Seminar Held In Class

Learning objective

Objective 7: Increased clarity about the roles and responsibilities, along with risks and opportunities, for public health practitioners and scholars when it comes moving knowledge into action by thinking about power, and thinking like a marketer, movement, lobbyist and political scientist.

Readings

No new readings.

Lesson plan:

Feedback on Assignment 2.

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 3: 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. (25%. 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.