Date: Wed, 2 Jan 2008 01:54:34 +0000

From: "Lawrence W. Green" <lwgreen@COMCAST.NET>

Subject: Re: HEDIR-L Digest - 27 Dec 2007 to 31 Dec 2007 (#2008-1)

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Dear Karen, I collected an Assoc in Arts degree from American River Junior College (they later dropped the "Junior" in their name) in Sacramento before I transferred to UC Berkeley. I could not have afforded to go to Berkeley or any private or out-of-state Univ as a freshman (and might not have survived the academic shock where valedictorians were a dime a dozen). Community college also afforded me the opportunity to mature, to serve as student body president, play basketball, and work enough to save for Berkeley transfer. I believe passionately in the value of community colleges to an equitable society.

Unfortunately, I haven't had the opportunity to work for community colleges. --Larry

Sent via BlackBerry by AT&T

Date: Wed, 2 Jan 2008 08:20:20 -0600

From: "Mark J. Kittleson, PhD, FAAHB" <kittle@SIU.EDU>

Subject: research funding opp'y, health games, 1/29 deadline

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Greetings and Happy New Year..

I've received the memo below asking to send this over the HEDIR. The last part includes the details on the proposal.

If you have any questions, please direct them to Susan Promislo.

Mark J. Kittleson, PhD, FAAHB

Southern Illinois University

Professor, Health Education

ata\Microsoft\Signatures\www.kittle.siu.edu>

ata\Microsoft\Signatures\www.hedir.org>

Director of Graduate Studies

Health Education & Recreation

618-453-1841 Office

618-453-1829 FAX

SKYPE ID: mark.j.kittleson

618-912-4445 SKYPE Phone

_____

Sent: Tuesday, January 01, 2008 5:48 PM

To: kittle@siu.edu

Subject: research funding opp'y, health games, 1/29 deadline

Dear Dr. Kittleson:

My name is Susan Promislo and I am the communications officer for the Pioneer Portfolio of the Robert Wood Johnson Foundation. The Pioneer Portfolio supports innovative projects and ideas that may spur breakthrough improvements in the future of health and health care. One area we have increasingly been exploring is the connection between gaming and game technologies and health and health care -- we recently launched a new national program to support research and analysis in this emerging area.

Health Games Research is an $8.25 million RWJF national program that supports outstanding research to enhance the quality and impact of interactive games used to improve health. The goal of the program is to advance the innovation, design, and effectiveness of health games and game technologies so that they help people improve their health-related behaviors and, as a result, achieve significantly better health outcomes.

Health Games Research is led by Dr. Debra Lieberman of the University of California, Santa Barbara and it has issued its first call for proposals - I have provided a summary of the program and current funding opportunity from Dr. Lieberman below. The application deadline is Jan. 29 and we're hoping to stimulate as many high-quality proposals as possible; up to $2 million will be made in research grants during this round, and a second round of funding will be available in late 2008. This CFP seeks proposals in two

areas: (1) physical activity games and (2) games that promote self-care of patient conditions and pursuit of health goals. I was hoping you might be willing to share word of this new program and CFP among HEDIR members via its listserv.

Please let me know if I can provide any additional information. I would be most grateful for any help you could provide in sharing this via American Association for Health Education networks and/or any other channels you think are appropriate.

Best wishes for a wonderful 2008, and sincere thanks for your assistance.

*******************************************

Susan Promislo

Communications Officer

Robert Wood Johnson Foundation

609.627.7638

spromislo@rwjf.org <blocked::mailto:spromislo@rwjf.org>

*******************************************

HEALTH GAMES RESEARCH

By now, I hope you have seen the announcement of the Health Games Research national program <blocked::http://www.healthgamesresearch.org/>

Here's the Call for Proposals

for up to $2,000,000 in research funding. In two rounds of funding, the program will award up to $2 million in 2008 and also up to $2 million in 2009. Proposals for the first round are due January 29, 2008 (3:00 p.m.

EST). The Call for Proposals provides details about eligibility and research areas.

On the web site <blocked::http://www.healthgamesresearch.org/>

If the program's web site, Call for Proposals, FAQs, and web conferences don't answer your questions, you may submit questions to healthgamesresearch@rwjf.org and your e-mail will be forwarded to the appropriate staff member, who will send you answers.

Health Games Research has a national program office, which Dr. Debra Lieberman directs at the University of California, Santa Barbara. The RWJF funding will continue for 4.5 years until 2012. In addition to managing the grants program, the national program office at UCSB will develop a searchable online database of publications, research findings, organizations, experts, technologies, games, and other resources of interest to the field. Staff will also conduct studies of health games, create research tools, and issue reports and research briefs to summarize work in this field. And, they will work to convey the field's research findings to a wide audience of decision-makers in medicine, health promotion, game publishing, technology and software, policymaking, government, academe, K-12 education, community leadership, etc., as well as invite and facilitate their participation, support, and research collaboration.

Games for Health <blocked::http://www.gamesforhealth.org/>

Ben has already done so much to build the field, and this funding will help him boost and expand this great work.

I hope you will take a look at the Call for Proposals and, if eligible, consider submitting an application to Health Games Research in January.

Thanks!

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#3

Date: Wed, 2 Jan 2008 13:26:45 -0700

From: Tyler Watson <watsont@BYUI.EDU>

Subject: Job opening at BYU-Idaho

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Hello all,=20

=20

Just a note for health educators interested in teaching at Brigham Young University in Idaho (Rexburg Idaho not Provo Utah). There is a faculty position here teaching behavior change theories and program planning etc. The position description is listed at

a religious, private institution with specific codes of conduct and ecclesiastical requirements. The job closes on January 15th.

If you have any specific questions please feel free to e-mail back...=20

=20

Thank you.

=20

Tyler Watson

=20

=20

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#4

Date: Wed, 2 Jan 2008 13:45:10 -0800

From: Mark Fulop <markfulop@YAHOO.COM>

Subject: Re: HEDIR: Community College Question

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Karen

>>>I'm working on an article on community colleges and their relevance

>>>for

health educators and health education - and this is what I'd like to know:<<<

how come I always have an experience and opinion? Spokane Falls Community College 1982 Associates of Arts degree. The degree fully transfered into three universities I attended on my way to an undergraduate degree. Attended school at night while working full time during the day 2 courses a semester X 4 yrs.

My 2 cents on the role of community colleges and their relevance for health educators and health education. --Essential. My goal is to convince my kids to combine serving our county through a National Service placement (i.e., Americorps) with two years at a community college. Should democracy still exist 8 yrs from now.

When I was a kid Americorps wasn't invented so my service to this county was called the Air Force. That combination real life experience (that also allowed me to save for college) combined with a lower cost way to knock off my general education requirments (attednign a community college) served me very well.

As a result of your question, to anyone who says a community college education would negatively impact intellectual acheivement, I can now point to Larry Green and say, 'duh, one of the most influential folks in this field went to a jr college." : )

===

M

Mark Fulop, MA, MPH

Portland, OR

I am asking each of my friends and colleagues who has a vote in a primary election or caucus to consider joining me in supporting John Edwards by clicking on my personal fundraising page below and reading a little more of my thoughts about why I support his presidential candidacy:

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#5

Date: Wed, 2 Jan 2008 15:55:50 -0700

From: "Deborah J. McCormick" <Debby.McCormick@NAU.EDU>

Subject: Re: HEDIR: Community College Question

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Hi Karen:

Thanks for this question. While I have neither attended nor worked for a community college, I have been fortunate to develop strong academic partnerships with community colleges here in Arizona. My university (Northern Arizona University) offers online bachelor's degree completion programs in Health Sciences (with a strong health promotion focus) for graduates of associate degree allied health programs, such as diagnostic medical imaging and therapy, respiratory care, physical therapist assisting, paramedic care, and others. Working with our community college partners, students who are place-bound have access to pursue a bachelor's degree in tandem with their allied health associate degree.

Through this mechanism, our goal is to encourage a health promotion perspective in clinical allied health providers. The response from all constituents has been overwhelmingly positive.

Debby :)

KDG Consulting wrote:

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>

> Greetings, happy new year, and, of course, questions for my wonderful

> colleagues and friends!

>

>

>

> I'm working on an article on community colleges and their relevance

> for health educators and health education - and this is what I'd like to know:

>

>

>

> 1. Have you or anyone you know in health education ever attended a

> community college - in any capacity (didn't have to graduate from

> there, but did take courses either for a first degree, for some early

> college courses before transferring to a 4-year college, as a break

> from a 4-year college, for continuing education courses (whether they

> were in health ed or not), for a certificate program, or for any other

> purpose? If the answer is yes, could you tell me a bit about why you

> went and what the experience was like for you?

>

>

>

> 2. Have you ever worked at a community college? If yes, could you tell

> me what you did, why you chose that work, and what the experience was

> like for you?

>

>

>

> 3. Finally, would you be willing to have your "story" included in the

> article and under what, if any, conditions? :-)

>

>

>

> As always, thank you very much, and as in the past, I'll check back

> and confirm with you and then share the article with you when - such

> an optimist! - it comes out.

>

>

>

> Happy new year to you and your loved ones!

>

>

>

> KDG

>

>

>

> Karen Denard Goldman, PhD, CHES, SPHR

>

> KDG Consulting

>

> "Changing what you Know

>

> what you Do

>

> where you're Going"

>

> Training and development for health and human services organizations

> and specialists

>

> 184 Columbia Heights, Suite 3C

>

> Brooklyn, NY 11201

>

> (917) 715-0928

>

>

> Co-author, Health Education Tools of the Trade:

>

> Tools for Tasks That Didn't Come With the Job Description

>

>

>

>

>

>

>

>

>

> **

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--

Deborah J. McCormick, Ph.D.

Associate Clinical Professor

Department of Health Sciences

Northern Arizona University

P.O. Box 15095

Flagstaff, AZ 86011-5095

(928) 523-8534

(928) 523-0148 (fax)

Debby.McCormick@nau.edu

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#6

Date: Wed, 2 Jan 2008 17:01:24 -0600

From: "teufel@siu.edu" <teufel@SIU.EDU>

Subject: Re: HEDIR: Community College Question

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Community/county colleges enable many people to have an opportunity to take part in higher education. If it were not for community college, I would not have had an opportunity to further my schooling. When I entered community college, I could not write a sentence and took part in remedial classes. Community college gives many people a first or second chance at higher education. I was "tracked out" in high school and was associated with some people perceived as less than reputable. Schooling was not a priority, unless it was related to sports, and my community was primarily "blue-collar." My generation was aimless because many of the blue-collar careers were gone and for many people this was all they expected. Higher education was perceived as something in which snobs and the physically weak engaged. Many people glorified and respected lives of drug dealing, gangs, and crime. Being "rough" was good; being "soft" was not. After experiencing many terrible things, I figured that I would focus on the path of the soft. Community colleges are a wonderful opportunity for equity in education. I found adult role models in community college that helped me find my way in the world and in schooling. Community college was my first rewarding experience with schooling. Based on my experience from the other side of health education (being in one of those at risk groups), I can say that the health education class that I took (from a phys ed teacher) was interesting, but most things were

interesting to me at that point, given novelty. From the other

side of the fence, I also think that the idea that a health education curriculum is going to "save" "those people" is a bit silly; I know that I thought it then, and I still believe it now.

Telling people who have been told that they have been doing "bad" things and that they should be doing "good" things is only sensible to an outsider and irritating to an insider. Like any class, health education classes may motivate some people to look more into certain health issues or career possibilities is

reasonable, but major life changes are unlikely.

Community college was great for me. It opened up many opportunities to me that would have otherwise been out of my reach. Educational level is one of the better predictors of health. Community colleges improves health less by offering health education classes and more by offering educational opportunities that enable health opportunities. Community colleges also enables the building of diversified opinions in the field of health education. If all health educators came from upper middle class educated families and four year colleges, would we really understand the experience of health among the marginalized groups at which health education directs the majority of its attention. In my prejudiced opinion, I believe that community colleges are a crucial part of health education.

I also believe that you find more interesting professors at community colleges who have more interest in teaching and intellectual license than professors at other types of higher education institutions.

I would share any of my community college story as long as I could have editing power.

James

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#7

Date: Wed, 2 Jan 2008 18:33:08 -0600

From: "Mark J. Kittleson, PhD, FAAHB" <kittle@SIU.EDU>

Subject: Volunteer in Africa and Asia

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Been asked to forward this.

Mark J. Kittleson, PhD, FAAHB

Southern Illinois University

Professor, Health Education

ata\Microsoft\Signatures\www.kittle.siu.edu>

ata\Microsoft\Signatures\www.hedir.org>

Director of Graduate Studies

Health Education & Recreation

618-453-1841 Office

618-453-1829 FAX

SKYPE ID: mark.j.kittleson

618-912-4445 SKYPE Phone

_____

Sent: Wednesday, January 02, 2008 5:52 PM

To: kittle@siu.edu

Subject: Volunteer in Africa and Asia

Hi, Mark,

I hope you are doing well. Would you mind listing this opportunity below on the HEDIR? Many thanks.

Happy 2008,

Lorraine Wallace

_____

From: healthliteracy-bounces@nifl.gov on behalf of Jennifer.Staple@aya.yale.edu

Sent: Wed 1/2/2008 2:48 PM

To: HealthLiteracy@nifl.gov

Subject: [HealthLiteracy 1629] Volunteer in Africa and Asia

Unite For Sight Volunteer Abroad Opportunities: As Featured Weekly On CNN

Currently accepting applications for January 2008 through January 2009.

Rolling application deadline - the first qualified applicants are accepted.

Apply today!

Volunteer

Save Eyes and Lives. Every Eye, A Life.

Those who are blind in Africa have a four times higher mortality rate 60-80% of children who become blind die within 1-2 years 80% of blindness is curable or preventable

How Do I Apply? The

What is Unite For Sight's Mission? Unite For Sight is a 501(c)(3) nonprofit organization that empowers communities worldwide to improve eye health and eliminate preventable blindness.

Unite For Sight's work to prevent blindness and restore sight is featured weekly on CNN INTERNATIONAL from September 2007-August 2008

Who Is Eligible to Participate?: The Unite For Sight internship is open to individuals 18 years and older, and there is no upper age limit. Volunteers range from undergraduate students to medical students, public health students and professionals, nurses, physician's assistants, teachers and educators, Returned Peace Corps Volunteers, doctors, opticians, optometrists and ophthalmologists.

What Do Volunteers Do?: Volunteers receive hands-on clinical experience while assisting doctors in remote, rural villages. Volunteers learn about international health and eye care, learn clinical skills while working with patients and doctors, and, in one program location, have an opportunity to perform cataract surgery on a goat's eye.

The goal of Unite For Sight and its partner eye clinics and communities is to create eye disease-free communities. Unite For Sight's volunteers (local and visiting) work with partner eye clinics to provide eye care in communities without previous access. The eye clinic's eye doctors and Unite For Sight volunteers jointly provide community-based screening programs in rural villages. The clinic's eye doctors diagnose and treat eye disease in the field, and surgical patients are brought to the eye clinic for surgery.

Patients receive free surgery funded by Unite For Sight so that no patient remains blind due to lack of funds. Volunteers immediately see the joy on patients' faces when their sight is restored after years of blindness.

These memories last a lifetime.

While helping the community, volunteers are in a position to witness and draw their own conclusions about the failures and inequities of global health systems. It broadens their view of what works, and what role they can have to insure a health system that works for everyone and that leaves no person blind in the future.

What Do Volunteers Say?:

"During my volunteering experience, I realized that Unite for Sight's service is a campaign for the salvation of humanity that allows the light of compassion to shine through each of us. I believe it is this display of altruism and commitment that makes the organization's service so virtuous and treasured by both volunteers and patients. After all, making a difference in the world is not so difficult if only one would care enough to sacrifice a part of oneself in order to change the world for the better. My experience as a Unite for Sight volunteer has inspired me to dedicate my future career to serving underprivileged communities around the world."-Chiwing "Jessica" Qu, Yale University Student, Unite For Sight Volunteer in India 2007

"Without Unite for Sight, I cannot imagine how I could possibly have seen and learned so much as an undergraduate about medicine, other cultures, and my own desire and ability to make a difference in others' lives."--Charlotte Hogan, Georgetown University Student, Unite For Sight Volunteer in India

2006 and Ghana 2005

"I can honestly say that everything I learned in 3 years of medical school paled in comparison to the 3 week experience I had in Accra (Ghana) in October 2007 as part of Unite For Sight. The program provides volunteers with a unique and hands-on involvement - being able to help out to the level of your training and comfort. My experience taught me that Ghanaian people are the friendliest people I have interacted with anywhere in the world, that ordinary people involved with Unite For Sight are making extraordinary differences, and that sitting in a classroom receiving a world-class education cannot match real life experiences while volunteering."--Varun Verma, UMDNJ Medical Student, Unite For Sight Volunteer in Accra, Ghana

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#8

Date: Wed, 2 Jan 2008 18:41:01 -0600

From: Elaine Hicks <elainehicks@TDS.NET>

Subject: Re: HEDIR-L Digest - 27 Dec 2007 to 31 Dec 2007 (#2008-1)

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Dear Karen: I've been teaching a 2 credit-hour Contemporary Health Issues course at the College of Lake County in Grayslake, Illinois for the last four semesters. I use the 26-part video series, The Human Condition, and the text is Essential Concepts for Healthy Living, 4th Ed, by Alters and Schiff which are both excellent materials. I have taught the course in a traditional, 2 day/week course once, and in a distance learning format four times. The students in the traditional classes are required to take the course as part of an elementary education sequence and most are freshman or sophomores. I know less about the distance learning students. Of the students who have told me about their lives in that version, there seem to be more adult learners.

We canceled the distance learning course for this semester because so few registered and because I have been very concerned about the attrition rate every semester. Of 24 who registered last semester, I was able to give a passing grade to only eight students. A few were dropped for no-payment.

Almost half of the remaining were dropped at mid-term because they did not complete the two criteria established for remaining in the class post-mid-term (complete one of four tests and part of the Anatomy of a Research Paper project). Of the remaining 13 students, only eight received a C or above due to failure to take tests and/or complete the assignment. This scenario has happened in three of the four classes I've taught. I did have one class were most students both understood the assignment and completed the tests.

I was taking with one of the librarians today about my experience. She believes, and I concur, that few of the students know how to be students.

Most inquiries from the distance learning students indicate that students do not read instructions nor emails provided to them. Few know how to use library resources (subscription databases) even though the librarian provides a demonstration. Creating an APA argumentive thesis statement and correctly citing sources has been a big challenge.

All this said, I love the College of Lake County and it's mission. I always say that if you want to have a good day, just go to CLC. The atmosphere there is very positive and the whole place is full of potential and opportunity. It's these very students who we need to keep influencing, especially as regards to personal and community health. It's these students who we need to encourage to stay in education and applaud them for being there precisely because they are typically not high-achieving students.

Best of luck in your endeavor..Elaine (Ricketts) Hicks

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