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. 

CLASS SLIDES

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.