Catalog Advanced Search

Search by Categories
Search in Packages
Search by Format
Search by Type
Search by Date Range
Products are filtered by different dates, depending on the combination of live and on-demand components that they contain, and on whether any live components are over or not.
Start
End
Search by Keyword
Sort By
  • UPLIFTS Hybrid Course

    Product not yet rated Contains 40 Component(s) Includes Multiple Live Events. The next is on 11/09/2021 at 12:00 PM (EST)

    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 face-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.

    Calling Those Who Lead: Register Today for SOPHE’s UPLIFTS Leadership Course

    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 face-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 19th,  9th,16th, and five asynchronous sessions are required for course completion.  Ten advanced-level continuing CECHs are being offered.  For questions, please email education@sophe.org.

    -----------------------------------------------------------------

    Module 1: Leader Within

    Description
    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

    Description: 
    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

    Description
    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

    Description: 
    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

    Description: 
    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. 

    Kirsten Rodgers

    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 Bildner

    MPH, MCHES®

    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. 

  • LinkedIn to Promote an Academic Journal and Advance Public Health Practice

    Product not yet rated Contains 3 Component(s) Includes a Live Web Event on 09/16/2021 at 2:00 PM (EDT)

    This presentation will describe the planning, implementation, and results of implementing a social marketing strategy for a public health journal on LinkedIn. A five-month analysis of activity from LinkedIn and evaluation of the overall project will be discussed. The authors will describe the needs assessment planning and preparation for launching a company page, the posting strategy, and an analysis of interaction with the page and individual posts. Finally, there will be an analysis of the successes and significant lessons learned based on both the overall social media promotion goals of Health Promotion Practice Journal and the goals for establishing a presence on LinkedIn, including encouraging engagement from new, mid-career and seasoned public health professionals.

    LinkedIn to Promote an Academic Journal and Advance Public Health Practice

    Speakers: Katie M. Houk, MLIS, MPH and Melissa Wilkins

    Health Promotion Practice (HPP) Journal began experimenting with social media for promotion and dissemination of journal and parent organization content a few years ago. The success of Twitter in driving traffic to journal content soon led Editorial Board leaders to explore other social marketing platforms for promotion. Fortunately, a strong association with San Jose State University’s department of  public health and recreation provides the opportunity to recruit student interns to assist in managing the growing social media presence.

    In the spring and summer of 2020, HPP recruited a large number of interested interns, and the timing felt right to further explore LinkedIn and the development of a social marketing strategy for the platform. The authors thus undertook a phased project to officially launch HPP on LinkedIn; including background research, creating a company page, intern and editorial board buy-in, and an approach and schedule to posting. After the implementation of the company page, the intern was in charge of posting to LinkedIn until her internship hours were completed in late September of 2020.

    This presentation further discusses the planning and implementation phases of the LinkedIn social marketing project, as well as the activity of both the LinkedIn page and individual posts. Five months of activity data collected from the LinkedIn page will be analyzed and results will be discussed in relation to the goals of the project, including both successes and challenges of setting up and maintaining a promotional presence for an academic journal on LinkedIn.

    Katie M. Houk, MLIS, MPH

    Kathryn Houk is Health Literacy & Community Engagement Librarian and assistant professor at the University of Nevada, Las Vegas’s Health Sciences Library. She received her MLIS from Kent State University in 2009 and recently completed her MPH from San Jose State University in community health education. Katie has a keen interest in health communication, particularly in improving science and health literacy in the public and improving expert’s communication skills. She is also interested in community and university collaborations in the Las Vegas valley, including securing and running a recent grant that provides continuing education on consumer health information for the local community health workforce.

    Melissa Wilkins

    Melissa Wilkins is a Project Manager for the County of Santa Barbara, Department of Behavioral Wellness. With over 15 years of experience in the field, Melissa has managed a number of programs to address health disparities including substance use prevention and treatment programs. She is currently pursuing her MPH from San Jose State University and is passionate about addressing population level health through advocacy, collaboration, and relationship building. She currently facilitates county-wide trainings to promote the implementation of evidence-based practices and successfully managed the transition from in-person trainings to web-based platforms in response to COVID-19. 

    • Register
      • Early bird pricing available!
      • Non-member - Free!
      • Member - Free!
      • Regular Price after 09/16/2021 2:00 PM
      • Non-member - $18
      • Member - $9
    • More Information
  • LIVE: Role of Faulty in Addressing COVID Vaccination Hesitancy among HBCU Students

    Product not yet rated Contains 3 Component(s) Includes a Live Web Event on 08/12/2021 at 1:00 PM (EDT)

    This webinar will provide an overview of the impact of COVID-19 on African American college students, aged 18-26. Epidemiological data and risk factors for COVID-19 among HBCU students will be provided.

    Role of Faulty in Addressing COVID Vaccination Hesitancy among HBCU Students

    Youth 18-26 years of age have been identified as a priority group to get the COVID vaccination (Fauci, 2021). Thus, this webinar will provide an overview of the impact of COVID-19 on African American college students, aged 18-26.  Epidemiological data and risk factors for COVID-19 among HBCU students will be provided.  Emphasis will be placed upon reducing COVID-19 vaccine hesitancy among this age group.  Finally, public health education strategies will be provided to faculty on encouraging HBCU students to take the COVID vaccine.


    Learning Objectives
    At the end of the session, the participants will be able to:
    1) Discuss the factors that put African American college students at risk for COVID-19.
    2) Discuss the hesitancy factors associate with the COVID-19 vaccine among African American college students.
    3) Communicate with African American college students about the importance COVID vaccine in reducing the COVID infection.
    4) Dispel misinformation regarding COVID-19 among African American college students.

    Responsibility V:  Advocacy
    5.1 Identify a current or emerging health issue requiring policy, systems, or environmental change
    Responsibility VI:  Communication
    6.3 Develop message(s) using communication theories and/or models

    • Register
      • Early bird pricing available!
      • Non-member - Free!
      • Member - Free!
      • Regular Price after 08/12/2021 2:00 PM
      • Non-member - $18
      • Member - $9
    • More Information
  • LIVE: SOPHE 2021dX Student Health Edu-Thon Undergraduate Team Winning Scenario

    Product not yet rated Contains 3 Component(s) Includes a Live Web Event on 08/04/2021 at 12:00 PM (EDT)

    In this live event, participants will be able to learn about how to increase vaccine rollout at college campuses through the use of social media.

    SOPHE 2021dX Student Health Edu-Thon Undergraduate Team Winning Scenario

    In this live event, participants will be able to learn about how to increase vaccine rollout at college campuses through the use of social media. The main objective is to raise awareness, increase the number of people who will sign up for the vaccines when they become eligible for them, and increase rates of vaccination among college students within a one-semester span.

    Learning Objectives

    1) Describe six strategies for tailoring an intervention to enhance vaccine access to vaccine services for the college student population. 2.3.4
    2) Design and develop social media posts and flyers needed for implementation. 2.4.2

    • Register
      • Early bird pricing available!
      • Non-member - Free!
      • Member - Free!
      • Regular Price after 08/04/2021 1:00 PM
      • Non-member - $18
      • Member - $9
    • More Information
  • LIVE: SOPHE 2021dX Student Health Edu-Thon Graduate Team Winning Scenario

    Product not yet rated Contains 3 Component(s) Includes a Live Web Event on 08/03/2021 at 12:00 PM (EDT)

    ​This year's graduate-level SOPHE Health Edu-Thon 1st place winners from the University of Alabama-Tuscaloosa Campus invite you to participate in a one-hour webinar where they will share their presentation and facilitate a discussion about varying components of the campaign.

    SOPHE 2021dX Student Health Edu-Thon Graduate Team Winning Scenario 

    This year's graduate-level SOPHE Student Health Edu-Thon 1st place winners from the University of Alabama-Tuscaloosa Campus invite you to participate in a one-hour webinar where they will share their presentation and facilitate a discussion about varying components of the campaign. The SOPHE Health Edu-Thon required students to develop a mock multi-component intervention with the following elements: 1) increase community demand 2) enhance access to vaccination services 3) evaluate provider assessment and feedback.  Their presentation was completed during the height of the COVID-19 pandemic and details need specific to Pickens County, Alabama. Topics will include target population assessment, persuasive health communication tactics, and practice-based implications. The speakers will also discuss the selection of evidence-based interventions and the creation of communication aids. 

    Learning Objective

    At the conclusion of the webinar, participants will be able to list 2 ways the needs of the target population influenced the development of program materials. 

    6.1.2 Identify the assets, needs, and characteristics of the audience(s) that affect communication and message design (e.g., literacy levels, language, culture, and cognitive and perceptual abilities).

    • Register
      • Early bird pricing available!
      • Non-member - Free!
      • Member - Free!
      • Regular Price after 08/03/2021 1:00 PM
      • Non-member - $18
      • Member - $9
    • More Information
  • Helping Institutions of Higher Education Prepare for Fall 2021

    Product not yet rated Contains 3 Component(s) Includes a Live Web Event on 07/28/2021 at 1:00 PM (EDT)

    Join members of the American College Health’s (ACHA’s) COVID-19 Task Force and authors of the recently released “Considerations for Reopening Institutions of Higher Education for the Fall Semester 2021” in this live event as they discuss key considerations to maximize the health and safety of the campus community as students return to a fully occupied campus. They will provide practical advice on vaccination, testing, other public health strategies, access, education, and service provision as campuses resume this fall.

    Helping Institutions of Higher Education Prepare for Fall 2021

    Join members of the American College Health’s (ACHA’s) COVID-19 Task Force and authors of the recently released “Considerations for Reopening Institutions of Higher Education for the Fall Semester 2021” in this live event as they discuss key considerations to maximize the health and safety of the campus community as students return to a fully occupied campus. They will provide practical advice on vaccination, testing, other public health strategies, access, education, and service provision as campuses resume this fall.

    Learning Objectives

    1. Identify 3 social determinants leading to health inequity in marginalized populations during the pandemic. [5.1.1 Examine the determinants of health and their underlying causes related to identified health issues.]
    2. Identify groups/stakeholders to enhance service delivery or support advocacy efforts. [5.1.5 Identify existing coalitions of stakeholders that can be engaged in advocacy efforts.
    3. Review considerations for vaccination uptake, education, advocacy, and communication planning and their impact on academics, residence life, and co-curricular activities.
    4. Identify considerations for testing, contact tracing, isolation/quarantine, and other public health prevention efforts as campuses reopen this fall.

    Amy Thompson, PhD, CHES® (Moderator)

    Vice Provost

    University of Toledo

    Dr. Amy Thompson who is a Professor & Co-Director at the Center for Health & Successful Living for the University of Toledo. Her research areas are on advocacy, gun violence prevention, breast cancer prevention, and nutritional issues. She has also served as the Trustee for Advocacy & Resolutions for SOPHE from 2015-2017; 2017-2019.

    Sarah Van Orman, MD, MMM, FACHA

    Chief Health Officer, Associate Vice Provost, and Division Chief of College Health

    University of Southern California Student Health and Keck School of Medicine of USC

    Dr. Van Orman has spent her professional career as a college health physician, university health services administrator, and campus chief health officer. She earned an undergraduate degree in physics from Carleton College (MN) and her MD degree from the Mayo Clinic (MN). Residency training was at the University of Chicago in combined Internal Medicine and Pediatrics. She is board-certified in both Internal Medicine and Pediatrics and earned a Master of Medical Management (MMM) degree from Carnegie Mellon University.

    She is currently the Associate Vice Provost and Chief Health Officer for Student Health at the University of Southern California where she is also a Clinical Professor of Family Medicine in Keck School of Medicine.

    She currently serves on the American College Health Association (ACHA) COVID-19 task force and as a Co-Chair of ACHA’s CDC-funded Campus COVID-19 Vaccine Initiative (CoVAC) steering committee. She is a past President of the American College Health Association.

    Tondra L. Moore, PhD, JD, MPH

    Executive Director of Health Services

    Prairie View A&M University

    Dr. Tondra L. Moore, in her role as Executive Director for PRAMU Health Services, oversees operations of the Student Counseling Center, Office of Disability Services, Medical Services, and the Hilltop Reserve, an emergency resource center. She also serves as the Health Administrator for Medical Services which provides ambulatory care for the entire campus as well as the local community members of Prairie View, Texas. 

    During the COVID-19 pandemic, she served as the lead public health official and incident commander for the university. In this capacity, she devised the framework for the university’s response to the COVID-19 pandemic. Her funded research and publications have focused on health disparities in underserved populations and the lack of diversity in academic programs that train and prepare the leadership of healthcare organizations. Dr. Moore earned a Juris Doctorate from Cumberland School of Law at Samford University, Doctorate in Administration -- Health Services and Master of Public Health from the University of Alabama at Birmingham, and Bachelor of Science in Chemistry from Alabama State University.

    Cheryl Hug-English, MD, MPH

    Medical Director of the Student Health Center

    University of Nevada-Reno

    Cheryl Hug-English has worked as a physician in college health for most of her career.  She received her undergraduate degree in Biology from the University of Nevada, Reno, and graduated from the University Of Nevada School Of Medicine. She received her Master in Public Health in Epidemiology from UCLA. She served as past Interim Dean for the University Of Nevada School Of Medicine and is currently the Director of the Student Health Center for the University of Nevada, Reno. She currently serves as a Board Member for the American College Health Association and is a member of the group’s COVID-19 Task Force.

    • Register
      • Early bird pricing available!
      • Non-member - Free!
      • Member - Free!
      • Regular Price after 07/28/2021 2:00 PM
      • Non-member - $18
      • Member - $9
    • More Information
  • LIVE: COVID-19 and Evidence-Based Programs: Digitally Reaching Underserved Populations

    Product not yet rated Contains 3 Component(s) Includes a Live Web Event on 07/27/2021 at 2:00 PM (EDT)

    In this webinar, you will hear from our panelists on the challenges affecting Evidence-Based Programs and the underserved populations. You will learn about the opportunities and pitfalls of distance training to build the capacity for EBPs to reach underserved communities.

    COVID-19 and Evidence-Based Programs: Digitally Reaching Underserved Populations

    Join us for a free, live panel discussion!

    The COVID-19 Pandemic had significant implications on the methods and modes for evidence-based programs proven to improve the quality of life of adults with arthritis in communities across the country. Participants will hear from developers and directors of CDC-recognized arthritis appropriate evidence-based interventions regarding distance-based training practices developed during and in response to the COVID-19 pandemic, and the challenges and opportunities inherent in these strategies to expand the evidence-based program (EBP) workforce to reach rural and underserved communities.

    In this live event, participants will be able to:

    1. Describe how in-person programs adapted to remote delivery during the COVID-19 pandemic.

    2. Describe how remote EBP's reach underserved populations including communities of color, rural communities, and communities living with disabilities. 

    3. Describe how evidence-based programs are using distance training to build capacity for EBPs to reach underserved communities.

    Learning Objectives

    1.3.3 Identify factors (social, cultural, economic, political, and environmental factors) presented by COVID-19 to evidence-based programs (EBPs) for various underserved populations

    1.3.5 Discuss the capacity and availability of remote delivery/distance training as a way to build capacity for EBPs to reach underserved communities

    Kate Lorig

    DrPH

    Self Management Resource Center, Professor Emerita at Stanford School of Medicine

    Kate served as the Director of the Stanford Patient Education Research Center and Professor of Medicine in the Stanford School of Medicine. She earned her bachelor’s degree in nursing at Boston University, and her master's and doctorate of public health in health education at the University of California, Berkeley. She came to Stanford in 1979 while a graduate student at Cal to develop and research an educational program that emphasized self-help skills for people with arthritis. This program became the Arthritis Self-Help Course and was the prototype for the Chronic Disease Self-Management Program, The Diabetes Self-Management Program, the Positive Self-Management Program for HIV, the Cancer: Thriving and Surviving Program, the Building Better Caregiver's Program, the Chronic Pain Self-Management Program, and others. She has authored several books and many articles about arthritis, chronic disease in general, health education, and behavioral science. She travels extensively at the invitation of organizations concerned with patient care and academic research. She lives in Mountain View, CA, with her 2 cats and a collection of Native American art.

    Paige Denison

    Director, Health and Wellness Department, Sound Generations, National Director, Project Enhance: EnhanceFitness/EnhanceWellness

    Paige Denison has over 20 years of experience working with evidence-based health promotion programs for older adults and adults aging with disability. As Director of Health, Wellness and Project Enhance at Sound Generations in Seattle, WA, Paige oversees the ongoing research coordination, adaptation, licensing, and dissemination of two such programs: Enhance® Wellness (9 States) and Enhance®Fitness (43 States and DC). Regionally, her oversight focuses on implementation of multiple evidence-based health promotion programs for diverse adult populations in King County, WA. Additionally, she serves on the Exercise Is Medicine (EIM) Older Adult Advisory Committee for the American College of Sports Medicine (ACSM), University of Washington Health Promotion Research Center (HPRC) Community Advisory Board and is the past Chair of the Evidence Based Leadership Collaborative.

    Susan Hughes

    PhD

    Director, Center for Research on Health & Aging, University of Illinois

    Dr. Hughes directs the Center for Research on Health and Aging at the University of Illinois at Chicago and serve as Principal Investigator of its National Institute on Aging Midwest Roybal Center for Health Promotion and Translation. The Roybal Center focuses on the design and testing of evidence-based health promotion programs for older adults with an emphasis on physical activity, mobility and cognitive health, using neuroimaging to assess the impact of interventions on brain connectivity. She designed Fit and Strong! (F&S), an evidence-based physical activity/behavior change program for older adults with lower extremity osteoarthritis (OA). F&S has been approved by the Administration on CommunityLiving as a falls prevention program and a self management adjunct. The program is also recommended by the Centers for Disease Control and Prevention as an Arthritis Appropriate Evidence-Based Lifestyle Intervention.  We are collaborating with the National Recreation and Park Association to deliver F&S in partnership with Community BasedOrganizations in 32 states. With Dr.Marian Fitzgibbon, we recently tested the effectiveness of a new version of the program--F&S Plus, an enhanced version that addresses both PA and weight loss through dietary change. Findings showed significant benefits ofF&S Plus on weight, OA symptoms, and mobility at 2 months that were maintained at 6 and 12 months. Most recently, in response to the COVID 19 pandemic, we have developed an online,synchronous, live-streamed version of F&S called Fit and Strong! @Home.  Preliminary findings from a pilot of the program have been extremely positive. We look forward to this opportunity to discuss the online version of the program with you today. 

    Andrew DeMott

    MPH

    Center Coordinator and Fit & Strong! Manager, Center for Research on Health and Aging Institute for Health Research and Policy at University of Illinois at Chicago

    Andrew DeMott Coordinates the Center for Research on Health and Aging at the University of Illinois at Chicago (UIC) and manages the nationally-recognized evidence-based program, Fit & Strong! He received his MPH in Community Health Sciences from the UIC School of Public Health.

    Nick Turkas

    MS

    Director, External Affairs, Arthritis Foundation

    As a non-profit professional for more than 20 years, Nick has successfully designed and managed local, regional, and national programs and services with measurable results. His experience creating physical activity and public education campaigns that involve and reach patients for maximum impact. He currently oversees the Walk With Ease program and manages relationships with national non-profits, academic institutions and healthcare professional societies. Nick Turkas earned a bachelor’s degree in public relations and a master’s degree in human services management. 

    • Register
      • Early bird pricing available!
      • Non-member - Free!
      • Member - Free!
      • Regular Price after 07/27/2021 3:00 PM
      • Non-member - $18
      • Member - $9
    • More Information
  • Big Data in Health Education: Exploring a Synergistic Collaboration in Machine Learning and Social Network Analysis

    Product not yet rated Contains 3 Component(s), Includes Credits Recorded On: 07/22/2021

    By the end of the webinar, participants will have learned strategies for incorporating big data into their own research/practice and tools for maximizing the validity of big data.

    In the big data era, there is increasing interest in novel data sources that can inform health outcomes. In this webinar, we will discuss two popular methodologies (Natural Language Processing (NLP) and Social Network Analysis (SNA)) and how these methodologies can be synergistically combined to draw nuanced conclusions about health-related phenomena. Participants can expect demonstrations of NLP and SNA in practice, using timely examples relevant to a Public Health and Health Education audience. By the end of the webinar, participants will have learned strategies for incorporating big data into their own research/practice and tools for maximizing the validity of big data.


    For more information on mining words, go to Dr. Valdez's co-authored article in Health Promotion and Practice https://journals.sagepub.com/d...


    By the end of the 90-minute webinar, participants will be able to discuss various methods for analyzing big data and determine primary data collection needs, instruments, methods, and procedures to conduct big data studies in their own research. Sub Competency 1.2.7

    Danny Valdez, PhD

    Assistant Professor in the Department of Applied Health Science

    Indiana University School of Public Health

    Danny Valdez, PhD, is an Assistant Professor in the Department of Applied Health Science at the Indiana University School of Public Health, Bloomington. His research broadly focuses on language as data, leveraging social media and other big data sources to draw inferences about health phenomena. Part of his work is dedicated to Latinx sexual health behavior and procuring social media data from this population to understand sexual health needs and practices.

    Megan S. Patterson, PhD, MPH

    Assistant Professor in the Department of Health and Kinesiology

    Texas A&M University

    Megan S. Patterson, PhD, MPH, is an Assistant Professor in the Department of Health and Kinesiology at Texas A&M University. Her research focuses on using network analysis to measure how social and spatial networks impact the overall wellbeing of individuals and communities. Her training in research methods and network analysis provides ample opportunities to design, conduct, and collaborate on a variety of studies within behavioral science.

  • Arts: An Innovative Pathway to Educating Youth about Health

    Product not yet rated Contains 3 Component(s), Includes Credits

    ​Looking for novel ways to impact the health of youth? This webinar will illustrate how artwork, poetry, song, and dance are being used to improve the health knowledge, skills, and behaviors of children and teens, improve their health outcomes, and counter the negative impacts of the COVID-19 pandemic. This webinar concludes the Health Promotion Practice open-access supplement “Arts and Public Health” webinar series. Join to learn what the “H.Y.P.E.” is all about!

    Arts: An Innovative Pathway to Educating Youth about Health

    Looking for novel ways to impact the health of youth?  This webinar will illustrate how artwork, poetry, song, and dance are being used to improve children and teens' health knowledge, skills, and behaviors, improve their health outcomes, and counter the negative impacts of the COVID-19 pandemic.  This third webinar from the Health Promotion Practice open-access supplement “Arts and Public Health” and learn what the “H.Y.P.E.” is all about! 

    At the end of this presentation, participants will be able to:
    1. Describe at least 2 key components in program planning that contributed to the success of a youth arts STD prevention program implemented in criminal justice settings. (2.1.2)

    2. Identify at least four strategies used in the H.Y.P.E. The Breaks! Program model that provided the theoretical foundations for engaging youth in more physical activity (2.3.4)

    Dr. Bonnie Edmondson

    Associate Professor and Graduate Coordinator of the School Health Education Program

    Southern Connecticut State University

    Dr. Bonnie Edmondson is an Associate Professor and Graduate Coordinator of the School Health Education Program at Southern Connecticut State University. She has over 35 years of experience as an educator, coach, and former professional athlete. Nationally, Dr. Edmondson has served on expert panels for the CDC and the U.S. Department of Health and Human Services, is a peer reviewer for numerous professional publications and journals, and is a nationally renowned speaker on health and education policy and athletic coaching. At the state level, Bonnie lead the writing and implementation of numerous school health policies and programmatic guidance documents. In addition, she is a two-time national champion and former world ranked hammer thrower. She is active with USA Track and Field having served as head coach for the 2019 IAAF World Championship team, coach for the 2016 United States Olympic Team, and seven IAAF World Championship teams. Bonnie also serves as Chair of the prestigious USATF Women’s Commission and is a member of the Women’s Track and Field Executive Committee. Dr. Edmondson holds an EdD in Educational Leadership, an MS in School Health Education, and a BA in English.

    Ewelina M. Swierad, PhD, EdM, MA, MSc

    Associate Research Scientist

    Columbia University Irving Medical Center

    Ewelina is an Associate Research Scientist at Columbia University Irving Medical Center (CUIMC). Ewelina has earned her degrees in Psychology from Columbia University in New York City, the University of New South Wales in Sydney, Australia, and the University of Warsaw, Poland. Before joining CUIMC, she completed her post-doctoral training at CUNY School of Public Health & Health Policy. Ewelina’s research involves a hybrid of psychology, public health, music, social justice, and innovation. She is passionate about the role of multidisciplinary fields, media, arts, and music in effective health and mental health education and behavior change. Together with Dr. Olajide Williams, she has developed the Multisensory Multilevel Health Education Model – a theoretical framework focused on innovative, culturally sensitive, and evidence-based health education. In her academic work, she pursuits one question: “how do we inspire people to look after their health, mental health, and wellbeing?”. Ewelina is a recipient of several awards, including the Fulbright Scholarship and International Postgraduate Research Scholarship from the Australian Government. She also received the Innovative Leader in Magazine Media Award from Yale University for her work on Lifelab – a project that aims at bringing the science of psychology from academia to our daily lives. Through Columbia lab, Ewelina is a part of Hip Hop Public Health team that uses hip-hop music and innovative media tools to create programs that improve health literacy and foster positive behaviors among children and their families. Whether it is through her research, previous clinical work, or personal interests, Ewelina enjoys exploring new ideas and connections between them. She often immerses herself in the cultural landscape of NYC – jazz, ballet, museums, and random science lectures. And this exploration informs her research, too.

    Melissa Valerio (Moderator)

    PhD, MPH

    Associate Professor of Health Promotion and Behavioral Science at the UT School of Public Health, San Antonio Regional Campus

    Melissa Valerio, Ph.D., MPH, is an Associate Professor of Health Promotion and Behavioral Science at the UT School of Public Health, San Antonio Regional Campus. Prior to returning to Texas, she spent five years as Assistant Professor of Health Behavior and Health Education at the University of Michigan School of Public Health.

    She obtained her Master’s degree in Health Behavior and Health Education from the University of Michigan School of Public Health and her PhD in health behavior and health education from the University of Michigan. Dr. Valerio's interests include chronic disease management and prevention, the design and evaluation of effective health education messages and materials, and survey methods. She is particularly interested in health literacy and cultural competence issues related to health education and communication in minority underserved communities. Dr. Valerio has been involved in the planning, implementation, and evaluation of community-based coalitions and partnerships. Most recently I have served as PI on studies focused on the design and evaluation of innovative functional health literacy-related interventions and strategies to promote disease management (type 2 diabetes, asthma, and oral health) and prevention (type 2 diabetes). She serves as PI on an NINR funded R21 study to develop a measure of verbal functional health literacy. Dr. Valerio also serves as Co-I on several studies including an NIDDK funded R01 examining the use and influence of genetic explanations in the prevention of type 2 diabetes, and AHRQ funded R18 examining comparative effectiveness research practices in diabetes management, and on a P60 funded center initiative addressing health disparities in cardiovascular risk.

  • Motivational Interviewing in Practice: A Case Study of Vaccine Hesitancy in Health Education

    Product not yet rated Contains 3 Component(s), Includes Credits

    In this micro-learning session, we will focus on how MI principles and strategies can be leveraged to address vaccine hesitancy. The session will review how health educators can use Motivational Interviewing in conversations about vaccines and will include demonstration of core skills in practice.

    Motivational Interviewing in Practice: A Case Study of Vaccine Hesitancy in Health Education

    Speakers: Amanda Gabarda, EdD, MPH, NBC-HWC & Renee Greenwald, MS, NBC-HWC

    There is strong evidence and support for the use of Motivational Interviewing across a wide range of challenging behaviors, including vaccine hesitancy. In this session, we will focus on how MI principles and strategies can be leveraged to address vaccine hesitancy. The session will review how health educators can use Motivational Interviewing in conversations about vaccines and will include a demonstration of core skills in practice.

    Learning Objectives

    By the end of this micro-learning session, participants will be able to:

    1. Describe vaccine hesitancy and the role health educators play in public health settings (6.2.1)
    2. Identify core Motivational Interviewing Concepts that can be applied to vaccine hesitancy (6.3.1)
    3. Summarize how Motivational Interviewing can support health educators in conversations about vaccines (6.2.3)

    Dr. Amanda R. Gabarda, EdD, MPH, MS, CHES®

    Senior Director, Clinical Training & Education

    UPMC Health Plan

    Dr. Gabarda is the Senior Director of Clinical Training & Development at UPMC Health Plan where is responsible for the creation, implementation, monitoring, and evaluation of training and skill development of lifestyle health coaches and care managers. She has a Bachelor of Science and Master of Science in Exercise Science from Slippery Rock University, a Master of Public Health from Walden University, and a Doctor of Education in Health and Physical Activity from the University of Pittsburgh. Ms. Gabarda is a National Board-Certified Health & Wellness Coach a Certified Health Education Specialist, and a member of the Motivational Interviewing Network of Trainers.

    Renee Greenwald, MS, NBC-HWC

    Quality Assurance Coordinator

    UPMC Health Plan

    Renee Greenwald is a Quality Assurance Coordinator at UPMC Health Plan where she is responsible for training, empowering, and the skill development of health coaches and care managers. She has a bachelor’s in Exercise Science from Slippery Rock University and a master’s in Exercise Science and Health Promotion, specializing in wellness and fitness and wellness coaching from California University of Pennsylvania. Renee is a Nationally Board-Certified Health and Wellness Coach.