be presented. A case study will demonstrate how leaders bring disagreements into the open and address them. Using their own examples, learners will participate in the asynchronous discussions of how conflict can be transformative for the development of effective teams. Tools for managing conflict in teams and organizations will be shared. Additional competencies will be added to the learner’s personal leadership plan.
At the end of module 3, learners will;
1. Describe why conflict management is a leadership skill.
2. Identify tips to create greater emotional intelligence to react to conflict during times of change.
3. Define at least four approaches to manage conflict among team members.
4. Demonstrate at least two conflict management strategies.
Module 4: Change Leadership
The fourth module focuses on change management. Learners identify key decision-makers and the people who influence them. Learners will practice persuasive communication, and implementing a healthy process for organizational change. Managing risks and challenges associated with change, overcoming resistance, and building a positive change culture will be introduced in a case study.
At the end of module 4, learners will;
1. Identify a change process in your organization.
2. Identify a champion for the change.
3. Develop a strategic change management plan for your organization.
4. Demonstrate how persuasive communication can lessen resistance to change.
Module 5: Systems-Level Change Agents
In the final module, learners use logical systematic approaches to break down and solve problems. By leveraging expertise and contacts, the advanced leader incorporates innovative solutions into strategic decision-making that develops new partners and businesses. Learners will explore and have the opportunity to apply strategies to create trans-organizational systems based on common values and facilitate the integration of cultural sensitivity and competence. Finally, learners discuss ways to empower others through the use of effective leadership traits; integrity, credibility, enthusiasm, commitment, honesty, and caring.
At the end of module 5, learners will;
1. Describe why systems thinking is a leadership skill.
2. Use systems thinking to advocate for health equity.
3. Practice strategies for maintaining an environment that fosters a continuous commitment to improved leadership.
EdD, MSPH, MCHES®
An Educational Consultant and Adjunct Faculty in Public Health for over 15 years who has conducted research and developed trainings in collaboration with National Networks of Public Health Institutes, de Beaumont Foundation, and Regional Public Health Training Centers to develop and improve leadership capacity in professional workforce in public health. Currently contracts with the CDC to provide continuing education to employees in Leadership and other topics in Public Health.
Michele is a second-year Doctor of Public Health Leadership student at the University of Illinois Chicago School of Public Health and has a dozen years’ experience in health education, with 9 years as an M/CHES. She has worked across industries in the health sector, and her organizational leadership experience ranges from the governmental sector, private industry (health insurance, healthcare), higher education, community, research and evaluation consulting, and non-profit philanthropy as an individual contributor, team member, and administrator. Michele has worked with the older adult population, youth, college students, and peer-to-peer as a mentor within organizations, often responsible for developing and implementing training for adult learners, leveraging the three academic years she has committed to as adjunct faculty in an undergraduate health education and promotion program. She has focused largely on non-infectious/chronic disease and obesity prevention at the policy, system, and environmental levels as well as issues of environmental justice (demolitions, lead poisoning, eviction prevention, food insecurity) with strategies that address racism across sectors in a health in all policies or whole government framework.
Davondra Brown, MEd, MCHES®
Master Certified Health Education Specialist
Davondra I. Brown Services, LLC
Davondra Brown is a Master Certified Health Education Specialist (MCHES®) who specializes in sexual wellness. She serves on the Board of Commissioners and the Division Board of Professional Development for the National Commission for Health Education Credentialing, in addition to many other volunteer efforts. Mrs. Brown has earned a Bachelor’s in Philosophy, a Master’s in Education, and an advanced certificate of Innovative Technologies in Health Science Education.
Victoria Williams, PhD, MPH, MEd, MCHES®
Behavioral Research Scientist and Instructional Designer
State Farm & Walden University
Victoria A. Williams, PhD, MPH, MEd, MCHES is a behavioral research scientist and instructional designer. She is a public health expert specializing in developing, implementing, and evaluating technology-based programs for diverse audiences.
LIVE: Emerging VolunteersContains 2 Component(s) Includes a Live Web Event on 10/08/2021 at 1:00 PM (EDT)
This course consists of five modules containing a live introductory webinar, SOPHE website scavenger hunt, article reflection, interview with a current SOPHE leader, and a professional goal setting sheet.
Interested in becoming a SOPHE leader, but not sure where to start? Participate in the Emerging Volunteers course to learn more about SOPHE’s history, focus areas, membership benefits, and volunteer opportunities. This five-part module will consist of a live introductory webinar, SOPHE website scavenger hunt, article reflection, interview with a current SOPHE leader, and a professional goal setting sheet.
At the end of this course:
1. List five volunteer opportunities through SOPHE that will grow your leadership skills. (Area 8.4.7)
2. Identify at least three SMART professional development goals for your career. (Area 8.3.3)
LIVE: "The Master’s Tools Will Never Dismantle the Master’s House”: Ten Critical Lessons for Black and Other Health Equity Researchers of ColorContains 3 Component(s) Includes a Live Web Event on 09/28/2021 at 1:00 PM (EDT)
In this interactive webinar is designed to engage critical health equity scholars in a discussion about the risks, challenges, and strategies for success at their academic institutions in general, and at predominantly White institutions (PWI) in particular.
Building on the foundation of my article, “The Master’s Tools Will Never Dismantle the Master’s House”: Ten Critical Lessons for Black and Other Health Equity Researchers of Color published in Health Education and Behavior in June 2021, this interactive webinar is designed to engage critical health equity scholars in a discussion about the risks, challenges, and strategies for success at their academic institutions in general, and at predominantly White institutions (PWI) in particular.
1. Discuss additional critical lessons that should have made the list.
2. Engage with the question of whether it is possible to be transformative within PWI and other structures that were not designed for transformative change; in short, to paraphrase Stevie Wonder, “can you be in it, but not of it?”
3. Consider social-structural solutions to diversity, equity, and inclusion that PWI can adopt to meaningfully support faculty of color, particularly those who do critical health equity research.
4. Describe at least three strategies and resources for social support, mentorship, self-care, and thriving despite the challenges. (Area 7.5.2)
Lisa Bowleg, PhD, MA
The George Washington University
Lisa Bowleg is a Professor of Psychology in the Department of Psychology at GW. She holds a BS in Psychology from Georgetown University, an MA in Public Policy with a concentration in Women’s Studies, and a Ph.D. in Applied Social Psychology from GW. She is a leading scholar of intersectionality in behavioral and social science research, and for almost 20 years her qualitative and mixed methods research has examined: (1) the effects of masculinity and social-structural context on Black men’s sexual HIV risk and protective behaviors; and (2) Black lesbian, gay, and bisexual people’s experiences with stress and resilience (see current projects listed below). Her work has been published in many high-impact journals such as the American Journal of Public Health, Health Psychology, and AIDS and Behavior.
Dr. Bowleg is an editorial board member of several journals, including the Archives of Sexual Behavior, Journal of Sex Research, and LGBT Health. She is a member of the District of Columbia Center for AIDS Research (DC CFAR) and the incoming Director of the DC CFAR's Social and Behavioral Sciences Core. Her awards include the 2014 Psychology and AIDS Distinguished Leadership Award from the American Psychological Association’s Committee on Psychology and AIDS.
LIVE: Healthy People 2030: Social Determinants of Health & Health Equity as Drivers for ChangeContains 3 Component(s) Includes a Live Web Event on 09/27/2021 at 1:00 PM (EDT)
In part one of this two-part webinar series, presenters will explore the Healthy People (HP) 2030 framework and several differences from Healthy People 2020; and identify case examples of applying the new objectives in program planning and evaluation related to health equity and social determinants of health.
Healthy People provides science-based, 10-year national objectives for improving the health of all Americans by encouraging collaborations across communities and sectors and empowering individuals toward making informed health decisions. Healthy People 2030, the initiative’s fifth iteration, builds on the knowledge gained over the first four decades. In part one of this two-part webinar series, presenters will explore the Healthy People (HP) 2030 framework and several differences from Healthy People 2020; identify a framework for applying the new objectives in program planning and evaluation related to health equity and social determinants of health.
1) Describe at least three foundational principles and rationale for Healthy People 2030’s approach.
2) Communicate at least two overarching goals that underlie decisions about the initiative.
3) Discuss how HP 2030 can be used to advance social determinants of health and health equity.
Derek M. Griffith, PhD
Professor, Founder, and Director
Founding Co-Director of the Racial Justice Institute, Founder and Director of the Center for Men’s Health Equity, and Professor of Health Systems Administration and Oncology, Georgetown University
Dr. Derek M. Griffith is a Founding Co-Director of the Racial Justice Institute, Founder and Director of the Center for Men’s Health Equity, and Professor of Health Systems Administration and Oncology. Trained in psychology and public health and a Fellow of the American Academy of Health Behavior, Dr. Griffith’s research focuses on developing interventions to achieve racial, ethnic, and gender equity in health. He is a contributor to and an editor of Men’s Health Equity: A Handbook, and Racism: Science and Tools for the Public Health Professional. He has been awarded grants from the American Cancer Society, the Robert Wood Johnson Foundation, and several NIH institutes. Dr. Griffith has published more than 140 peer-reviewed manuscripts, including two recent pieces in Health Education & Behavior on ways that Healthy People 2030 could have incorporated well-being and goals for men’s health more explicitly. He is a member of the editorial boards of Health Education & Behavior and several other men’s health and public health journals. In recognition of his research on “eliminating health disparities that vary by race, ethnicity, and gender”, Dr. Griffith won the Tom Bruce Award from the Community-Based Public Health Caucus of the American Public Health Association, and he was named one of 1,000 Inspiring Black Scientists in America by the Cell Mentor’s Community of Scholars.
Leslie Ray, MPH, MPPA, MA
Chief of Community Health Statistics
County of San Diego, Health and Human Services Agency, Public Health Administration
Leslie Ray currently serves as Chief of Community Health Statistics with the County of San Diego, Health and Human Services Agency, Public Health Administration. Ms. Ray’s main focus is developing the structure and framework for population health data and metrics.
She has worked on local reporting and implementation of Healthy People goals since the 1995 Mid-Course Review. She established Community Health Statistics Unit in 2006 which serves as a data and information resource for the County and the public. She developed and implemented a wide range of community accessible data and information including demographic, economic, health, behavioral, and survey data.
She operationalized the Live Well San Diego indicators and metrics as well as developed the surveillance data and economic impact of Alzheimer's disease and related dementias. She led the team that developed and implemented local 3-4-50, Critical Pathways, Regional Health Status reports and Economic Burden reports. During COVID-19 she and her team developed predictive models, detailed population demographics, and focused on health equity impacts.
She led the team that won State and Local Health Data Innovation of 2019 for the Live Well Health and Well Being Data System, awarded by the Milbank Memorial Fund and Academy Health. This system automated the process of aggregating over 200 diagnoses groups by age, gender, geography, race/ethnicity, and socioeconomic status. She has advocated for the reporting of social determinants of health through the systematic inclusion of ICD-10 Z codes in health data.
Ms. Ray has earned a Master’s in Public Health with a specialization in epidemiology from San Diego State University, a Master’s in Public Policy Analysis with an emphasis in administration and economics from the University of Chicago, a Master’s in Educational Psychology with an emphasis in systemic racism and sexism, and a joint Bachelor's in Geography and Sociology with an emphasis in demographics. She also holds post graduate certification in Health Economics and Outcomes Research from University of Washington Institute for Health Metrics and Evaluation. She has completed additional post graduate training in GIS systems, big data analysis and predictive analytics.
Dushanka V. Kleinman, DDS, MScD
Associate Dean for Research and Principal Associate Dean
School of Public Health at the University of Maryland
Dr. Kleinman joined the School of Public Health in 2007 and served on the core accreditation team leading the School’s initial and subsequent accreditation, and in multiple management roles during these early phases of the School’s development. She established the School’s central research administrative structure created an enhanced research event that evolved into an annual event in partnership with the School of the Medicine University of Maryland Baltimore, sponsored by MPowering the State and serves in a senior role overseeing the School’s Community Advisory Council whose members provide a strong link to public health practice. She contributes to the campus through her service on the Research Development Council, and as a past ADVANCE professor and member of the Campus APT Committee. Her research interests include prevention of oral health inequities, health literacy, strategies to integrate oral and general health, public health impact studies, and community health improvement initiatives.
Prior to joining UMD, Dr. Kleinman, a licensed dentist and Diplomate of the American Board of Dental Public Health, completed 28 years of government service where she was the Deputy Director, National Institute of Dental and Craniofacial Research (NIDCR), NIH (1991-2006), assuming the role of NIDCR Acting Director twice. At NIH she also served as the first assistant director of the NIH Roadmap for Medical Research (2003-2005), now the NIH Common Fund.
As an officer in the U.S. Public Health Service Commissioned Corps, she retired at the rank of Rear Admiral, Assistant Surgeon General. In 2006, she completed a five-year term as the 15th Chief Dental Officer, USPHS, overseeing the events during the 9/11 and anthrax attacks. She was the co-editor and coordinated the federal involvement in the development, of the first-ever Surgeon General's report on oral health (2000), and A National Call to Action to Promote Oral Health, A Public-Private Partnership Under the Leadership of the Office of the Surgeon General (2003). She has served in leadership and advisory roles in professional organizations and federal agencies, most recently as co-chair of the HHS Secretary’s Advisory Committee on National Health Promotion and Disease Prevention Objectives for 2030 (2016-2019).
Dr. Kleinman has a D.D.S. from the University of Illinois at Chicago College of Dentistry and a hospital rotating internship at the University of Chicago Hospitals and Clinics. She received an M.Sc.D. in dental public health and a Dental Public Health Residency Certificate from the Henry M. Goldman School of Dental Medicine at Boston University.
Angela Graham, MPH, CPH
Administrator, Center for Health Equity's Performance Management and Population Health
Louisville Metro Department of Public Health and Wellness
Angela serves the Louisville Metro Department of Public Health and Wellness as an Administrator, leading the Center for Health Equity's Performance Management and Population Health group. The group is responsible for collecting and analyzing data to advance health equity and to support equity-focused plans and strategies for the department. Angela led the launch of Healthy Louisville 2025, the city’s community health improvement plan, which focuses explicitly on social determinants of health and health inequities. She also co-led the data collection of the city’s most recent community health assessment including surveys and qualitative analysis. She has expertise in survey research and public opinion polling, leveraging data to advance health equity and strategic planning. Angela holds a bachelor’s degree in Economics and English from Case Western Reserve University and a Master’s Degree in Public Health from the University of Louisville School of Public Health and Information Sciences, with a focus in Epidemiology.