#1334
Date: Mon, 16 Dec 2002 11:52:42 -0500
From: Michaela Conley <michaela@HPCAREER.NET>
Subject: Paid Ad: Asst/Assoc Prof, The University of Toledo
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Assistant/Associate Professor, The University of Toledo
The University of Toledo invites applications for a tenure track position
as Assistant/Associate Professor of School Health Education beginning
August 2003.
Responsibilities: Position involves teaching undergraduate and graduate
courses in school health such as Foundations of Health Education, Health
Education for Early Childhood Educators, School Health Programs, and Health
Problems of Youth. In addition, the candidate will be expected to
establish an independent research program and collaborate with other
investigators on research and grants, advise students, supervise student
teachers and perform other duties as identified by the chair.
Qualifications:
Earned doctorate in Health Education or related area. Previous experience
in public school teaching, publishing, and grant writing preferred.
Applications:
Applicants must submit curriculum vitae, letter of interest and references to:
James H. Price, Ph.D., MPH
Department of Public Health and Rehabilitative Services
University of Toledo
2801 W. Bancroft
Toledo, OH 43606.
Phone: (419) 530-4180
jprice@utnet.utoledo.edu
Review of applications will begin February 21st, 2003 and will continue
until a suitable candidate had been identified.
A concerted effort is underway in the College of Health and Human Services
to ensure and enhance culturally diverse representation among our faculty,
students, and staff. Interest from underrepresented groups is strongly
encouraged.
The University of Toledo is an Equal Opportunity Employer committed to
excellence through diversity. An EEO/AA/Title IX employer.
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#1335
Date: Mon, 16 Dec 2002 11:55:00 -0600
From: "Mark J. Kittleson, PhD, FAAHB" <kittle@SIU.EDU>
Subject: More information from practitioners
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A few more comments regarding the professional preparation of health educators:
=====
Hello Mark! Excellent question and something that all professors should
evaluate in a survey to their former students some two years after
graduation. I have a masters in public health and now after 13 years in the
field (only 7 years since MPH graduation at the University of South
Carolina) I would have greatly appreciated a course on grant writing
skills. Also, more evaluation methods (although I know they offer more of
these methods at the PhD level) other than Precede- Proceed. Reality is
that one is plopped down into an existing progam and has to run with it!
That's all for now!
======
In your email to HEDIR you asked health educators their opinion on the
preparation they received from their educational program.
I do not fall exclusively into any single category. I have worked in a
variety of settings ranging from direct health education services
delivered in family's home, primarily families living in poor urban
neighborhoods, returned to school and received my PhD in public health
with a concentration in community heatlh education and social behavior
and upon completion I worked in the university setting both teaching and
conducting community health intervention research. I now work in a
state government department of health and work closely with urban
neighborhood centers in program development and evaluation.
I believe my PhD program prepared me very well for applying health
behavior theory into program development and evaluation. I think it is
very important for health educators to have sound knowledge in health
behavior theory, program planning (writing goals, measureable
objectives, realistic strategies to meet the objectives) and program
evaluation. I think it equally important for health educators to have
skills in conducting a needs assessment to determine the needs of the
target audience and develop and shape the health education program.
I think my direct health service delivery prior to receiving a degree
in public health provided me with the best practical experience in
knowing how to match a program with a family. Many times and over the
course of years I sat in family's homes and could see where the health
educational messages received at a clinic would fail in the context that
the family lived. I sat in family's homes who had no furniture, who had
no stove, who were being evicted, living in shelters, lost children to
violence and yet were strong, admirable, good families succeeding at
staying "in the system" of services. Knowing and living those
experiences gave me an excellent perspective on contextualizing health
education that no classroom could ever do.
=======
I received your e-mail via another listserv I belong to. Great
question! I got a B.S. in Community Health Ed in 1994 and recently got
my MPH major in Maternal, Child Health in 2002. I also teach a training
program for Community Wellness Advocates at the University campus here
in Southeast Alaska.
A required class I had to take in my undergrad for my health ed degree
was a journalism class "Public Relations" where we learned how to deal
with media, do a media plan, write news releases etc-it was taught by
the Microsoft Media Relations Director. It wasn't until much later in
my current job that I realized how beneficial that class was. I of
course took all of the other typical health ed classes but this one
really stuck out in my mind as being a valuable one.
Mark J. Kittleson, PhD, FAAHB
Professor, Health Education
Graduate Director, Health Education & Recreation
Home Page: www.kittle.siu.edu
The HEDIR Home Page: www.hedir.org
The IEJHE: www.iejhe.org
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#1336
Date: Mon, 16 Dec 2002 15:34:35 -0500
From: Stu Fors <stufors@ARCHES.UGA.EDU>
Subject: aniticipated faculty position
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Dr. Stu Fors will be retiring at the end of summer, 2003, and as result, =
the Department of Health Promotion and Behavior at the University of =
Georgia anticipates that it will have a faculty position at the =
Associate/Assistant Professor level. This faculty line has not yet been =
funded, but we believe we will receive approval in January. Starting =
date would be either August 2003, or January 2004. Dr. Fors' research =
interests were in adolescent risk behaviors and substance abuse risk =
reduction. As a Research I university, the expectations would include =
a strong research interest and capability to acquire external funding. =
The terminal degree most appropriate for this position would be in =
Health Promotion/Education, Public Health or Health Behavior with a =
focus on community-wide interventions. This is not a formal job =
announcement, but anyone who is interested can contact the department =
expressing that interest (no applications yet) and/or visit our website =
to learn more about the University and the department.
department of health promotion and behavior
ramsey center 308
university of georgia
athens, ga 30602
phone: 706-542-3313
FAX: 4956
website: www.coe.uga.edu/health
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#1337
Date: Mon, 16 Dec 2002 15:12:50 -0500
From: agabe1 <agabe1@TOWSON.EDU>
Subject: HIV Prevention for Incarcerated Men and Women
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Does anyone know of any HIV Prevention curricula out there for incarcerated
men or women? Any info would be greatly appreciated! -Thanks
Arissa Gabe, MS
Baltimore City Health Department
HIV Prevention Programs
arissa.gabe@baltimorecity.gov
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#1338
Date: Mon, 16 Dec 2002 18:36:21 -0500
From: nfb <nfb@GWU.EDU>
Subject: CHHCS News Alerts: Survey Show Some Drug Use by Students Down in
2002/HHS Sets Website for Smallpox Information
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** Official Sponsor of the HEDIR
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CHHCS News Alerts 12/16/02
Survey Show Some Drug Use by Students Down in 2002:
The annual "Monitoring the Future" survey of 8th, 10th, and 12th grade
students in U.S. schools shows that use of marijuana, some club drugs,
cigarettes, and alcohol decreased from 2001 to 2002, according to the
U.S. Department of Health and Human Services, though use of crack
cocaine and sedatives increased in some grades.
http://www.healthinschools.org/2002/dec16b_alert.asp
HHS Sets Website for Smallpox Information:
To try to clear up confusion about the federal government's plans to
offer smallpox vaccination to health care workers and others who might
be "first responders" in the event of a terrorist attack, the U.S.
Department of Health and Human Services has set up a website...
http://www.healthinschools.org/2002/dec16_alert.asp
Web Manager
The Center for Health and Health Care in Schools (CHHCS)
http://www.healthinschools.org
------------------------------
#1339
Date: Mon, 16 Dec 2002 16:24:35 -0500
From: Kathleen McLaughlin <kmclaughlin@CO.WOOD.OH.US>
Subject: Health education planning and grant writing
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For those teaching health education planning, when I took this course, it was
done, very well, I might say, in the form of a grant writing course, for, in
essence, grant writing is health education planning according to someone elses
guidelines and specifications. While health educators may "plan" their efforts,
most local health departments, at least those in small departments, do not
require that these plans be written. The only time we are required to have a
'written plan" is when we seek grant funding. And those grants for health
education efforts have dried up signifcantly over the past few years. As for
evaluation of the grant programs, it has been my experience that grant funded
programs are far less likely to be evaluated for program content or outcomes
than it is for the grant funds to be audited.
Now that the funds have dried up, I must say, I feel that we are doing less busy
work and more system-oriented interventions. There appears to be less to show
for our work in the short run, but I think there will be more progress towards
improving health in the long run. It was always hard to predict when
opportunites for interventions would occur, so they could not be written into
work plans for the granting agency, and quarterly reports had to show
"progress". Now that we are not tied to quarterly reports, we have time to
exploit opportunities as they become available. We also have time to make our
own opportunities.
Kathleen McLaughlin
------------------------------