SOPHE House of Delegates Meeting

All Chapter members and faculty sponsors are welcome to attend our Annual Board Meeting. Learn about what is happening at National and Chapters across the nation, engage with other ESG members, and celebrate the Chapter Award winners. 

Keely Rees

Dr. Robert J. Bensley, PhD, MCHES®

Holly Moses

Denise Seabert

Kelly Wilson

Anna Armstrong

Leigh Szucs, PhD, CHES

Samantha Ortega

Julie Soules

Alan Sofalvi

Alexis Blavos, PhD, MCHES®

Amanda Lynch

Elisa Beth McNeill, PhD, CHES

Lisako McKyer

By Invitation Only

By Invitation Only

3.00 Advanced CECH

Register for this pre-conference session at an additional fee. 

Taking a face-to-face program health education program to a virtual audience in March of 2020 under fallout from COVID-19, the Dinner Tonight development team identified the resources to deliver the program to a virtual audience.
Hear about the process that efficiently transitioned this community-based program that provides families with healthy and easy recipes to live recipe demonstrations and technology engagement. By following the Dinner Tonight program methods, other health programs can benefit from the low-cost methods for virtual delivery and continue providing health education and promotion on a variety of topics.

This pre-conference session will provide a model and tools to efficiently and effectively transition a face-to-face program to virtual learning. Innovative, creative, and low-cost methods are essential for continuing to expand reach to audiences.

Learning objectives: 

1. Analyze current outreach interventions.

2. Identify needs and resources for converting interventions to online programs. 

3. Develop a plan to implement virtual learning through social media or websites. sites.

Carissa Ann Wilhelm, MS,

Odessa Keenan, MS, CHES®,

Elaine Montemayor-Gonzalez, MS,

4.00 Advanced CECH

High-quality health information and skills to locate evidence are important to the health education profession. This is apparent during the COVID-19 pandemic where misinformation (infodemiology) arose as a challenge. Recent events highlight the need for public health professionals skilled in combatting misinformation but also in understanding the need for evidence in their daily practice. 
 
Presenters introduce the importance of using high-quality health information resources for evidence-based health education in the infodemiology community. Learn about the concepts of infodemiology and infodemic and why they are important in the field of health education. 
  
This is a two-part hands-on workshop. In the first part of this workshop, participants will learn through numerous exercises how to find high-quality information that they can put to use in health education practice. In the second part of the workshop, participants break into virtual breakout rooms and discuss proven strategies that can be put into practice.

Learning objectives: 
  
1. Define infodemiology and infodemic, and describe their significance in health education practice.

2. Locate literature about infodemic management and health communication using PubMed features.

3. Locate evidence-informed tools and demonstrate their use to locate policies and/or programs to improve community health. 

4. Translate audience research findings to shape health education messages and outreach. 

5. Describe best practices for health education and outreach materials design and content. 

Elaine Hicks, Public Health Librarian

Erin Kay Seger, Health Professions Coordinator

Richard Wray, Professor and Chair

Craig Schmid,

Sara Mohamed,

SOPHE extends a special welcome to all new members and first-time annual conference participants. Ride along with us and learn more about SOPHE and meet our volunteer leadership. 

Supported by Walden University.

Don Cook,

NCHEC Coffee Chat

By invitation only

Engage and network with other SOPHE 2021dx attendees who are certified health education specialists.

Jordan Fuhrmeister, MPH, CHES, Associate Project Director

Melissa Opp, MPH, MCHES®, Deputy Executive Director

Carolyn D. Rodgers, PhD, MHS, MCHES®,

Taylor Panczer,

Ellen Robertson, Ellen Robertson, PhD, MCHES®

Melissa Schmell,

Ronenia Jenkins,

Beth H. Chaney, PhD, MCHES®, Professor

Jess Wessner,

Cynthia Kusorgbor-Narh,

Kadi Bliss,

Linda Lysoby, MCHES, MS,

1.00 Advanced

Learning Objectives:

1. Recognize how health education can learn from global health experiences to reduce disparities.

2. Describe the steps health educators can take to reduce individual and structural racism in the clinical, public health, and educational settings.

3. Appreciate the barriers to a local change in social determinants to achieve equity 4. Recognize the important steps to achieve equity in one local community.

Elaine Auld, MPH, MCHES,

Alex Garza, MD, MPH,

Cam Escoffery, PhD, MPH, CHES®, Professor

Camara Phyllis Jones, MD, PhD, MPH,

Bethany Johnson-Javois, MSW,

Darcy Scharff, PhD, Professor, Director of Public Health Practice

1.00 Entry

Students can learn from our experts how to be innovative with technology to benefit their search for jobs and marketing themselves in the virtual environment. 

Learning Objectives:

1. List at least 3 tips for getting a public health education or health promotion job in a remote environment.

Skye McDonald, Graduate Student

Angelica Hardee, PhD, CHES®,

Laura Schrubb,

Eliza Angarano, Career Counselor

1.00 Entry

This session will describe approaches used to understand determinants of behavior change and methods to promote change.

Learning Objectives:

1. Describe determinants of behaviors during times of stress.
2. Use innovative methods to promote behavior change.

Michele Bildner, MPH, MCHES®, Project Manager & Adjunct Faculty

Ellen Barnidge, Associate Professor

Dr. Nikki Hillier, PhD, MS, Assistant Professor

Jessica Firmand, Child Welfare Site Supervisor

Dr. Alicia Wodika, PhD, MS, CHES®, Assistant Professor

Dr. Jacqueline Lanier, DrPH, MS, MCHES®, Associate Professor

Sely-Ann Headley, PhD, MPH,

Dr. Jody L. Vogelzang, PhD, RDN, CHES®, FAND, Associate Professor

1.00 Advanced

This session will examine how the constructs of health behavior theories can be used to develop safer practices to protect, promote, and prevent COVID-19 exposure among susceptible communities.

Learning Objectives

1. Examine how the constructs of health behavior theories can be used to develop safer practices to protect, promote, and prevent COVID-19 exposure among susceptible communities. 
2. Articulate discrete challenges populations at high risk for COVID-19 face with accessing culturally appropriate information and prevention education. 
3. Identify how multi-sector and interdisciplinary partnerships can provide tailored resources to prevent transmission of COVID-19 among disparately affected populations.

Raffy Luquis, PhD, MCHES®, Associate Professor, Health Education

Tara Lutz, PhD, MPH, MCHES®, Asst. Professor

Bree Bode, MPH, CHES®, Graduate Research Assistant, PhD Candidate

Suzanne Miro, MPH, MCHES®, Sr. Health Communication Specialist, Communicable Disease Service

Matt Asare, Assistant Professor

1.00 Entry

This session will demonstrate the role that health educators play in removing barriers to achieving equitable outcomes through innovative approaches in school and university settings.

Participants will be able to describe at least three innovative approaches to achieve equitable outcomes in school and university settings.

Dr. Jody L. Vogelzang, PhD, RDN, CHES®, FAND, Associate Professor

Elisa Beth McNeill, PhD, CHES, Clinical Professor

Meagan Shipley, PhD, Clinical Associate Professor

Mary Salvatore, Integrated Wellness Coordinator

Patsy Barrington, Faculty

Christopher Wirth, Assistant Professor

Shannon McMorrow, PhD, MPH, Assistant Professor

Betty Dennis, Director, DEI, Faculty Specialist II

Dani Loebs, Account Director

0.75 Entry

Learn about LGBTQ+ history that got us to where we are today in the Health Education and Promotion field. Topics that will be covered in this session are but not limited to; racial equity, HIV, and social-economic status. Join us in taking this audio-recorded podcast event and walk as you learn from our speaker Ryan Cox on the LGBTQ+ community. 

Learning Objective:

1. Describe at least three LGBTQ+ history facts exposing the inequities in the field of health education and promotion.

Ryan Cox, PhD

In this Solution Showcase, you will learn about article Altmetric Scores and how you can utilize social media to increase your article’s online buzz, as well as best practices for sharing your work. This session will feature speakers from SAGE publishing, journal editorial board members, as well as published authors. 

Jeanine Robitaille, MS, CHES, Editorial & Project Manager

Joseph G. L. Lee, PHD, MPH, Interim Director, ECU School of Social Work

Cynthia Begay, PhD(c), MPH, Dept of Preventive Medicine

Stephanie Henkel,

0.75 Advanced

The anti-racism and advocacy micro-mentoring sessions is a space where participants can connect with a professional who is grounded in an anti-racism framework and has experience in applying these principles in their work. During this time participants will gain insight into the individual and organizational challenges that arise when applying anti-racist principles in their work and how experienced professionals overcome these challenges. Finally, participants will get feedback on self-care practices to ensure longevity. The mentors will either be members of the anti-racism task force or individuals that have been recommended by the task force. In order to create a safe space, this micro-mentoring session will not be recorded. 

Participants will be able to apply at least three anti-racist principles from the anti-racism framework in their worksite and/or school environment to overcome individual and organizational challenges.

Jonathan Johnson, LMHC, Prevention Coordinator

Dr. Larrell L. Wilkinson, PhD, MSPH, CHES®, Associate Professor

Haley Delgado, MPH,

Kathleen Harding, PhD,

Nicole Porther, MEd, CHES,

Rashad Salters, PhD,

Raffy Luquis, PhD, MCHES®, Associate Professor, Health Education

Mary Cheryl Gloner, MPH, MBA, Chief Executive Officer

Jean M. Breny, PhD, MPH, Professor and Chair

0.75 Entry

COVID has turned the entire world upside down and has changed how we do everything, especially how we prepare to apply for jobs and professional schools. Join us for in-depth small group discussions with professionals in the field as they share best practices for marketing yourself in the current environment and answer all your hard-hitting questions! In order to create a safe space, this micro-mentoring session will not be recorded. 

Participants will be able to describe at least two health communication best practices for marketing themselves in the virtual and social media environment.

Skye McDonald, Graduate Student

Ashley S. Love, DrPH, DHSc, MPH, MS, CPH, Associate Professor

Duston Morris, PhD, MS, CHES, CHC,

Lisa Lieberman, MA, PhD, CHES,

Dr. Ashley V Parks, DrPH, MPH, MBA, MTech, MCHES®, CPH, CPHQ, HACP, CLSSBB, CPHRM, CHTS-IM, PMP, CS-MC, CPPS, Associate Professor/MPH Program Director

Bradley Fevrier, PhD, CHES,

Anita Sego, PhD, MCHES,

SOPHE's Communities of Practice Interactive Meet & Greet. 

Connect with colleagues and exchange tips and ideas for enhancing your practice and dig deeper into research interests.  

• Worksite Health Education
• Environmental Health
• Healthy Aging
• Children, Adolescents and School Health Education (CASH)
• Justice-oriented Health Education/Promotion 
• Health Disparities/ Health Equity
• Public Health Nutrition
• Arts in Health

Join us to view our Student, ESG, and Fellow Poster Presentations!

1.00 Entry

This session will introduce and explain who virtual or digital methods can be used with a variety of populations on a variety of topics. 

Learning Objectives:

1. Identify three benefits of engaging virtual or digital strategies for engaging populations.

2. Identify three strategies for introducing virtual or digital methods with their community populations.

Beth H. Chaney, PhD, MCHES®, Professor

Ashley S. Love, DrPH, DHSc, MPH, MS, CPH, Associate Professor

Erin Wells, Program Manager of Analytics

Olivia Wilson, MS, CHES, Stroke Program Manager - Health Educator

Dr. Ucheoma Catherine Nwaozuru, PhD, MS, Postdoctoral Fellow

1.00 Entry

This session will demonstrate a range of technical and adaptive skills that health educators use in practice to diagnose and solve complex health problems in diverse communities. 

Learning Objectives:

1. Identify at least three examples of health educators mobilizing and collaborating with community partners to improve health outcomes.

2. Distinguish at least two different approaches for data collection and analysis that can be used to identify and solve community health needs in diverse populations.  

3. Articulate creative community-centered strategies to address the root causes of health outcomes in at least four settings.

LaVerne Partlow, Health Education Coordinator

Kara Hughes, Community Health Educator

Erica Oliver, Community Health Partner

Krystal Billups, COO

Meagan Shipley, PhD, Clinical Associate Professor

Caitlin Holden, MS, CHES®,

Nicholas Beresic, Director of Communications

Courtney Gonzalez, Co-Founder

Diana Karczmarczyk, PhD, MPH, MCHES®, Director for Employee Well-Being Support

1.00 Entry

This session will highlight interventions and research about messaging aimed to prevent COVID-19 transmission, as well as behaviors related to the pandemic.

Learning Objectives

Participants will be able to: 

1. Describe at least three community-based processes to promote health messaging through social media platforms.

Nicolette Powe, DrPH, MS, MCHES®, Consultant

Adaobi Anakwe, PhD, Graduate Assistant

Dr. Larrell L. Wilkinson, PhD, MSPH, CHES®, Associate Professor

Amy Carr, Instructor

Reynaldo De Leon, Doctoral Student

1.00 Entry

This session will discuss health interventions using social media and other digital technology to reach target populations. 

Learning Objectives:

1. Discern how Black teen girls use social media to inform their navigation of potential dating and relationship partners. 

2. Identify how Black teen girls conceptualize dating in the era of social media and how social media is used to engage in romantic relationships. 

3. Describe how focus groups can be used to inform the development of evidence-informed, culturally tailored video game interventions.

4. Describe at least three levels of engagement of community-based trusted messenger strategies designed to improve LGBT community adherence to COVID-19 prevention recommendations.

Sabrina T. Cherry, DrPH, MSPH, MTS,, Assistant Professor

Veronica Weser, Associate Research Scientist

Elisa Beth McNeill, PhD, CHES, Clinical Professor

Meagan Shipley, PhD, Clinical Associate Professor

Yuki Lama, Researcher

Kimberly Levitt, Health Programs and Supportive Service Manager

0.75 Advanced

Learning

Learning Objectives

1. Describe characteristics of bold leadership. 
2. Discus the important role of stakeholders and partners in developing a response to the pandemic. 
3. Articulate the important role of health educators as leaders in order to communicate facts in a culturally relevant and truthful way, especially during a pandemic. 
4. Discuss the role of ethics in leadership during public health emergencies. 

Raffy Luquis, PhD, MCHES®, Associate Professor, Health Education

Dr. Fauci, Physician-scientist & Immunologist

Laura Kaiser, MBA, MHA, FACHE

William Potts-Datema, DrPH, MS, MCHES®,, Interim Chief Executive Officer

Dance Party

Michele Bildner, MPH, MCHES®, Project Manager & Adjunct Faculty

Summary of the Day

Beth H. Chaney, PhD, MCHES®, Professor

0.75 Advanced

A 1999 report issued by the National Institute of General Medical Sciences indicated that, in the prior year, of the 30,000+ research grants and contracts awarded by the NIH only 9 were led by American Indian or Alaska Native investigators. This presentation describes remarkable advances in increasing the representation of such scientists among those whose work is sponsored by the world’s leading biomedical research agency. It includes lessons learned and their extension to preparing an even wider array of underrepresented, disadvantaged researchers to successfully compete for support of their work and to become leaders in their respective fields. 

1. Identify an effective mix of didactic and experiential methods by which to engage, retain, and equip early-stage investigators to pursue scientifically rigorous, cultural responsive public health research;
2. Recognize the knowledge, attitudes, behaviors, and skills that increase the likelihood of receiving support to undertake sponsored research, and
3. Broaden approaches to evaluating the processes and outcomes of successful research career development programs.

Dr. Deborah Fortune, Ph.D., CHES, FAAHE, Professor

Viktor Bovbjerg, PhD

Valarie Blue Bird Jernigan, DrPH, MPH

Spero Manson, PhD

0.75 Entry

Health literacy is a key skill for health educators and health care professionals to clearly communicate with their intended audiences. More than 10 years ago, Health Literacy Media (HLM), originally Health Literacy Missouri, was founded to help health care professionals more clearly communicate health information to their patients and wider audiences. Health Literacy Missouri's goal is to create and train on “effective and evidence-based health literacy tools to bridge the gap between complex information, clear understanding, and sustainable behavior”. In this walk and learn, you will learn about the genesis of HLM and about the tools it uses to improve health literacy. 

Participants will be able to describe at least three tools to bridge the gap of miscommunication and improve health literacy education.

Chris Casey, MPH

SOPHE's Communities of Practice Interactive Meet & Greet.

Connect with colleagues and exchange tips and ideas for enhancing your practice and dig deeper into research interests.   

• • Environmental Health
• • Healthy Aging
• • Health Communications/Social Marketing
• • Justice-oriented Health Education/Promotion (DRAFT community)
• • Health Disparities/ Health Equity
• • Arts in Health

Join us for this 45-minute networking opportunity! We invite public health education students and young professionals to engage in valuable conversation through topic-selected breakout sessions and mutually build beneficial relationships.

This event will be taking place in the Icebreaker platform [not Zoom Meeting/Webinar]. Please open this event and select the option to "Open the event in a new tab" .

Supported by Walden University

Rebecca Rich, PhD, CHES®, Adjunct Faculty Member

Janae Alexander, MPH, Graduate Student

Join us to view our Systems Thinking and Interconnectedness, Social Justice and Health Equity, and Leadership, Mentoring, and the Training the Next Workforce Posters!

0.75 Entry

Learn about the latest research in these quick rapid-fire 7-minute presentations. Our presenters will be presenting on a variety of hot topics such as maternal mortality rates in Black women, E-cigarette prevention, and health information technology and the implications for the prevention of depression.

Learning Objectives:

1. Describe the relationship between fitspiration viewing and restrained eating.

2. Summarize possible key components of effective health curricula and use examples of the operationalization of constructs from Social Cognitive Theory.

3. Describe at least one way a smoke-free multi-unit housing ordinance flyer design can potentially impact ordinance compliance.

4. Identify at least 3 factors contributing to the current racial disparities in maternal mortality rates. 5. Describe the importance of health information technology use in monitoring and managing depression.

Doris Swarn, Aquatics Director/Health and Safety Coordinator

Kristen Welker, PhD, CHES®, Assistant Professor - Clinical

Tara Lee Vaughn, Project Manager

Francesca Lomotan, Tobacco Prevention Program Director

Ka'Necia Martin, Medical Student

Kobi V. Ajayi, MPH, MBA,

Sonya Panjwani, MPH, Research Associate

1.50 Entry

This session is supported by Eta Sigma Gamma.

The preparation of future health education professionals requires a strong foundation. This strong foundation includes understanding the presence of social media in everyday life and its influence on health behavior. Current events such as the COVID-19 pandemic have shown the benefits of social media to deliver public health information across platforms. Similarly, other public health issues such as sexual violence have used social media platforms and media campaigns like the #MeToo movement to raise awareness and educate. Future professionals should also be equipped with the knowledge necessary to apply ethical principles. Integrating the Public Health Code of Ethics into university curriculums can prepare students to make ethical health decisions when facing issues that impact vulnerable populations. 

Learning Objectives:

1. Discuss the influence of social media on the communication of public health issues.

2. Describe how integrating the Public Health Code of Ethics into university curriculums can train future public health leaders to make ethical health decisions.

Keely Rees, Professor

Dr. Robert J. Bensley, PhD, MCHES®, Professor

Rebekah Bensley,

Jessica Graber, BS, CHES®, Student

Zena Hamdan, PhD, MS, Adjunct Faculty

Dr. Amy Joanna Wotring, PhD, MPH, CHES®, Assistant Professor

Dr. Gwendolyn Roberts Francavillo, PhD, MPH, CHES®, Associate Professor

1.50 Entry

This session is supported by SAGE Publications.

Learning Objectives:

1. Describe at least one way to use the Results-Based Accountability™ framework as a management tool for local, state, and national agencies and programs.

2. Explain how to use the Results-Based Accountability™ framework to refocus ongoing efforts for the implementation of an effective strategic planning process.

Dr. Cherylee Sherry, MPH, MCHES®, Healthy Systems Manager

Rebecca Reeve,

Shanna Livermore, MPH, MCHES®, FRSPH, Co-Director

Ashley S. Love, DrPH, DHSc, MPH, MS, CPH, Associate Professor

1.50 Entry

Our rapid transition to online teaching has prompted us to rethink the ways we engage students in our courses.  Online platforms offer many tools we can use to make our sessions more inclusive, productive, and fun.  By integrating applied improvisation, we can cultivate trust and engagement and foster a human connection that supports a rich learning environment.  This session will incorporate didactic elements and interactive exercises so participants can practice the science and art of connecting with others in an online environment. Participants will leave with a collection of ideas they can try right away in their classrooms and in collaborative meetings. 

Learning Objectives:

1.  Understand the importance of connection as an essential component of learning and collaborating in online environments.

2.  Understand the shift in paradigm that online environments require for productive learning and collaborating.

3.  Describe how to cultivate this connection using online tools, facilitation strategies, and play.

Darcy Scharff, PhD, Professor, Director of Public Health Practice

Nancy Weaver, Professor

1.50 Entry

This session is supported by SAGE Publications.

This session will identify theatre and storytelling pedagogies that you can apply to your health education practices both virtually and in in-person settings. Role-playing and exercises will be conducted, so you can generate solutions to social issues impacting health. 

Learning Objectives:

1. Identify 3-5 theatre and storytelling pedagogies to apply to their health education practices both virtually and in in-person settings.

2. Develop and practice applied theatre exercises to generate solutions to social issues impacting health.

Linda Forys, Retired Director of Health Education and Promotion

Shanaé R. Burch, Doctoral Student, RWJF Health Policy Research Scholar

Saharra Dixon, Health Educator

Jasmine Blanks Jones, PhD, MPP,

Whitney Danielle Bell, MA,

1.00 Entry

Learning Objectives:

1. Identify at least three components of clear health communication to improve health outcomes.

2. Distinguish at least two different approaches to promote health literacy in communities with diverse populations.  

3. Articulate creative continuing competency strategies to improve health outcomes. 

Cindy Brach, MPP, Senior Health Care Researcher

Maureen Dobbins, PhD

Catina O'Leary, PhD, LMSW

José López Zamorano, Vice President of Production

1.00 Advanced

This session demonstrates student experiences with health education practice during supervised practice placements. 

Learning Objectives:

1. Describe examples of student placements during the COVID-19 pandemic.

2. List at least three opportunities and barriers for including undergraduate students in community research.

3. Identify ways in which mentorship in the areas of health education, basic and applied health sciences, and research can provide opportunities for professional growth in undergraduate and graduate students from interdisciplinary backgrounds.

Antonio Gardner, PhD, Assistant Professor

Laura M. Lloyd, MPH, MCHES®,

LaNita Wright, PhD, MPH, MCHES, Assistant Professor of Public Health, Kennesaw State University and Editorial Board, Health Promotion Practice

Kevin Fink, Assistant Professor

J. Sunshine Cowan, Professor; Assistant Dean

Thenral Mangadu, PhD, MPH, MD, Associate Professor, Director Minority AIDS Research Center

Arden Castle, CHES®, Graduate Student

Kathleen Roe, MPH, DrPH, Editor-in-Chief

Ashlyn Vargas, Graduate Student

Melissa Alperin, EdD, MPH, MCHES®,

1.00 Entry

This session will facilitate discussion on what role government should play in health promotion to impact overall health and well-being in society. 

Learning Objectives:

1. Explain the government's role in influencing individual health behaviors using the Socio-ecological model.

2. Summarize their stance on how involved the government should be in health promotion to improve health and well-being.

Dr. Ashley V Parks, DrPH, MPH, MBA, MTech, MCHES®, CPH, CPHQ, HACP, CLSSBB, CPHRM, CHTS-IM, PMP, CS-MC, CPPS, Associate Professor/MPH Program Director

Lee G. Renfroe, Professor

1.00 Entry

This session will address a variety of contemporary and emerging issues affecting the health and well-being of children and adolescents, including substance use and abuse, sexual abuse prevention, and violence prevention. 

Learning Objectives:

1. Describe the creation of a multi-sector coalition to address youth violence through implementing a school-based youth violence prevention program. 

2. Describe the need to implement a comprehensive and sustainable school-based child sexual abuse prevention program. 

3. Describe program evidence and implementation characteristics for at least three school-based substance use prevention programs. 

4. List two negative and two positive perceptions from parents and superintendents regarding drug testing in high school.

Dr. Rhonda Rahn, PhD, MS, CHES®,

Linda Mary McGlone, Coordinator, Youth Violence Prevention

Emiko Torres, Chronic Disease Prevention Coordinator

Adaobi Chidinma Iluno, JD,

Nicolas Suarez, Health Scientist

Leigh Szucs, PhD, CHES, Health Scientist

Erin Sweeney, PhD, MEd, MCHES, Assistant Professor

1.00 Entry

This session will describe the use of culturally relevant methods to understand and address health issues in a variety of populations. 

Learning Objectives:

1. Apply the theory of Planned Behavior to develop recommendations for alcohol education curriculum in undergraduates.

2. Use health communication and team strategies to build relationships that can help create positive change.

3. Recognize the role of connectedness and resiliency in promoting health among college students.

Matthew Weinburke, DrPH, MPH, MCHES®, REHS, Public Health Practitioner/Educator/Trainer

Mariah Welke,

Nathaniel Ferre, Community Health Educator

Juan Aguilera, Graduate Research Associate

Robert Manuel Rinck, MPH Fieldwork Coordinator

Jessica Huckabay, Regional Education Coordinator

Sarah Pember,

All participants are welcomed to this year's awards ceremony. Join your colleagues in honoring the SOPHE 2021 Award Winners. 

Supported by the Foundation for the Advancement of Health Education and Fairleigh Dickinson University- School of Pharmacy & Health Sciences.

William Potts-Datema, DrPH, MS, MCHES®,, Interim Chief Executive Officer

Elaine Auld, MPH, MCHES,

Cam Escoffery, PhD, MPH, CHES®, Professor

Victoria Wagner-Greene, PhD, CHES®,

Jordan Fuhrmeister, MPH, CHES, Associate Project Director

Samantha Paige, PhD, MPH, CHES®,

Mauricia T. Lewis, Med,

Haley Delgado, MPH,

1.00 Advanced

Rock Your Flock Early Bird Coffee: Micro-mentoring Session: Responses to COVID-19 and How to Pivot from a Health Education Perspective

Early bird gets the worm! Open to 100 participants.

In this micro-mentoring session, participants will be assigned to and mentored by experienced health professionals to reflect upon the Covid-19 pandemic. Topics for discussion may include: adapting to changes in both research and practice, self-care and responding to trauma, rebuilding trust in health education and prevention efforts, and advocating for additional health resources and services. Attendees are encouraged to have honest conversations, ask important questions, share experiences and resources, and express concerns as our field responds to and recovers from an unprecedented crisis. In order to create a safe space, this micro-mentoring session will not be recorded. 

Learning Objectives:

1. Reflect, listen, and learn to make adjustments within their health education practice in light of the COVID-19 pandemic.

2. Gain new collaborations, relationships, and resources to impact the populations they are serving.

Tamara Mason, Director, Maternal and Child Health Collective Impact

Kelly Herron, MPH,

Christine Hall, MPH, MCHES,

Elaine Auld, MPH, MCHES,

Nawal Alyoubi,

Kate Lorig, Professor Emerita

Dr. Lisa Yazel-Smith, EdD, MCHES®, Project Manager

Mauricia T. Lewis, Med,

Cheryl Gaddis, DrPH, MPH, CHES,

Summary of the Day

1.50 Advanced

This session provides a hands-on opportunity to explore the selection, adaptation, and implementation of an evidence-based intervention for a community of your choosing. 

Learning Objectives:

1. Define different types of evidence, Identify sources where they can find evidence-based or science-based chronic disease prevention strategies and programs.

2. Engage community partners to identify factors and criteria important in assessing how well evidence-based interventions fit the community.

3. Describe steps in the program adaptation process. Discuss important factors or tasks in each phase of implementation.

Ninfa Peña Purcell, Research Scientist

Cam Escoffery, PhD, MPH, CHES®, Professor

Jennifer Leeman, Associate Professor

Mary Wangen, Research Associate

1.50 Advanced

This session is supported by SAGE Publications.

Members of the Health Equity and Anti-Racism (HEAR) Task Force will guide participants through the process of learning how to initiate and sustain intentional anti-racism work in their teaching, research, and partnerships at the graduate and undergraduate level. 

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

1. Define antiracism in the context of achieving health equity.

2. Apply two anti-racism approaches to their teaching or research.

Jody Early, Associate Professor

Jean M. Breny, PhD, MPH, Professor and Chair

Raffy Luquis, PhD, MCHES®, Associate Professor, Health Education

Mary Cheryl Gloner, MPH, MBA, Chief Executive Officer

Rebecca Rich, PhD, CHES®, Adjunct Faculty Member

Jonathan Johnson, LMHC, Prevention Coordinator

Shannon McMorrow, PhD, MPH, Assistant Professor

Kathleen Roe, MPH, DrPH, Editor-in-Chief

Dr. Deborah Fortune, Ph.D., CHES, FAAHE, Professor

1.50 Entry

This session is supported by SAGE Publications.

Creating trauma-informed health education professionals that can be change agents in their classrooms, schools, and communities requires pre-professional training in college and ongoing continuing education in the workplace. This skill-building session will help to prepare participants to support other health educators in developing trauma-informed and trauma-sensitive practices integrated within a Whole School, Whole Community, Whole Child approach.

Learning Objectives:

1. Apply skills and strategies to facilitate trauma-informed and trauma-sensitive pre-professional and professional development programming integrated within a Whole School, Whole Community, Whole Child approach.

2. Discuss the importance of self-care for personal well-being and to minimize potential impacts of vicarious trauma that can occur when engaging in trauma-informed work.

Dr. Amy Estlund, PhD, Assistant Professor

Tammy Wynard, MS, Health Sciences Chair, Assist Prof, Program Dir Trauma Informed Practices Graduate Certificate

Sarah Benes, EdD, MPH, CHES®, Associate Clinical Professor

Kevin Lorson, PhD, MA, Professor, Health & Physical Education Program Director

1.50 Entry

Arthritis-appropriate, evidence-based interventions (AAEBIs) such as chronic disease self-management programs and physical activity programs, have been shown to decrease arthritis and disability and improve quality of life. Despite their availability, programs are underused which limits access to quality community-based programming where people live, work, learn, and recreate. Due to the COVID-19 pandemic, federal regulations have approved remote delivery of AAEBI programs, but the effectiveness and outcomes of these delivery methods have not yet been evaluated. This presentation will describe the benefits of providing evidence-based programs approved by the CDC and the HHS Administration for Community Living. A second panelist will discuss the Walk with Ease program strategies and abilities to reach underserved populations. A third panelist will review the principal findings of a research study on remote delivery of programs for older adults with arthritis and under-served communities/caregivers during COVID-19. 

Learning Objectives:

1.        Describe at least 3 characteristics of AAEBI, or lifestyle management programs for arthritis, recognized by federal health agencies (Centers for Disease Control and Prevention, HHS Administration for Community Living).
2.        Describe the benefits of providing an AAEBI program and opportunities for federal funding. 
3.        Describe principal findings of research study on AAEBI programs and the need to reach minority and rural populations.

Jordan Fuhrmeister, MPH, CHES, Associate Project Director

Kate R. Lorig, DrPH,

Lesley Steinman, PhDc, MSW, MPH,

Nicholas Beresic, Director of Communications

SOPHE's Communities of Practice Interactive Meet & Greet.

Connect with colleagues and exchange tips and ideas for enhancing your practice and dig deeper into research interests.   

• Children, Adolescents and School Health Education (CASH)
• Environmental Health
• Worksite Health Education
• University Faculty
• Justice-oriented Health Education/Promotion (DRAFT Community)
• Healthy Aging
• Tobacco

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1.00 Entry

This session will discuss the range of roles health educators served in during the COVID-19 pandemic. 

Learning Objectives:

1. Describe the effects of the COVID-19 pandemic on the professional and personal lives of health educators.

2. Describe factors contributing to college students’ mental health during COVID-19.

3. Discuss how workforce preparation helps health educators move quickly and effectively among professional responsibilities.

Dr. Erin Carlson, DrPH, MPH, Associate Professor; Director Graduate Public Health Programs

Melissa Opp, MPH, MCHES®, Deputy Executive Director

Heidi Hancher-Rauch, PhD, CHES®, University Faculty and Researcher

Dr. Lisa Yazel-Smith, EdD, MCHES®, Project Manager

Dr. Rhonda Rahn, PhD, MS, CHES®,

Ledric Sherman, PhD, Assistant Professor

Dr. Aimee Johnson, PhD, Assistant Professor

1.00 Advanced

This session will address the key drivers, strategies, and capacity building for establishing or strengthening collaborations for interventions and health advocacy. 

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

1. Identify the key drivers and strategies for effective collaborations between multiple sectors. 

2. Evaluate communities and agencies’ capacities, facilitators, and barriers to health innovation and advocacy. 

3. Assess the impacts of organizational structures and capacities on intervention effectiveness.

Shannon Roussy, Health Educator

Ninfa Peña Purcell, Research Scientist

John Shean, Associate Director of the Healthy Brain Initiative

Molly E. French, Director, Healthy Brain Initiative

Angela Denise Mickalide, Vice President, Programs and Education

Sonya Panjwani, MPH, Research Associate

Mandy Spadine, Doctoral Candidate

1.00 Advanced

This session will describe opportunities for health educators to serve in clinical health settings. 

Learning Objectives:

1. Identify four different public health issues which health educators play a role in addressing.

2. Distinguish skills health educators need for addressing four emerging public health issues.

3. Discuss a range of ways in which abstract authors addressed public health education needs by preparing the health education workforce.

Shannon P. Mora, Public Health Professional

Jodi Brookins-Fisher, PhD, FESG, MCHES®, Central Michigan University

Amy Thompson, PhD, CHES®, Vice Provost

Ellen Barnidge, Associate Professor

Katrina Brown, PHASE Program Coordinator

Dr. Ashley V Parks, DrPH, MPH, MBA, MTech, MCHES®, CPH, CPHQ, HACP, CLSSBB, CPHRM, CHTS-IM, PMP, CS-MC, CPPS, Associate Professor/MPH Program Director

Matthew Lazari, MHA, CSSBB, FACHE,

LaQueisa Haynes-Smith, Training Director

Thometta Cozart, Assistant Professor

1.00 Entry

This session will articulate the importance of university and community partnerships in service and experiential learning and identify challenges and opportunities for social justice and health equity-focused service and experiential learning experiences. 

Learning Objectives:

1. Integrate topics such as social justice, social determinants of health, health equity, and political engagement in health education curricula.

2. Articulate the importance of university and community partnerships in service and experiential learning.

3. Identify potential challenges and opportunities for social justice and health equity-focused service and experiential learning experiences.

Dr. Gwendolyn Roberts Francavillo, PhD, MPH, CHES®, Associate Professor

Marlene Camacho-Rivera, Assistant Professor

Victoria Frye, Medical Professor

Nicole Aydt Klein, Professor, Public Health

Madison Quinley, Undergraduate Public Health Student

Angela Bailey, Assistant Professor

1.00 Advanced

The COVID-19 pandemic has posed unprecedented challenges and strains on federal, state, and local K-12 education systems, teachers, students, parents, the allied health/social services staff, and related community organizations and businesses.  In addition to educational schedules being periodically disrupted due to high COVID positivity rates, teachers, students, and parents have been thrust into virtual learning environments with little preparation.  Low-income and minority students have been disproportionately impacted (e.g. no training, insufficient bandwidth, and little preparation) while students with social and emotional issues and special learning needs have been denied access to comprehensive services. Acute teacher shortages by grade level, subject matter, and geography have been further magnified by the pandemic.  In our final plenary session, this panel presentation will explore the challenges and opportunities for the future of the Whole School, Whole Community, Whole Child framework presented by COVID-19, as well as policy, practice, and research recommendations in the context of a potential new hybrid model of education and at the dawn of new health and education leadership at the federal level. 

Learning Objectives:

1. Explore the challenges and opportunities for the future of the Whole School, Whole Community, Whole Child framework presented by COVID-19. 

2. Analyze policy, practice, and research recommendations in the context of a potential new hybrid model of education and at the dawn of new health and education leadership at the federal level.

Rosemary Reilly-Chammat, EdD

Donna M. Videto, PhD, MCHES®, Vice President

Vito Borrello, Executive Director

Kayla Jackson, MPH,

Donna Harris-Aikens, JD,

Dr. Kirsten C. Rodgers, EdD, MSPH, MCHES®, Educational Consultant

Dr. Deborah Fortune, Ph.D., CHES, FAAHE, Professor

1.00 Advanced

This session will provide a range of key process skills and approaches for health educators to improve professional practice in a variety of settings. 

Learning Objectives:

1. Discuss a blueprint for related training and quality assurance activities that can be incorporated into your public health setting.
2. Identify implications for the evaluation competencies for health education practice.
3. Examine an example of the process of assessment, implementation, and evaluation of a health education program for professionals.

Joanne Chopak-Foss, Associate Professor

Dr. Amanda R. Gabarda, EdD, MPH, MS, CHES®, Senior Director, Clinical Training & Education

Leah C. Neubauer, Assistant Professor

Katie M. Houk, MLIS, MPH,

Laura Valentino, Academic Affairs Coordinator

Erin Kay Seger, Health Professions Coordinator

Elaine Hicks, Public Health Librarian

1.00 Advanced

This session will apply state-of-the-art quantitative and qualitative policy analysis tools to inform evidence-based decision-making at the national or local level. 

By the end of this session, participants will be able to:
1. Apply both quantitative modeling and qualitative analysis methodologies to inform policymaking.
2. Evaluate the cost and effectiveness of different policy scenarios and alternatives.
3. Provide evidence-based policy recommendations and implementation strategies.

Molly E. French, Director, Healthy Brain Initiative

Ruopeng An, Assistant Professor

Isabelle Rocca, Research Coordinator

1.00 Entry

This session will discuss equity implications in online engagement, and provide strategies for implementing a multi-modal online engagement approach that centers on the needs of disadvantaged populations. 

Learning Objectives:

1. Identify the strengths, challenges, and unique needs of the populations with online engagement.

2. Develop an equity-driven engagement plan for communities that centers on the needs of disadvantaged populations.

Heidi Hancher-Rauch, PhD, CHES®, University Faculty and Researcher

Smitha Gundavajhala, Program Coordinator

1.00 Advanced

The session will provide an overview of Social Emotional Learning and its connection to the National Health Education Standards, as well as specific examples of how SEL has been integrated into school-based health education, programs, and intervention. 

Learning Objectives:

1. Discuss three strategies for implementing state health education standards at the state, local, and training program levels.

2. Describe five ways children demonstrate social and emotional learning skills.

3. Identify four strategies for integrating social and emotional learning with existing curricula.

Trinita Ervin, CEO

Bonnie J. Edmondson, EdD, Associate Professor

Angela Bailey, Assistant Professor

Sarah Tantillo, Data Coordinator

Bree Bode, MPH, CHES®, Graduate Research Assistant, PhD Candidate

Katie Gallagher, Director of Education

1.00 Entry

This session will provide an overview of substance use and misuse prevention and examples of prevention programs & their messaging to adults, evaluation, and perceptions around its stigma. 

Learning Objectives:

1. Apply research insights to the design of impactful health education messages addressing misconceptions and knowledge gaps surrounding opioid use and misuse. 

2. Evaluate how population subsets, including individuals who use cannabis, and additional special populations (i.e., pregnant, and breastfeeding women) require unique, tailored education messages following cannabis legalization. 

3. Design at least two prevention messages for teens relevant to social isolation and COVID-19 related challenges. 

4. Explore at least two patterns of cigarette, e-cigarette, and dual-use behaviors and beliefs among Hispanic adults in the U.S.

Lanise A. Hutchins, PhD

Jensen Saintilien, Research Assistant

Katie McCabe, Associate Research Director

Marlene Camacho-Rivera, Assistant Professor

Reception Honoring 21st Century & Legacy Donors (Invitation Only)

Elaine Auld, MPH, MCHES,

Dr. Deborah Fortune, Ph.D., CHES, FAAHE, Professor

Fran Butterfoss,

Jordan Fuhrmeister, MPH, CHES, Associate Project Director

Chelsea Chappell, MS, CHES®, Doctoral Student

Bree Bode, MPH, CHES®, Graduate Research Assistant, PhD Candidate

Mauricia T. Lewis, Med,

Haley Delgado, MPH,

1.00 Advanced

This session will provide information, resources, and parent perspective on kidney disease, colon cancer, and neurologic disease. 

Learning Objectives:

1. Identify three resources/interventions for chronic diseases.

2. Understand the importance and role of partnerships and support systems within various audiences for chronic diseases.

Bianca Reid, Certified Health Education Specialist

Stephanie Laskey, MPH

Molly Alawode, Director of Education

Malaika Hilliard, Health Communication Specialist

Melanie Paris, MA, MPH, Senior Director of Health Initiatives and Education

Derek Craig, Research Coordinator III

Jacob Szeszulski, Postdoctoral Fellow

1.00 Advanced

This session is supported by SAGE Publications.

This session will help you align assessment instruments with SOPHE’s Teacher Preparation Standards and prepare data charts to submit with applications for Recognition of their health education teacher preparation program. 

Learning Objectives:

1. Align assessment instruments with SOPHE’s Teacher Preparation Standards.

2. Prepare data charts to submit with applications for Recognition of their health education teacher preparation program.

Elaine Auld, MPH, MCHES,

Susan F. Goekler, PhD, RMCHES

Donna Bernert, Associate Professor

Jacqueline V. Jackson, PhD, CHES, Associate Professor

Dietra Wengert, Associate Professor

This session is supported by SAGE Publications.

Climate for Health and SOPHE are partnering to offer the Climate for Health Ambassadors Training, an interactive post-conference workshop during SOPHE’s 2021dX Annual Conference. 
This interactive, four-hour training will cover the links between climate and health, explore the spectrum of solutions, review ways we can speak effectively on the topic, and leverage opportunities to act. Americans are growing more concerned about climate change. As they witness and experience impacts on their health, livelihoods, and communities they are looking for guidance on solutions from leaders in their daily lives-including health education leaders like you. 

Learning Objectives:

1.        Explain the importance of advocacy messaging to act on climate change issues. 
2.        Identify three factors that climate change impacts health, livelihoods, and communities. 
3.        Examine at least three solutions from climate change leaders on how they sustain connections to communities by taking action.  
4.        Identify evidence-based communication methods to the decision-making process to build a more equitable society through just and equitable climate solutions. 
5.        Identify at least three ways to engage colleagues, the public, and policymakers by effectively communicating on climate change. 
6.        Describe three ways to develop formal partnerships with policymakers within their community to advocate for climate change solutions.

Eryn Greaney, Project Coordinator

Rebecca Rehr, Director, Climate for Health

Meighen Speiser, Executive Director

Samantha Elly Mundt, BS, CHES,

Elaine Auld, MPH, MCHES,

Sabrina T. Cherry, DrPH, MSPH, MTS,, Assistant Professor

Megan Smith, PhD,

Heidi Hancher-Rauch, PhD, CHES®, University Faculty and Researcher

1.00 Advanced

This session will address healthcare experiences and needs of deaf and hard-of-hearing individuals, disadvantaged populations within the end-of-life conversations, minority women, and adolescents. 

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

1. Apply critical review methodology to develop a conceptual model for research and/or practice.

2. Describe the role of fundamental causes on social-behavioral antecedents of health behavior among deaf and hard-of-hearing people.

3. Analyze the levels of engagement and the roles that minorities have in making decisions about BC screening and treatment.

4. Evaluate the impact that adjustments in these areas may have for the minority populations and for the practitioners in the field.

5. Identify at least two lessons learned from the palliative care initiative.

6. Identify at least one perceived benefit of the palliative care initiative.

7. Discuss differences in HPV vaccination status and likelihood to receive a provider recommendation to be vaccinated by gender and parental education level.

8. Discuss opportunities for increasing HPV vaccination uptake and provider recommendations for HPV vaccination for young males.

Nicolette Powe, DrPH, MS, MCHES®, Consultant

Tyler Glenn James, MS, CHES®, Doctoral Student

Monica Lathan-Dye, DrPH, CHES®, Chief Executive Officer

Dr. Nelson A. Atehortua De la Pena, MD, PhD, MPH, Assistant Professor

Dr. Ashley V Parks, DrPH, MPH, MBA, MTech, MCHES®, CPH, CPHQ, HACP, CLSSBB, CPHRM, CHTS-IM, PMP, CS-MC, CPPS, Associate Professor/MPH Program Director

Dulce Martinez Luna, MPH

1.00 Entry

This session will discuss how photovoice is an important tool to understand health inequities in underserved populations share the benefits of using poetry to present data and share women’s stories and illustrate the impacts of HIV testing uptake among youth. 

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

1. Articulate that photovoice is an important tool to understand health inequities in underserved populations.

2. Describe the benefits of using poetry to present data and share women's stories.

3. Recognize how narratives can illustrate the cultural impacts of HIV testing uptake among youth. 

Bianca Reid, Certified Health Education Specialist

Breanna M. De Leon, Student

Jean M. Breny, PhD, MPH, Professor and Chair

Nandi A. Marshall, DrPH, MPH, CHES®

Christina Cook, Student

Rebecca Rich, PhD, CHES®, Adjunct Faculty Member

Dr. Ucheoma Catherine Nwaozuru, PhD, MS, Postdoctoral Fellow

Maya Welfare, Master's Degree Student

Stacey Mason, MPH, Doctoral Student

1.00 Advanced

This session will present lessons learned from WSCC implementation and identify resources that address gaps in health education professional preparation programs and strengthen capacity and training in support of the WSSC framework. 

Learning Objectives:

1. Explain how the 10 components of the WSSC model relate to collaborative K-12 school health teams.

2. Identify three resources that address gaps in health education professional preparation programs and strengthen capacity and training in support of the WSSC framework.

3. Discuss three common challenges in dissemination, implementation, and sustainability of school health programming.

Dr. Larrell L. Wilkinson, PhD, MSPH, CHES®, Associate Professor

Dr. Rachael Dombrowski, PhD, MPH, Assistant Professor

Nomita Bajwa,

Stephanie Kellam, Director of Wellness and Community Engagement

Melissa Fahrenbruch, MEd, Program and Professional Development Team Lead

1.00 Entry

This session will identify opportunities and barriers to supporting K-12 students and teachers with resources related to food and nutrition education and legislation related to school-based nutrition. 

Learning Objectives:

1. Identify three opportunities and barriers to supporting K-12 students and teachers with resources related to food and nutrition education.

2. List three influential correlates of enactment of legislation related to school-based nutrition.

3. Identify three methods of assessing and quantifying food waste in school lunchrooms.

Doris Swarn, Aquatics Director/Health and Safety Coordinator

Christina Lynn Jones, Assistant Professor

Rita Millikan, Graduate Assistant

Alisha Redelfs, Assistant Professor

Anna Johnson, Undergraduate Student

Alexandra L. DeSorbo-Quinn, Executive Director

Jennifer Shukaitis, MPH, Assistant Professor/Educator

This session will demonstrate how participatory processes can break through barriers to conducting program and systems evaluation.  

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

1. Define the two main components of Force Field Analysis: driving forces and restraining forces.

2. List at least two suggested practices for making a Force Field Analysis more participatory to better engage partners in evaluation.

Ruopeng An, Assistant Professor

Alisha Redelfs, Assistant Professor

Leah Whigham, Director and Associate Professor

1.00 Advanced