healthy people 2020 - Society for Public Health Education

✯ Conference Abstracts ✯
friday | | november 6 5
current sessions b5
Room: Denver 5-6
healthy faculty 2020 and beyond:
commitment to health for all
Consideration of Some Great Contributors to Philosophy of
Education as Foundation for Developing a Personal Practice
Theory and Philosophy of Education.
Stephen F. Gambescia, PhD, MEd, MBA, MHum, CHES, Drexel University
This presentation explains a process educators at all levels can use to
create or update their philosophy of education statement. The presenter
gives a first-hand account of a process that involves a systematic, disciplined,
intellectually liberating, and reflective approach to articulating
one’s philosophy of education statement by considering the writings
of select intellectual giants who have acted upon human experience,
thought, and practice in education. The project should not be approached
as a standard “research paper” but an attempt to consider both
the corpus of reading and research over one’s life time, coupled with
one’s knowledge and experience gained to date in the area of teaching
and learning. The resultant updated statement should serve to sharpen
a faculty member’s future role as an educator and educational leader, as
well as contribute to his/her journey in life-long learning. Examples of
how to approach the self study will be given and the presenter shares his
updated philosophy of education statement.
On Becoming a Teacher…How to Shift to a Student
Centered Classroom.
Bojana Beric, MD, PhD, CHES, Monmouth University
Who is in charge of knowledge and learning in the classroom: the teacher
or a student? Who should be in charge of knowledge and learning in the
classroom: the teacher or a student? Many questions are raised daily in
minds of caring teachers and curious students about the teaching/learning
process in schools. The famous students’ questions are asked daily:
Why do I need this information? When am I going to use this knowledge?
Everyone who went to school raised this question at least once in some
courses. Information is power, especially in health. Then, who decides
what information is needed? The teacher may be given initial power, by
default and tradition, and then it is her duty to let go of that power and
carefully and parentally guide acquisition of that power by her students.
The Health for All movement calls for Education for All, without an exception;
therefore, a health education classroom structure needs to allow for
redistribution of power in classes that teach about health, the basic human
right of all. Subsequently, a health education teacher is the one who should
design the classroom structure, both physical and social to stimulate
learning and allow for all minds in that classroom to become powerful
teachers and inquiring students, alternating roles comfortably, and as
needed. The presentation provides one teacher’s journey to a democratic
teaching/learning style destination and the circumstances, experiences and
conscious “awakening” on that road will be shared.
Staying Motivated During the Ups and Downs of
a Research Career.
Marc A. Zimmerman, PhD, University of Michigan
Faculty in any institution of higher education at some level are measured
against their ability to excel in the areas of teaching, scholarly work,
research and service. Of these, the ability to provide original research that
makes a “significant contribution” [to the discipline] seems to be the most
elusive. Faculty researchers in health education are introduced quickly to
the many master’s that they need to serve, balancing their own interests
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sophe conference ✯ november 4-6, 2010
with the proclivities of their department members [and subsequently
tenure committees], current trends of granting agencies, temperaments of
journal editors and peer reviewers, and the real needs of the people in the
communities that they serve. This presentation gives a personal account
and sage advice for staying motivated during the ups and downs of a
research career. In a liberating style the presenter distinguishes the difference
between being “right” and being “effective” in an academic environment
and the various strategies that can be used to chart a successful and
rewarding course in conducting research in the academy.
concurrent sessions c
fri / nov 5 / 3:00 pm – 4:15 pm
current sessions c1
Room: Colorado I-J
quality assurance: a recipe for excellence
Strengthening Quality Assurance: A Decade of Progress.
David Birch, PhD, CHES, Department of Health Education and Promotion,
East Carolina University; Randall R. Cottrell, D.Ed, CHES, Health Promotion
& Education Program, University of Cincinnati
Over several decades, a multicomponent system has evolved to support
quality assurance in professional preparation and individual professional
practice. Components of this system include the National Commission
for Health Education Credentialing (NCHEC), which certifies individual
health education specialists; the Council for Education for Public Health
(CEPH), which accredits graduate study in public health including a
concentration in community health education; the American Association
for Health Education (AAHE)/Society for Public Health (SOPHE)
Baccalaureate Program Approval Committee (SABPAC), which provides
an approval process for undergraduate programs in community health
education; and the National Council for Accreditation of Teacher
Education (NCATE), which collaborates with AAHE in the accreditation
of undergraduate school health education programs. Even with
these processes in place, concerns existed relative to their coordination
and perceived value. Beginning in 2001, three national task forces were
sequentially appointed to develop and implement a detailed plan for a
coordinated, quality assurance system for undergraduate and graduate
programs in health education. The purpose of this session is to summarize
the accomplishments of the decade-long movement, identify
challenges, and present future strategies designed to move the profession
toward a coordinated, quality assurance system valued by higher
education faculty and institutions, practitioners, and employers of health
educators.
Master Certified Health Education Specialist (MCHES):
New Heights in Credentialing in Health Education.
Linda Lysoby, MS, CHES, CAE, National Commission for Health Education
Credentialing, Inc.; Dixie Dennis, PhD, CHES, Austin Peay State University;
Melissa Rehrig, MPH, CHES, National Commission for Health Education
Credentialing, Inc.
Achieving the Healthy People Goals require a trained and competent
health education workforce. The nationally recognized Certified Health
Education Specialist (CHES) credential, in existence for 20 years and
held by over 8,500 current active individuals, is one measure of professional
competence of the health education workforce. For the first time
in 2011, the National Commission for Health Education Credentialing