Week 13 (Final class): K2A is hard. Who has responsibility for it?
Seminar Held In Class
Learning objective
Objective 9: Increased clarity about the roles and responsibilities, along with risks and opportunities, for public health practitioners and scholars when it comes to thinking about power, and thinking like a marketer, movement, lobbyist and political scientist to move knowledge into action.
Readings
No new readings.
Lesson plan:
We do: Using Think, Pair, Share, let’s explore:
- How do the different Field Guide Tools hang together?
- What will you do to archive access to the tools so that you can draw on them in the future?
- In light of the previous seminars and readings, reflect on the role of public and population health researchers and practitioners in the K2A process. Who can/should think about power? Or think like a marketer, movement, lobbyist and political scientist?
- Think about your answer in light of the big challenge motivating the course, the interdisciplinary perspectives examined, and the various K2A tools with which we have practiced.
- Which of the Field Guide Tools are you most likely to use in your future K2A activities? Why those ones? Why not others?
- What factors may constrain public health professionals from performing these K2A activities? What factors may enhance the opportunity for public health professionals to perform to these activities.
- How might this vary with specific roles in public health?
You do: Assignment 5: Is it the public health professional’s responsibility to think like a marketer, movement, lobbyist or political scientist? If yes, why? If no, why not? Review the tools from this course and reflect on their relevance to public health, public health professionals, and/or public health researchers? No more than three pages, single spaced. (15%. Marked by TA).
Rubric:
A level grade will answer the assigned questions by:
- Drawing on the reading/s and class discussions that motivate the "Think like..." recommendations
- Drawing connections between the seven Field Guide tools
- Using real world examples or personal experiences to elucidate ideas
- Using precise and unambiguous language
- Incorporating a reflection on the application of the Field Guide tools, and highlighting any questions that surfaced, key learnings, or recommendations for use in the future.
B level grade will do the above, but fail to engage accurately with a “Think like..." recommendation; or describe inaccurately one of the Field Guide tools; or offer shallow observations about who has responsibility to perform this work.
C level grade will suffer multiple examples of the above problems.