COMMUNITY-ORIENTED PUBLIC HEALTH PRACTICE PROGRAM CAPSTONE HANDBOOK REVISED AUGUST 2014

Transcription

1 COMMUNITY-ORIENTED PUBLIC HEALTH PRACTICE PROGRAM CAPSTONE HANDBOOK REVISED AUGUST 2014

2 TABLE OF CONTENTS CAPSTONE PROJECT- IMPORTANT DATES AN OVERVIEW OF THE COPHP CAPSTONE PROJECT WHAT S THE DIFFERENCE BETWEEN A CAPSTONE AND A THESIS? THE CAPSTONE EXPERIENCE COPHP CAPSTONE REQUIREMENTS THE CAPSTONE SITE RESPONSIBILITIES OF STUDENTS, FACULTY ADVISORS, AND ON- SITE MENTORS STUDENTS FACULTY ADVISORS ON- SITE MENTORS PROCESS PLANNING: FIND A SITE AND SITE SUPERVISOR PLANNING: FIND A FACULTY ADVISOR PLANNING: THE CAPSTONE PROPOSAL AND CONTRACT PLANNING: HUMAN SUBJECTS APPROVAL DOING EVALUATION AND REFLECTION SUMMARIZING AND PRESENTING DELIVERABLES FOR COMPLETION OF COPHP CAPSTONE WORK DETAILED TIMELINE OF PROJECT DELIVERABLES AND DUE DATES ROLES AND RESPONSIBILITIES FOR TURNING MATERIALS IN CAPSTONE REPORT FORMAT OUTLINES JOURNAL SUBMISSION ORGANIZATIONAL REPORT COVER DESCRIPTION FOR A PRODUCT IMPORTANT FORMS APPENDIX A- CAPSTONE PROPOSAL TEMPLATE APPENDIX B- CAPSTONE CONTRACT APPENDIX C, D, E, F- EVALUATIONS OF STUDENT WORK APPENDIX C- ON- SITE MENTOR EVALUATION OF STUDENT WORK APPENDIX D- FACULTY ADVISOR EVALUATION OF STUDENT WORK APPENDIX E STUDENT EVALUATION OF CAPSTONE EXPERIENCE APPENDIX F- STUDENT DISCUSSION AND REFLECTION APPENDIX G STUDENT EVALUATION OF CAPSTONE SITE APPENDIX CAPSTONE PRESENTATION REQUIREMENTS EXERCISE TO DEVELOP CAPSTONE IDEAS ASPECTS OF A SUCCESSFUL CAPSTONE COPHP CAPSTONES PAST

3 CAPSTONE PROJECT- IMPORTANT DATES FIRST YEAR Read capstone handbook. Research potential capstone opportunities. Find faculty advisor. Determine if human subjects approval is needed. SUMBIT HUMAN SUBJECTS APPROVAL APPLICATION AT LEAST 4 MONTHS PRIOR TO THE START OF DATA COLLECTION OR REVIEW. SUMMER Labor Day- Capstone proposal including organizational profile due to faculty advisor and program director. SECOND YEAR October 1 st - Signed capstone contract due to COPHP program office staff and program director. November 10 th - Literature review due to faculty advisor and site supervisor. April 1 st - Capstone report draft due to faculty advisor and site supervisor. May 15 th - COPHP Appendices A-G due to program office. COPHP CAPSTONE HANDBOOK UPDATED AUGUST

4 AN OVERVIEW OF THE COPHP CAPSTONE PROJECT What s the difference between a capstone and a thesis? The 2 nd Year COPHP capstone project is a scholarly effort of high quality that demonstrates the students ability to produce independent professional- quality work for a client. A thesis is a research effort explicitly for the purpose of creating new knowledge and contributing to the scientific literature. Students may conduct research for their capstone for the purpose of contributing to the scientific literature but they must have a client who has requested the research and be working on behalf of the client agency to conduct and analyze the research. The capstone experience The capstone is a yearlong, individualized, supervised component of the COPHP curriculum that you can customize to meet your own learning and experiential goals. It should be viewed as an opportunity for students to: Work in a community setting or health- related agency of their choice Immerse themselves in solving a public health problem Develop, expand and hone their public health skills Gain specialized, sophisticated experience in an area of particular interest In conducting the Community- Oriented Masters Project, you will work closely with a supervisory committee composed of a UW/COPHP faculty adviser and an on- site mentor. Both will assist in planning the project, monitoring your progress, reviewing project- related documents and products, and participating in project evaluation and grading. The COPHP capstone reflects the program s emphasis on problem solving, effective change, and community involvement. Its broad goals are as follows: Experiential Goals: To contribute to solving a community health problem in a meaningful, effective, and culturally sensitive fashion; specifically, To work to solve a public health problem in a community setting. To find and apply evidence- based solutions to a defined community problem. To work productively with other people and to develop successful community partnerships and solutions. To explore problem- solving methods in the contexts of specific communities and populations. To understand the organizational, political, economic, and social contexts that can promote or constrain public health interventions. Academic Goals: Both the COPHP class work and the Community- Oriented Masters Project are structured to assure that students achieve core public health competencies in such skill areas as assessment, communication, policy development, and cultural awareness. Following are general academic goals for the Community- Oriented Masters Project: COPHP CAPSTONE HANDBOOK UPDATED AUGUST

5 To develop advanced public health assessment and problem- solving skills. To develop comprehensive knowledge in an area or areas of special interest. To evaluate the successes and weaknesses of the project though either formal evaluation and analysis or reflection. To hone communication skills and use them to summarize findings in professional- quality written and oral presentations. COPHP CAPSTONE REQUIREMENTS The Community- Oriented Masters Project is a year- long activity in which you work with a community organization or public health agency to identify and contribute to the solution of a public health problem, and summarize, present, and evaluate this effort. A minimum of 9 credit hours are required for you to conduct the project from conception and planning stages to the final oral and written presentations. All COPHP capstone projects should: Address a need and/or have direct, practical value to a community organization or public health- related agency. Involve an identifiable activity (or set of activities) with a clear endpoint and produce a specific product that can be described in detail and evaluated formally or through reflection. Examples of products include: o An implementation plan for a public health program o A public health intervention o A curriculum o An evaluation (report) o A needs assessment (report) o A communications campaign (advertisements, video, etc.) o A training program o A policy analysis o Policy development o Proposed legislation o A community mobilization effort Apply and extend specific public health skills, knowledge, and experience in an area of special interest to the student. Be relevant to improving the health of a community, advancing social justice, eliminating health disparities, or improving public health practice. Be evidence- based. It is NOT sufficient just to DO something for the Community- Oriented Masters Project. You must build on or place in the context of what is known (i.e., evidence ). Include an evaluation or self- evaluation component (see appendix F). Be summarized in a written report and orally in a rigorous, thoughtful, and professional manner. COPHP CAPSTONE HANDBOOK UPDATED AUGUST

6 THE CAPSTONE SITE The organization or agency in which you conduct your Community- Oriented Masters Project can be anywhere domestic or international. It should meet the following criteria: Have an identified need that can be addressed with the problem- solving skills attained during COPHP cases and other academic work. Provide an on- site mentor who can meet with you regularly and who is willing to provide substantive guidance and assistance. Provide necessary resources (desk, data, access to clients, etc.) to enable you to carry out the project. Enable you to apply skills and competencies learned in the academic program. Have an organizational mission and values consistent with the program s emphasis on social justice and equity. Provide an opportunity to interact with diverse populations in community settings and with public health practitioners. Capstone sites may be domestic or international. Examples of appropriate sites include: Health departments Local, state, federal, and international governmental human service agencies Non- governmental human service agencies Community- based organizations (CBOs) Advocacy organizations Government policy- making bodies Community clinics Community centers Community coalitions Hospitals, nursing homes, and other long- term care facilities Schools Child care and day care centers International non- governmental organizations (NGOs) RESPONSIBILITIES OF STUDENTS, FACULTY ADVISORS, AND ON- SITE MENTORS Students Initiate the COPHP Capstone Project by researching prospective sites, making community contacts, and presenting options to their faculty advisers. Familiarize themselves with potential sites by contacting staff and identifying potential mentors. Schedule regular meetings with their faculty- advisors and on- site mentors. (Students are also encouraged to seek assistance from other faculty members who can offer expertise and guidance for the Community- Oriented Masters Project.) COPHP CAPSTONE HANDBOOK UPDATED AUGUST

7 Perform all of the tasks outlined in their Project Proposal and work plan, collecting and completing all forms, and producing all deliverables on schedule, including: o Project Proposal o Project Contract o Work plan o Literature review o Human subjects approval application o Draft report o Final report o Oral presentation o Community presentation Formally evaluate the quality of their Community- Oriented Masters Project experience and makes recommendation for improving the experience. Faculty Advisors Assist students in choosing their Community- Oriented Masters Project sites Advise students to assure that their projects have reasonable and appropriate aims and both is rigorous and feasible; Collaborate with students and on- site mentors, develop a schedule of regular meetings to monitor progress, problem- solve around issues the come up, and provide advice on background development, literature search, methods, and presentations. Assist students in preparing, if necessary, Human Subjects applications. Assume principal responsibility for project oversight, ensuring scientific quality, and integrating project tasks with academic work, learning objectives, and students career objectives. Review and critique all project deliverables, including proposals, work plans, progress reports, drafts, and final reports Evaluate student work for the purpose of grading and assure that grades are submitted to the registrar at project completion (Usually, a grade of N will be given for all but the final quarter. These N grades will be replaced automatically when a final grade for the project is submitted.) 1 Assure consensus of the committee for assigning a final grade for the project. On- site Mentors Assist students in identifying community/agency needs and in formulating an appropriate, feasible, and edifying project. Share expertise, experience, and organizational values. Assist students in completing the Community- Oriented Masters Project Contract. Meet with students and faculty advisers at the onset and regularly during the project. Orient students to their sites, serves as an advocate for the student, introducing them to staff and familiarizing them with organizational procedures. 1 See detailed timeline of project deliverables and due dates. COPHP CAPSTONE HANDBOOK UPDATED AUGUST

8 Mentor the project, providing expertise on community and organizational ethos and on appropriate public health approaches and practice skills. Help students to find appropriate working space and equipment. Assist students to obtain access to necessary data. Review and comment on written products. Attend the final oral presentation. Contribute to project evaluation and grading. PROCESS The Community- Oriented Masters Project consists of four phases: Planning, Doing, Evaluating and Reflecting, and Summarizing and Presenting. Planning: find a site and site supervisor This is a process that can take weeks or months. You will need to start looking for a capstone project during the winter of your first year. During fall quarter we recommend you become clear about what kinds of projects, populations, or problems you are of interest you. 2 Are you interested in certain population groups, e.g., immigrants? Are your interested in a specific problem are area, e.g., reproductive health? Do you want to work with a specific organization or type of organization (e.g., a rural health department)? Do you want experience in a specific public health challenge, e.g., developing a media campaign, conducting a program evaluation, or performing epidemiologic analysis? Then, aggressively, search for opportunities in your areas of interest. Use all of the resources that you have available to identify individuals, agencies, and opportunities related to your interests: personal contacts (faculty, contacts, colleagues, etc.), the web, print resources. Be active. Ask around. Call people. Arrange to meet with people to let them know your interests and your needs (i.e., doing a 2 nd year project), and also your skills and ability to help. Often, a person with whom you meet will give you names of other people to contact. Follow- up on these leads. Do not be shy and do not avoid. If you cannot arrange a meeting, try to talk with them on the phone, or worst of all, via . PRO TIP: Do not wait too long for the perfect project to come along. Use your faculty advisor and other COPHP faculty to help you choose a project if you are having trouble deciding between multiple options. 2 See appendix I for an exercise to brainstorm capstone ideas. COPHP CAPSTONE HANDBOOK UPDATED AUGUST

9 Planning: find a faculty advisor While you are selecting your Community- Oriented Masters Project, you should also be identifying a faculty member to be your primary faculty adviser for the project. This person should be someone with whom you feel comfortable and who has expertise in the area where you ll be working. Although we prefer that you select a faculty member from the COPHP faculty, you can choose someone from outside the program, provided that they are on the UW faculty within the School of Public Health, and are willing to supervise the project according to the expectations described in this document and the Community- Oriented Masters Project Contract (Appendix B). Planning: the capstone proposal and contract When you have chosen your project and project site, and you have received provisional approval from someone at the site, you must prepare and submit a 4-5 page proposal to your faculty advisor and on- site supervisor following the outline in appendix A. Once you have approval for your project from your faculty advisor and on- site mentor, submit your proposal to the COPHP Program Director for review by Labor Day. You need to fill out and obtain signatures on the Community- Oriented Masters Project Service Learning Contract (Appendix B) by October 1 st. Copies of the signed agreements should be given to the faculty adviser, site mentor, and the program office, and you should keep a copy. Planning: human subjects approval For some projects, it may be necessary to submit a University of Washington Human Subjects application. Usually this is necessary only if you are conducting a research study. Your adviser and the program faculty should be able to tell you whether a Human Subjects application is necessary for your project. PRO- TIP: You should submit IRB proposals at least 4 months before the start of data collection. Doing This phase involves the actual conduct of your project. The details will vary; these may involve curriculum development, community mobilization, political action, data analysis, evaluation, program planning, program implementation it depends on the purpose of your particular project. COPHP CAPSTONE HANDBOOK UPDATED AUGUST

10 As a general guide, the work involved should amount to about hours, or 9-12 hours per week during Autumn and Winter quarters, i.e., 3 credits per quarter. This represents simply the program s minimal requirement. You are free to spend more time on this project. During this time, you should meet with your faculty adviser at least twice per quarter and your on- site mentor at least every two weeks. It is important that the whole committee (faculty adviser, on- site mentor, and student) meet all together at least once a quarter and more if helpful or needed. Evaluation and Reflection A critical aspect of the COPHP Capstone Project is a thoughtful evaluation of the project itself. We expect each student to reflect and comment on the experience. It may be helpful to keep a journal or log to record and monitor your progress, difficulties, victories, and impressions using the self- reflection and evaluation in appendix F. Summarizing and Presenting Although the COPHP Capstone Project should be an activity (informed by scholarly background research), an essential part of the process is to summarize (in written, oral, and poster media) what you accomplished. All second year students will present their capstone project findings and work to the COPHP community including faculty, on- site mentors, COPHP students, and families the Friday the last week of spring quarter. Deliverables for completion of COPHP Capstone work 1. Written report: a formal, professional, detailed, and comprehensive written report on what you did and what you learned. Generally, this report will be between 20 and 40 pages, but it is the quality and content of the report, and not its length, that will be evaluated. 2. Agency presentation: a summary/presentation of your project for and to the agency in which you worked. The format of this presentation should be determined in discussions with your on- site colleagues. It is possible that a summary of the report above or the program presentation (described below) will be satisfactory. It is more likely, however, that the agency will want a more focused or, perhaps more Community- Oriented, report, such as a town meeting, or a presentation at a staff meeting, etc. 3. Oral presentation: During the last week of Spring Quarter, we will hold special program for the presentation of your Community- Oriented Masters Project. Each student will have about 13 minutes (10 minutes for the presentation and 3 minutes for questions) for a formal oral presentation. An outline for the presentation is found in appendix H. COPHP CAPSTONE HANDBOOK UPDATED AUGUST

11 DETAILED TIMELINE OF PROJECT DELIVERABLES AND DUE DATES Document/ Milestone Responsibility of: Due Date (date does not change year to year) Submitted to Project proposal Student Labor Day Faculty advisor and program director Project contract Student October 1st Faculty advisor, site mentor, and program director Human Subjects application Student, faculty advisor Four months before you need to contact subjects or access identifiable data. Human Subjects Office (need signature of faculty mentor) hsd/ Literature Review Student November 10th Faculty advisor, and on-site mentor Draft project written product Student April 1st Faculty advisor, site mentor Appendices A + D Student, faculty advisor May 15th Final Project Report Student Last week of Spring Quarter Project presentations Student Last week of Spring Quarter On-site mentor On-site mentor After final capstone evaluation of student presentation is project (Appendix B) delivered. Faculty evaluation of student work (Appendix C) Registrar notified of student eligibility to graduate Final Grade Faculty advisor When grade is submitted Faculty adviser, site mentor, program office Faculty advisor, site mentor, program office Faculty, classmates, invited guests To faculty advisor To student Faculty advisor Finals week Faculty advisor to program registrar and let them know student is eligible to graduate. Faculty advisor, on-site mentor Week after Spring quarter finals week Faculty advisor to submit grade in online grading system. Roles and Responsibilities For Turning Materials In Student- Have all materials turned in on the dates specified above to the correct person. Student is responsible for making sure their site supervisors get an evaluation form and letting their site supervisors know when the evaluation is due to the faculty advisor. Faculty Advisor- Will use the student reflection and on- site mentor evaluation to grade student work. The faculty advisor is responsible for getting the evaluation from the on- site mentor on time for grading. COPHP faculty will notify the department registrar that the student has completed the capstone work and is eligible to graduate, submit the student capstone final grade and send their evaluation of the student work to the student for their reference. COPHP CAPSTONE HANDBOOK UPDATED AUGUST

12 Site Supervisor- The site supervisor is responsible for completing the evaluation form of the student s work and getting it to the faculty supervisor at a time the faculty supervisor deems appropriate for grading. CAPSTONE REPORT FORMAT OUTLINES All final Capstone products must include the following: A header or footer with the author name, project title, and date completed. A title page with the project title, author, date, agency, site supervisor name and faculty advisor name. An acknowledgements section to recognize the community members, agency staff, and UW faculty who assisted in the capstone project. You may submit your capstone in one of the three formats below: Journal Submission- ideal for original research, policy briefs, systematic reviews etc. Students should work with their faculty advisor and on- site mentor to choose a respected peer- reviewed journal to draft their manuscript for. Each journal has varying criteria that the student must follow and may vary from the outline provided below. In general you will follow this format adapted from the American Journal of Public Health Guide for Authors: I. COVER LETTER This varies journal to journal but generally includes: a short statement about whether or not you have abided by the code of ethics set forth by the journal (If you have departed from the code of ethics you must provide a brief explanation as to why), a disclosure of all possible conflicts of interest, disclosure of previous publications based upon the same material, and a brief indication of the importance of the manuscript to the field of public health. II. ABSTRACT Structured abstracts should not exceed 250 words and employ 4 headings: Purpose (or Objectives), Methods, Results, and Conclusions. You may use an unstructured abstract for a policy brief or if your journal requires it. III. BACKGROUND Clearly state the purpose of the research and summarize the rationale for the study by providing a brief literature review. IV. METHODS The methods section should be very thorough and clear enough that someone uninvolved in the research may replicate the study exactly. The section should include: Description of all study subjects, the protocol for how informed consent was obtained, any established methods with references, and detailed description of any new method. V. RESULTS Results should be presented in a clear and logical format and include any statistical tests of significance with the corresponding P value. Text, tables and illustrations may be used to present results. VI. DISCUSSION This section should focus on the new and important findings from the research. This section should include limitations and implications of the study. Don t repeat data from the results section. COPHP CAPSTONE HANDBOOK UPDATED AUGUST

13 VII. CONCLUSIONS The conclusion section is generally short and should be CAREFULLY stated so as not to over or under value the implications of the study findings. VIII. REFERENCES Make sure to follow the style preference outlined by the journal of your choosing. IX. COPHP APPENDICES A- G (see Important Forms) Organizational Report- ideal for program evaluations, needs assessments, policy analysis I. TITLE PAGE II. ACKNOWLEDGEMENTS III. TABLE OF CONTENTS IV. LIST OF FIGURES V. ABSTRACT OR EXECUTIVE SUMMARY Should not exceed one page, ideally 250 words for an abstract. Should highlight the key findings and lessons learned from the project. The on- site mentor should be able to glean the most important findings from your report from this single page. VI. INTRODUCTION Includes a detailed problem statement including references as well as a justification for why this project was commissioned to address the problem. VII. BACKGROUND (LITERATURE REVIEW) A literature review to provide background on the public health problem, solutions that have been tried in the past, and describe any current evidence- based practices. This section should also include background on your agency, their history, and how this project aligns with their work and mission. This section may also include any relevant local background including policies and area history. VIII. METHODS/PROCEDURES A detailed and clear explanation of how you set about solving the problem. Should include how subjects were selected if any, how data was collected, how variables were chosen and measured, and how the data was analyzed. IX. RESULTS A clear and logical explanation of accomplishments and learning, including any significant results from data analysis. X. DISCUSSION OF RESULTS What are the implications of the findings? What are the limitations of the findings? What are the implications for public health? The community served? XI. RECOMMENDATIONS Recommendations to the community agency based on your findings. XII. REFERENCES XIII. APPENDICES XIV. COPHP APPENDICES A- G (see Important Forms) Cover Description for A Product- ideal for curriculum or training development, physical product or process development and piloting. I. TITLE PAGE II. ACKNOWLEDGEMENTS COPHP CAPSTONE HANDBOOK UPDATED AUGUST

14 III. TABLE OF CONTENTS IV. LIST OF FIGURES V. EXECUTIVE SUMMARY- PRODUCT DESCRIPTION Should not exceed one page, and should describe the product that was developed, why it was developed, and a brief methods section to describe how it was developed. VI. INTRODUCTION Should include a problem statement based on the literature with references. VII. BACKGROUND (LITERATURE REVIEW) A literature review to provide background on the public health problem, solutions that have been tried in the past, and describe any current evidence- based practices. This section should also include background on your agency, their history, and how this project aligns with their work and mission. This section may also include any relevant local background including policies and area history. VIII. METHODS/PROCEDURES FOR PRODUCT DEVELOPMENT A detailed and clear explanation about how the product was developed so that someone else could replicate the product development. Should include mention of how subjects were recruited if any, how data was collected, how the product was evaluated for performance, and how any previously existing methods and measures were used to develop or test the product. IX. RESULTS (PRODUCT) May be a copy of the product itself, a detailed description of the product, or results of product testing with target population. X. CONCLUSIONS Should discuss findings, implications, limitations, and areas for future development. XI. RECOMMENDATIONS Recommendations to the agency regarding the use or continued development of the product. XII. REFERENCES XIII. APPENDICES XIV. COPHP APPENDICES A- G (see Important Forms) COPHP CAPSTONE HANDBOOK UPDATED AUGUST

15 IMPORTANT FORMS APPENDIX A- Capstone Proposal Template Capstone Proposal (due Labor Day) HEADER- Including name, date, faculty advisor, and on- site mentor names I. PROJECT DESCRIPTION a. Objectives b. Deliverables, products c. Benefit to the community d. Learning objectives e. Plan to present or communicate project findings II. ORGANIZATIONAL PROFILE a. History and development. b. Organization s mission, goals, services, and values. c. Population served (client demographics, eligibility criteria, service area) d. Type of organization (non- profit, for- profit, membership, etc.) and funding (major sources, operating budget). e. Governance (board composition, partners, affiliations with external agencies, etc.). f. Staff composition (number, disciplines represented, training, organizational structure). g. Relationship to community and other agencies (partners, collaborators, affiliations). h. Current challenges, visions, and organization s priority needs (list three). III. PROBLEM STATEMENT a. What is the public health problem? b. How does this project fit with the needs and mission of the organization? c. Why have you chosen this specific approach to the problem? d. Brief literature review to justify approach IV. METHODS/TIMELINE a. General overview of methods that will be used to solve problem b. What resources will you need to conduct your project? c. Give a timeline and work plan for your project including major meetings, data collection timeframe, service deliverables and all other time sensitive components and how you plan to complete them in the given timeframe. V. IRB APPLICATION a. A statement describing why you do or do not need human subjects approval for this project. Should be well reasoned and indicate that you have read the UW human subjects approval criteria for research and have spoken with your faculty advisor and on site supervisor. b. Which IRB review board you will be applying to, when, IRB points of contact, exempt or non exempt application status, and a timeline for data collection that includes the IRB review process. COPHP CAPSTONE HANDBOOK UPDATED AUGUST

16 APPENDIX B- Capstone Contract Capstone Contract (due October 1 st ) The terms of the field experience and the obligation of all partners should be clearly understood and entered into by signature of agreement. The Service Learning Contract needs to provide fair measurement of the extent to which the interests of the three partners are served. The student is entitled to a meaningful practical learning experience that builds on experience and coursework. The host agency is entitled to a responsible adult learner with a serious commitment to the agency's goals and to delivering a service or product of value to the agency. The academic department is entitled to reasonable evidence that both sides of these commitments have been fulfilled before it gives the student a passing grade. Details of the signed contract include: Statements of the student's project objectives, which should clearly express the activities to be performed, the services to be provided, and the end products expected Statements of the student's learning objectives Expectations include attendance, punctuality, and productivity The student's responsibilities projects, academic assignments, meetings, readings, presentations, post- internship evaluations The on- site mentor s responsibilities host orientation, resources, training, projects, networking and career development activities, statement of successful completion and recommendation, post- field experience evaluations The faculty adviser s responsibilities curriculum, advise student, provide means for structured reflection upon and reporting of progress and results, sustain contact with site supervisor The Practicum Field Experience is based on an agreement between three parties, each of whom has specific responsibilities that are necessary to make Field Experience an effective service learning experience. Responsibilities are outlined below. The COPHP Program will: Select students capable of providing service to the agency. Provide students with classroom and assigned learning activities that will enable them to function in their field assignments. Provide regular advising to student teams in collaboration with agency mentors. Develop and conduct regular student/faculty and student/supervisor/advisor learning conferences. Evaluate the student s performance in collaboration with agency supervisors. Evaluate the quality of the service- learning associated with field experience in collaboration with the agency supervisors and the students. Make modifications in future curricula to address educational problems identified in evaluations of fieldwork experiences. COPHP CAPSTONE HANDBOOK UPDATED AUGUST

17 The on- site mentor will: Develop outcome objectives for the field experience assignment to guide the student team in their activities. Provide regular supervision to students in collaboration with university advisers. Provide adequate work space, support, and supplies to enable the student to function effectively as a field work student in the agency, Participate in student/mentor/advisor conferences, Evaluate the student s performance in collaboration with university advisers. Evaluate the quality of the service- learning associated with field experience in collaboration with the university advisers and the students. Make modifications in agency systems to address service- learning problems identified in evaluations of field work experiences. The student will: Actively participate in classroom seminars and assignment activities to develop knowledge and skills to enhance effective participation in field experience activities. Carry out duties as outlined in the Community- Oriented Masters Project proposal and agreed to in this contract, including written and oral reports. Evaluate the quality of the Community- Oriented Masters Project experience in collaboration with the university advisers and agency supervisors. Make recommendations regarding opportunities for improvement of the Community- Oriented Masters Project experience. Name Student # Phone/e- mail Name of Agency/project Address Phone/e mail Your Primary Service Deliverables (use additional pages if necessary) Your Primary Learning Objectives (use additional pages if necessary) COPHP CAPSTONE HANDBOOK UPDATED AUGUST

18 Your Primary Responsibilities and Duties (use additional pages if necessary) As a service learner, you are given the opportunity for a unique and valuable experience. To undertake in this assignment as a representative of the University of Washington School of Public Health and Community Medicine, your instructor and yourself, you must: 1 Fulfill your agreement as to your duties, hours, and responsibilities to the best of your ability. Be professional punctual, polite, and respectful of agencies policies, rules and regulations. 2 Respect the confidentiality of clients of the agency. 3 Give notification in advance if you must miss or be late for an agency appointment. If advance notification is impossible, call as soon as possible thereafter. I have read and agree to the agreement and the guidelines as outlined above. Student Signature Date I have read the agreement and agree to supervise or provide supervision for the student above. Agency Supervisor Date I have read the agreement and agree to provide consultation to the site supervisor and academic supervision to the student. Faculty Adviser Date COPHP CAPSTONE HANDBOOK UPDATED AUGUST

19 APPENDIX C, D, E, F- Evaluations of Student Work (due May 15 th ) Evaluations of Student Work A formal monitoring system to ensure satisfactory progress will be based on continuing dialogue between the faculty adviser, mentor at the agency where the project is undertaken, and the student. The faculty adviser and on- site mentor provide guidance and final determination regarding acceptability of the quality of the final product. Informal meetings among the student, faculty mentor, and site- mentor should occur at least twice a quarter to discuss progress and problems and to get informal feedback. The student may choose to meet with the on- site mentor and the faculty adviser separately or together, depending on topics, needs, and logistical considerations. The faculty adviser and the on- site mentor should talk at least twice per quarter to assure that their expectations and perspectives are consonant, or at least, clarified. At the end of the Spring Quarter during either the last week of the quarter or exam week all three parties (student, faculty, and on- site supervisor) should complete a Capstone Evaluation Form (Appendix E) that will be shared with the others, with a copy going to the program files. You will be evaluated on: The quality of your project The quality of your background research The professionalism with which you conducted your project The quality (in terms of both content and presentation) of your final written report and the final oral presentation The degree to which your met your Individual Learning Objectives The grade for the Community- Oriented Masters Project will be determined jointly by the faculty adviser and the on- site supervisor. The Community- Oriented Masters Project must be of sufficient quality to earn a grade of 3.0 to fulfill the program s requirements for graduation. Both the faculty adviser and the on- site mentor will fill out the forms on the following pages, according to the attached criteria. Ideally, the project will be completed and the evaluations done in sufficient time for this feedback to be shared and discussed in- person with the student. COPHP CAPSTONE HANDBOOK UPDATED AUGUST

20 CRITERIA FOR FACULTY ADVISORS AND ON- SITE MENTORS TO EVALUATION STUDENT WORK Area Unsatisfactory Satisfactory Outstanding Project objectives Did not meet project objectives Met project objectives Exceeded project objectives Contribution of project to organization/ community needs Project had or will have little impact Project had or will have some impact Project had or will have considerable impact Planning and organization Work habits Scholarship Working with colleagues Working with community Written product Content Organization and presentation Writing Did not adequately plan and organize work Did not communicate with supervisors; did not follow through on commitments Did not adequately review literature; did not adequately research local background and context; did not employ appropriate, evidence, or theory- based methods in project Did not work well with colleagues Did not work effectively with community Does not adequately address all sections as indicated on outline Poorly organized; sloppy; tables and graphs not well constructed Not well written (unclear, with grammar, punctuation, and Appropriately planned and organized work; met project milestones Communicated satisfactorily with supervisors; followed through on commitments; shows initiative Adequately reviewed literature; adequately researched local background and context; employed appropriate, evidence or theory- based methods in project Worked effectively with staff and co- workers Demonstrated ability to work with community members effectively and sensitively Adequately addresses all sections Clearly organized; adequate tables and graphs Clearly understandable, with few, if any, technical writing Exceptionally well organized Communicated frequently and effectively with supervisors; thoughtful, thorough, anticipatory work habits; shows exceptional initiative Exceptionally thorough review of literature and assessment of background and context; use or advanced state- of- the- art methods Demonstrated effective leadership and/or change- agent behaviors Developed exemplary and sustained relationships with community Demonstrates complete command of the subject matter; exceptional creativity or originality and/or new insights; publishable Professional visual impression; journal- quality tables and graphs Clear, concise, professional writing COPHP CAPSTONE HANDBOOK UPDATED AUGUST

21 spelling errors common) errors Oral presentation Content Minimal content Interesting, useful content Outstanding content Organization and clarity Well organized; clearly and concisely presented; good visuals Presentation style Poorly organized; not clearly presented; visuals poorly constructed Rambling, distracting, unprofessional Concise; projects voice Well organized; clearly presented; professional- quality visuals Engaging, enthusiastic, confident Presentation to sponsor/community Content Minimal content Interesting, useful content Outstanding content Organization and clarity Presentation style Appropriateness and effectiveness Poorly organized; not clearly presented, visuals poorly constructed Rambling, distracting, unprofessional Talks down or without conviction to audience Well organized, clearly and concisely presented, good visuals Concise; projects voice Appropriate content and style Well organized, clearly presented, visuals appropriately constructed to communicate with community audience Engaging, enthusiastic, confident Original or creative method of communication COPHP CAPSTONE HANDBOOK UPDATED AUGUST

22 APPENDIX C- ON- SITE MENTOR EVALUATION OF STUDENT WORK On- site Mentor s Evaluation of Community- Oriented Masters Project Student: Project Objectives Planning, conduct, and communication Date: Evaluation (1=weak 5=strong) Comments Contribution of project to organization or community needs Working with colleagues Working with community Final product Quality Helpfulness, appropriateness, impact COPHP CAPSTONE HANDBOOK UPDATED AUGUST

23 Originality, creativity Presentation to sponsor/community Content Organization and clarity Presentation style Appropriateness and effectiveness Strengths: Areas for improvement: Other General comments: COPHP CAPSTONE HANDBOOK UPDATED AUGUST

24 APPENDIX D- FACULTY ADVISOR EVALUATION OF STUDENT WORK Faculty Advisor Evaluation of Student Work Student: Project objectives Evaluation (1=weak 5=strong) Date: Comments Planning, conduct, and communication Scholarship Working with colleagues Working with community Written product Content Organization, presentation COPHP CAPSTONE HANDBOOK UPDATED AUGUST

25 Writing Presentation Content Organization, clarity Presentation style Strengths: Areas for improvement: Other General comments: COPHP CAPSTONE HANDBOOK UPDATED AUGUST

26 APPENDIX E STUDENT EVALUATION OF CAPSTONE EXPERIENCE Please answer the following questions and submit them by the May 15 th deadline to the program office. What I learned: Student s Evaluation of the Experience Individual Learning Objectives: Objective Was objective met? Comment Use additional pages if necessary The positive aspects of this experience: COPHP CAPSTONE HANDBOOK UPDATED AUGUST

27 Your overall assessment of your learning, including what you learned above and beyond your original Individual Learning Objectives: How well- prepared were you for this experience, and what could be done in the future to improve preparation of the Community- Oriented Masters Project? My recommendation regarding continued use of this placement is: Definitely continue Do not continue Continue under conditions (please specify) COPHP CAPSTONE HANDBOOK UPDATED AUGUST

28 Date: Student Signature COPHP CAPSTONE HANDBOOK UPDATED AUGUST

29 APPENDIX F- STUDENT DISCUSSION AND REFLECTION Student Reflection on Capstone Experience Please answer the following questions and submit this to the program office by the May 15 th deadline. I. What impact or effect did this work have on the community? II. What worked and why? III. What didn t work and why? IV. How did the experience compare with your expectations and goals? V. What would you have done differently knowing what you know now? VI. How does your experience compare or contrast with the literature? VII. What are the implications of this project for public health and the agency? VIII. What are the next steps for this project? COPHP CAPSTONE HANDBOOK UPDATED AUGUST

30 APPENDIX G STUDENT EVALUATION OF CAPSTONE SITE Student Evaluation Of Capstone Site Please turn this into the program office by May 15 th. Student Agency On- site Mentor Please read each statement below and select from within a scale range of 1 (disagree strongly) to 5 (agreed strongly) regarding your experience with your practicum site preceptor. 1. Introduced me to other staff and helped me to establish collegial relationships with them. 2. Was usually available whenever I needed her/him. 3. Met with me on a regular basis to provide supervision. 4. Asked me to specify my learning goals. 5. Treated me as an adult learner. 6. Encouraged me to critically examine my performance. 7. Provided ongoing specific and constructive feedback about my performance. 8. Encouraged me to take initiative. 9. Established comfortable personal/professional boundaries. 10. Encouraged me to experiment with my own ideas and approaches. 11. Was a positive professional role model for me. 12. Assisted me in exploring problem- solving options. COPHP CAPSTONE HANDBOOK UPDATED AUGUST

31 13. Encouraged me to expand my public health knowledge. 14. Encouraged me to collaborate with and learn from other staff. 15. Was sensitive to the multiple demands of my graduate experience. Please read each statement below and select from within a scale range of 1 (disagree strongly) to 5 (agree strongly) regarding your experience with your practicum agency. 1. Provided a desk and other resources for me to do my job. 2. Provided me with access to the necessary data files. 3. Allowed me to represent the agency by attending and participating in interagency functions. 4. Was a supportive learning environment. 5. Treated me with respect. 6. I feel this experience prepared me for public health practice. 7. I feel this experienced help me get ready for public health employment. COPHP CAPSTONE HANDBOOK UPDATED AUGUST

32 APPENDIX CAPSTONE PRESENTATION REQUIREMENTS Capstone Presentation Requirements During the last week of Spring Quarter, we will hold a special program for the presentation of your Community- Oriented Masters Project. Each student will have about 13 minutes (10 minutes for the presentation and 3 minutes for questions) for a formal presentation. All first- and second- year students and faculty, as well as on- site mentors and invited guests, will attend. A suggested outline for the presentation follows. The number in parentheses indicates an approximate number of slides for each section. Title slide Title, student (1) Introduction Aims of the project (1) Local context and motivation for the project (1-2) National context scientific, evidence base, other experience, motivation (1-2) Methods What you did (2) Accomplishments What you accomplished (2) Lessons learned, implications, next steps (1-2) Acknowledgments (1) Presentation to agency or community Students should expect to prepare a community product for their host agency or organization, in a form (full report, summary paper, etc.) arranged with their on- site mentors. Students should determine the format of this presentation in discussions with their on- site colleagues. The program presentation (described below) may be satisfactory. It is more likely, however, that the agency will want a more focused, tailored, Community- Oriented report, such as a town meeting or presentation to staff meeting. COPHP CAPSTONE HANDBOOK UPDATED AUGUST

33 EXERCISE TO DEVELOP CAPSTONE IDEAS Fill out this form early on in your first year to identify topic interests and skills you want to develop in a capstone experience. Use this form to target potential capstone sites, supervisors, and projects. COPHP CAPSTONE HANDBOOK UPDATED AUGUST

34 ASPECTS OF A SUCCESSFUL CAPSTONE What makes for a great capstone and/or thesis? Compiled from discussion at COPHP Faculty retreat June 14, 2007 and Health Services Faculty retreat on June 15, Synthesized by Amy Hagopian Aspects of successful thesis and capstone projects 1. The student has an ACTIVE role in the project, and is genuinely interested in the topic. 2. Expectations of students and faculty are clear at the start are there things for which any party can be fired? 3. Committee that works well together, enjoys meetings with this student, and is on the same page; smaller is better 4. Thesis and capstone projects start with an approved written proposal from the whole committee 5. Students understand the incentive systems that faculty face for example, that faculty aren t credited for thesis advising until students finish 6. The site advisor is actively engaged 7. Both the process and product associated with the capstone are valuable to the sponsoring organization 8. There is an excellent research question, which is precise, clear, answerable, important, and publishable. 9. Students meet with their WHOLE thesis committee several times; faculty on committees have complementary skills 10. There is a realistic plan to do the project in the time allotted; There is a backup plan for potential problems 11. Students read the thesis or capstone products of successful graduates as preparation to planning their own work 12. A good literature review is completed BEFORE data tools are designed and as the research question is being developed 13. IRB requirements are well understood sufficiently in time to follow the processes 14. There is elegance to the methods, with a clear and concrete process 15. When students write their proposals, they include blank table shells, to illustrate how their data will be presented and analyzed in a way that answers research questions; this ensures data gathering tools will provide the information needed by including required variables 16. The capstone requires both quantitative and qualitative skills 17. There is creative and independent use of secondary or available data not everyone needs to collect primary data 18. When the student does his own data collection, it s done well 19. A good thesis has a conclusion 20. There is innovation involved the student brings something new to the project 21. Process deadlines are meaningful and motivational 22. No laws or important rules are broken 23. When the project is being done under stressful circumstances, or in an organization under stress, lots of faculty support is required; likewise, students from stressed backgrounds (such as families with no academic tradition) will need extra support 24. Evidence of a great capstone is that there are continuing activities after it s done 25. It s a resume-stuffer, but not so burdensome as to be life-defining 26. Sometimes the capstone is highly connected to the practicum 27. Students pushed beyond their current comfort area 28. The capstone turns into a job, or at least relationships are built that will lead to future projects 29. There are policy implications from the findings of the project 30. There is individual learning about the student s own strengths and weaknesses 31. Time should be scheduled for presenting works in progress COPHP CAPSTONE HANDBOOK UPDATED AUGUST

35 Aspects of successful thesis and capstone projects 32. Sufficient time is allocated for final thesis and capstone presentations, with appropriate audiences 33. Students are encouraged to write publishable theses, and then publish them Aspects of problematic thesis and capstone projects 1. When projects are done in foreign countries, projects aren t always (or even often) well defined in advance. 2. There are unreliable partners, and it s unclear when to call a halt, despite red flags 3. The sponsoring organization isn t eager to do the project 4. Student is doing something the organization should be paying someone to do. 5. There is conflict between members of committees about the balance of methods and approach to methods 6. Last minute drafts 7. It s too ambitious, can t be finished on time 8. IRB approval isn t properly obtained or in a timely way 9. Conflict on committees leads to graduation delays What should we do differently about our approach to capstones? 1. Faculty should engage early on to ensure the agency has adequate capacity to support student and has reasonable expectations 2. Change due dates to require proposal before work starts, not just an arbitrary date in October; deadlines should be no later than. 3. Clarify IRB requirements everyone should pursue IRB approval, whether exempt, minimal or full review 4. Schedule meeting with faculty in advance of field work that carefully reviews all aspects and requirements 5. Clarify the process for changing advisors 6. Clarifications requested by a single student should have answers broadcast to all 7. Broadcast date reminders to all students and faculty 8. Feel free to finish early 9. Students need more structured explanation time on the capstone earlier on. Five seminar sessions should be dedicated to discussion of the capstone that are organized by faculty; invite good model students to present, based on our list of best capstones. The IRB talk should be in fall of first year students; we should collect model IRB applications for other students to review. COPHP CAPSTONE HANDBOOK UPDATED AUGUST

36 COPHP CAPSTONES PAST UW COPHP Capstone Titles: 2004 GRADS Student Title Notes Daniel Aukerman Katayoun Bahramian Mary Brewer Nicole Burkette Elizabeth Dadko Jsani Henry Ellen Leuchtmann Amanda Marr Sara Teitelman* Denys Williams Nicole Willis Ellen Wolter* Infrastructure and health in a squatter community bordering Quito, Ecuador Is Seattle ready for San Francisco s S.A.G.E. (Standing Against Global Exploitation)? Participatory program planning for survivors of prostitution, sexual exploitation, and addiction Needs assessment for the urban Indian homeless population in Seattle, Washington The accomplishments and struggles of a developing community network in the International District of Seattle Go smoke free a strategy guide for bar owners LMASS (Listening to Men about Sex Study) needs assessment Immunization practices on Vashon Island, Washington: rates, influences, and what s next A training manual for Tibetan community midwives Participatory community assessment in Rabuor Village, Western Kenya The future identity of teens: evaluating the spiritual, social, emotional and physical fitness decisions made today as they correlate to a healthy and successful future Worksite health promotion: promoting physical activity and healthy eating within schools Assessment of physical self- perceptions in pre- adolescent participants of Girls on the Run of Puget Sound Ecuador, poverty, community development San Francisco Vulnerable population Seattle, urban Indians Vulnerable population Seattle Community network Seattle, tobacco Seattle (?) sex Seattle area vaccination Tibet Health worker training Community assessment Seattle? Adolescent physical fitness Seattle? Health promotion Seattle area Adolescent physical fitness? COPHP CAPSTONE HANDBOOK UPDATED AUGUST

37 UW COPHP Capstone Titles: 2005 GRADS Joe Balabis Student Title Notes Adriane Pallat Berman Sharon Bogan * Jessie Folkman Gary Gant Jaime Hamamura Jill Hodges Asian Pacific Islander youth tobacco conference as an intervention for current API teen smokers and high- risk API teens Training guide for medical waste management Monitoring and evaluation strategy for Straight Talk Foundation, Uganda Addressing the decline in Native patients at the Seattle Indian Health Board: a quality improvement project Identifying key health indicators for the Healthiest State in the Nation Project Community assessment project for International Community Health Services on the health care and well- being needs of Native Hawaiians in Seattle- King County Food safety challenges in the global economy: Guatemalan produce and cyclospora Asian youth in Seattle Tobacco Vulnerable population No setting Environmental health Uganda Adolescent health American Indians Health system Washington state Assessment Hawaiian population (Seattle) Assessment Environmental health Eunyoung Lim Profile of pedestrian fatalities in King County Seattle area Traffic safety Sara Miller 2005 HIV/AIDS care services comprehensive needs assessment Location? HIV assessment Kim Moore Program evaluation of Kids Get Care Seattle Evaluation Emma Moreno Kristi Remkus Simone Rivera Laura Streichert **Jessie Tobin Andra Voght Media campaign to increase HIV screening in a Latino population Learning how to use broadcast media to tell complicated health stories Health education department standardization and quality improvement A qualitative study of organizational readiness for change and the implementation of nutrition policies in Seattle schools Neighborhood engagement in local land use decisions: an approach to health community design Teaching about the social determinants of health: a pilot project at Seattle Girl s School Latinos in Seattle HIV, Vulnerable population Seattle media Quality improvement Seattle schools Nutrition Seattle Community development Seattle COPHP CAPSTONE HANDBOOK UPDATED AUGUST

38 Social determinants UW COPHP Capstone Titles: 2006 GRADS Student Capstone Title Setting Zeynep Angin Shorter* Traci Arnold Sara Barker Andrew Bryant* Stacy Delong **Jennifer Filion Deb Hinchey Polly Jirkovsky Oma McLaughlin** Anya Nartker Carrie Norbeck **Robin Read- Ochoa Working in Two Reproductive Health Programs, Istanbul, Turkey Involving Parents at Roosevelt High School in 9th Grade Sex Education Tres Historias de la Vida: Developing a Latino Community- Based Participatory Play to Increase Diabetes Awareness Community Drama and Street Theater for Maternal and Newborn Health Promotion Built for Health: A Community Activity Assessment at High Point Developing Protocols for Non- Medical Staff to Manage Medical Crisis in a Housing First Model Needs Assessment: Physical Activity Programs for Asian/Pacific Islander and African American Women Cancer Survivors A Tale of Two Cities: What Can Seattle Learn from Vancouver s Drug Policies? Engaging Community around Early Childhood Development: Presenting School- Readiness Indicators in Three School Districts Developing and Revising F.L.A.S.H. (Family Life & Sexual Health) Lesson Plans Live Outside the Box : A Public Education Campaign to Reduce Television Viewing Health Insurance Outreach for Latino Immigrant Children in Washington s Rural Areas Turkey Reproductive health Seattle public schools Sex education Latino community, Seattle Diabetes, vulnerable population East Timor MCH Seattle Vulnerable population Preparedness Vulnerable population Ethnic women, Seattle Assessment, Vulnerable Vancouver, CA Drug policy, Vulnerable Seattle suburbs Community development Seattle school district Sex education King County Parent education Rural Washington Health ins, Vulnerable Sarah Ross- Viles Healthy Air Survey of King County Housing Authority King County Environmental health **Camille Samujh Carrie Sopher Evaluation of Safe Storage of Firearms Training Module for Health Care Providers Peer- Based Sexuality Education: An Evaluation of Planned Parenthood s Teen Council Seattle Gun safety Seattle area Sex education Alejandro Health Education for Limited English Proficient Seattle community clinic COPHP CAPSTONE HANDBOOK UPDATED AUGUST

39 Varela Populations in a Health Care Setting Health education, Vulnerable Jann Vhugen* The Global Fund to Fight HIV/AIDS, TB and Malaria: An Evaluation of Four Grants UW COPHP Capstone Titles: 2007 GRADS Geneva, Switzerland International health policy Student Capstone Title Setting Shelagh Baird Food Security and HIV/AIDS in Mozambique: A Program Evaluation Mozambique Food security Emily Bancroft Assessing Health Worker Job Satisfaction and Retention in Uganda Uganda Health workforce Hillary Blecker Day Laborers at Risk: Developing Strategies for a Hazardous Workplace Seattle Occupational health, Vulnerable Paul Boutte HIV Prevention Program Recommendation for Rwanda Science Education Center Rwanda HIV Amy Dietz Barriers to Health Care as Identified by Male Sex Workers in Peru Peru HIV/STDs Stefanie Fox Homelessness Counts: Expanding the One Night Count to Rural and Suburban Communities through Service- Based Seattle Homeless,Vulnerable Interviews Shannon Ginn A Radio Soap Opera to Raise Awareness about Diabetes among Latinos: A Pilot Project Seattle Latinos Diabetes, Vulnerable Caren Goldenberg A Disaster Preparedness Training Module for Medical Interpreters Seattle Preparedness, Vulnerable pop Jessica Grignon Assessment of Data Collection and Management Systems for a Community Ophthalmology Program in Tanzania Tanzania Health systems Hilary Heishman Public Health Employee Recruitment and Retention in Local Health Jurisdictions in Washington State Washington state Health workforce Maggie Jones Acupuncture Quality Improvement Study at Harborview s International Medicine Clinic Seattle QI, health systems Anna Kashner Taking Responsibility: Who Should Be Responsible for Sexual Education in Peru after the Global Fund? Peru Sex education Carly Kaufman Youth Violence Prevention in Seattle Seattle Youth violence Michael Kim Breakfast in the Classroom: A Plan for Increasing Breakfast Consumption at Emerson Elementary Seattle schools Nutrition, Vulnerable Irene Kitzantides Amelia McGee Mackenzie Melton Brett Niessen Training HIV/AIDS Educators in Tunisia, North Africa A Formative Health Literacy Evaluation of PlayBright Educational Materials for Parents Evaluating the Venue- Specific Compliance to Washington State s Clean Indoor Air Act: A Pilot Observational Study of Selected Work Places Report for Islander Middle School s New Health and Fitness Curriculum on Mercer Island Tunisia, HIV Seattle MCH, Vulnerable Washington State Environmental health Seattle area Physical fitness COPHP CAPSTONE HANDBOOK UPDATED AUGUST

40 Marc Philpart Maia Piccagli Prevalence and Risk Factors of Gender- Based Violence Committed by Male College Students in Awassa, Engaging the Latino Community in Burien around Active Living: Community Development and Burien en español Map Ethiopia Violence Seattle area Physical fitness UW COPHP Capstone Titles: 2008 GRADS Student Capstone Title Setting Yasmin Barrios Casey China Peter Choi Emily deriel Kalayaan Domingo Matthew French Jessie Gleckel Amelia Knopf Alison Moore Colleen Osterhaus Annie Phare Kelly Randels Perceived neighborhood safety and leisure time physical activity in Lima, Peru Enhancing the Washington Asian/Pacific Islander Families Against Substance Abuse (WAPIFASA) prevention program handbook Analysis of baseline survey data to evaluate the impact of the National Food Fortification Program in Ghana Evaluation of Washington State Take Charge program Providing culturally congruent support of patient self- management: The role of community house calls in chronic disease care at Harborview Hospital No ordinary flu: A pandemic influenza preparedness graphic novel Considering the sexual and reproductive health needs of women in San Juan de Lurigancho: An evaluation of Flora Tristan s SISMU (Integrated Women s Center) A community assessment of King County backyard poultry Improving maternal and newborn health in Timor- Leste: An implementation evaluation of birth- friendly facilities Promoting birth- friendly facilities in Timor- Leste: A health communication video Timor- Leste Washington State firearm safety legislation: Legislator ideologies and perceptions of constituent support Using HIV testing in TB patients as an entry point to integrated TB/HIV care Peru Neighborhood safety Seattle Substance abuse Ghana Food security, policy Washington Reproductive health Seattle Chronic disease Seattle area Pandemic flu San Juan de Lurigancho Reproductive health King County Timor- Leste Reproductive health Timor- Leste Reproductive health, health communication Washington Firearm safety Zambia HIV, TB Cindy Sousa Effects of the Israeli occupation in the West Bank, Palestine COPHP CAPSTONE HANDBOOK UPDATED AUGUST

41 Palestine: Health, health care delivery and assessment plan for a community mental health program Mental Health UW COPHP Capstone Titles: 2009 GRADS Student Capstone Title Setting Carmen Washington A process evaluation of the community of potters health and development project Bwiza, Rwanda Community development Erin Barry Health census of the village of Bwiza, Rwanda Bwiza,Rwanda Health census Erika Strong Marshallese community tuberculosis education planning Greater Seattle area TB Rachel Schwartz Lisa Schafer Claire B. Cole Erin McCormick Molly Ryan Kyle Nagle Joshua Fogt Tara Melinkovich The Train the Trainer model as an effective health promotion tool: A pilot project to increase cervical health awareness and action in the Latina Community Health capacity building for malaria prevention in Western Ghana Responding to the two- child norm: Barriers and opportunities in the campaign to combat target- oriented population policies in the post- ICPD India Vulnerable at transition: screening for depression in 6th grade students Tobacco- free pharmacies in Washington State: Assessing the attitudes, opinion, and practices of the pharmacy community Making waves: Developing Odessa Brown Children's Clinic's physical activity program Training to promote equity and social justice through public policy in King County Increasing abortion access for low- income women: An applied qualitative study of abortion terminology used in written referral materials Seattle area Health awareness, training Ghana Malaria Indian Reproductive health Seattle area Mental health Washington Tobacco Seattle area Chronic disease King County Equity and Social justice Seattle area Reproductive health Julie Loughran Cradleboards: ensuring infant and cultural survival Seattle area Maternal infant health Madeleine Frey Because most women don't have sex by themselves: A qualitative study of young males' knowledge, attitudes, and behaviors around Emergency Contraception Seattle area Reproductive health Catherine Rizos Joe Campe Naseem Bazargan Exploring issues of adolescent vision health: A pilot vision screening and optometric intervention at Garfield High School Workplace health and safety of Latino immigrant cedar block cutters Washington (west coast) Addressing the shortage of dental providers for low- income and uninsured populations in Washington State: Dental licensing, internationally trained dentists, and policy Seattle area Children s health Env./occupational health Washington Dental health COPHP CAPSTONE HANDBOOK UPDATED AUGUST

42 considerations UW COPHP Capstone Titles: 2010 GRADS Student Capstone Title Setting Andy Baker- White Gender violence Orissa, India CHSJ Megumu Breastfeeding education SKCPH, Susan Oatis Brownstein Katie Burke Homelessness Seattle REACH homeless case mgmt program, & Evergreen Treatment Services Teagan Callahan Joy Hamilton Tobacco PHSKC, Jon Huang cardi- vascular epi social determinants? Maternal and child health Sara Ross- Viles UW Cardivascular Health Research Unit Pop Health Forum Erin Hurley Evaluation Universidad Peruana Cayetano Heredia Isaac Alva Coby Jansen Pesticides Matt Kiefer, Helen Murphy, PNASH Ruth Two- spirit health needs Indigenous Wellness project Lindberg Beth Mizushima Nutrition Operation Front Line at Solid Ground; Erika Strong Tiffany Training manual for immunizations VillageReach Myers Anna delayed; dual SW Rosenbaum Jennie evaluation Sea Mar Schoeppe Alex Shirreffs HIV- AIDS Jesani Henry Natalie Stahl Housing Addiction Behavior Research UW Jewel Wright Odessa Brown Access to care among ethnic minority children UW COPHP Capstone Titles: 2011 GRADS Student Capstone Title Setting Xeno Starting and staffing a TB clinic in Ethopia I- TECH Acharya Cate Clegg Health assessment in Kopanga, Kenya Partners for Progress (P4P) COPHP CAPSTONE HANDBOOK UPDATED AUGUST

43 Cassalyn Assessment of the need for a rural clinic in AK David Katie Hess College Access Now evaluation CAN staff and SSD Sunshine Community Health Center Toby Keys Childhood exposure to trauma experiences Snohoimish County Health District Elana Mainer Spokane community project Spokane Health Department Rebecca Meiksin Norah Myerson Jen Nguyen Evaluation of a training program in Namibia Use of birthing centers in Timor- Leste; "situational analysis" I- TECH Health Alliance International Jordana Colorado health department planning Pickman Barbara Rose Policy work on smoking/obesity in Snohomish County Community Health Services of Pitkin County, Colorada Gary Goldbaum, SCHD Anna Rosenbaum Social determinants of birth outcomes; evaluation of a conference PH- SKC, Maria Carlos Sara Jaye Survey analysis Gay City Sanford Laila Taji Social marketing at Garfield High School Garfield HS Sarah Wylie Commujnity mobilizatin and sex ed in WA public schools Center for Health Training UW COPHP Capstone Titles: 2012 GRADS Student Capstone Title Setting Vanessa Barone Fidelity evaluation of motivational interviews by promotoras. Thompson Studies Group at the Hutch; Gloria Coronado Peter Blackburn Water project in Honduras Water 1st International and COCEPRADIL, Kirk Anderson Kate Cole Evaluation of the Farmers Market Access Project efforts to increase the number of vendors who accept WIC and food stamps. PH- SKC, King County Dept of Natural Resources and Parks/ "Farmers Market Access Project"; Karen Kinney Erika Fardig Health messaging for newly- arrived refugee populations Sharon Bogan and Eyal Oren, PH- SKC; and the Refugee Helath Clinic COPHP CAPSTONE HANDBOOK UPDATED AUGUST

44 Jesse Gritton Planning and evaluation for community kitchens as a way to conrol type II diabetes PH- SKC; Janet Knapp Seattle Tilth: Leika Suzumara Paula Kett Qualitative analysis of MCH usage in the village of Mbita, Kenya Med25 project in Kenya/Rebecca Conte Okelo, Executive Director Gita Krishnaswamy Erin Larsen- Cooper Development of a college- reeadines- culture index for local public high schools Design an emergency transport system for Malawi College Access Now, Jennie Flaming Stacey Cunningham of Village Reach Amy Lee Curriculum development on SDH API Freedom School, Yong Chan Miller Rudy Owens Disaster preparedness communications for vulnerable populations Seattle Housing Authority (SHA) Contact: Bob Wyda, Hsg. Ops. Support Manager Valerie Pacino Repeal of flame resistance standard ("12 second" rule) Sightline, Alan Durning Sophia Teshome Feasibility of building an HIV clinic in Ethiopia Gondar University Medical School, Ethopia; Shitaye Alemu, MD, FRCP, Head of the Department of Internal Medicine Faye Ziegweid Policy on and access to reprodutive services Planned Parenthood Votes Northwest (PPVN), Jennifer Allen, Director of Public Policy UW COPHP Capstone Titles: 2013 GRADS Student Capstone Title Setting Ashraf Amlani Patricia Atwater toolkit for pilot Microsavings Program for Young Adults Experiencing Homelessness in Seattle Evaluation of public health practice- based research networks (PBRN) dissemination activities University District Youth Center PBRN at the Office of the Director of Public Health Seattle King County, Laura Hitchcock COPHP CAPSTONE HANDBOOK UPDATED AUGUST

45 Amber Bronnum To develop a comprehensive understanding of the public health system in King County and all of the interconnections and partnerships. Jennifer Muhm, Legislative Affairs Director, Public Health Seattle & King County Clarissa Brundage Family planning services evaluation in Cote d'ivoire HAI (Julia Robinson at UW and Atta Bamba in Cote d'ivoire) Elizabeth Burpee evaluation tool kit for helping small Latino- non- profits in California to better evaluate their programs. Latino Community Foundation, San Francisco, CA (Raquel Donoso) Nicholas Canavas Sara Colling develop an evidence- based, locally- informed instrument which assesses a school s overall climate in regards to mental health (MH). Owning Equity: Fostering community engagement in the County s Equity and Social Justice Initiative Kristy Ludwig Senior Fellow and Mental Health Practitioner, BRISC, Child Health Institute PH- SKC (Matias Valenzuela) Erik Friedrichsen Back injuries and fire departments Alan Abe, Public Health- Seattle & King County EMS Division, Jennifer Morton The feasibility of AIDS education in faith based organizations Lifelong AIDS Alliance (Renee McCoy) Barbara Obena Access to preventive vision services for children in the Yakima Valley to improve academic achievement. The Child Vision Project (an Americorps project) (M. Helen Spencer, JD) Genya Shimkin Tiffany Sin Develop a Q Card for queer youth to talk with caregivers, teachers, etc. evaluate the effectiveness of the promotora approach with the Chinese community on Beacon Hill on preventing lead poisoning. Group Health Evaluation Center, Ian Maki Tracee Mayfield, RS, PH- SKC, Environmental Health Division Sierra Rotakhina Jenna Udren Evaluation of the implementation of FLASH curriculum in Skagit County Assessment of the implementation of the National Rural Health Mission of India as it pertains to the provision of reproductive health services for women living with AIDS Skagit County Public Health, Peter Browning International Community of Women Living with HIV- Asia Pacific, Anandi Yuvaraj; and the Centre for Health and Social Justice, Abhijit Das Lindasy Van Nostrand Legislation development on Family Leave Economic Opportunity Institute, Marilyn Watkins Angela Wood Curriculum for jailed youth Lisa Hymes- Davis, King County Juvenile Detention UW COPHP Capstone Titles: 2014 GRADS Student Capstone Title Setting Leigh Alderman One nation indivisible with liberty and justice for all. Breaking our Pledge: How the network of policies on mass incarceration divides and imprisons many of our children. Centers for Disease Control and Prevention COPHP CAPSTONE HANDBOOK UPDATED AUGUST

46 Lindsay Bosslet Shayla Compton I don t always text, but when I do it s to get health insurance: Implementing a text message service for health insurance enrollment Gathering Credible Evidence: Supporting the Capacity of Urban Indian Health Organizations to Conduct Program Evaluations Public Health Seattle and King County, Communications Team; Hillary Karasz Urban Indian Health Institute; Julie Loughran Nuha Elkugia Kyle Davidson Patricia Duffy Kate Forand Educational Attainment as a Health Determinant: Field Testing The College- Going Culture Index and Developing an Advocacy Strategy Entrevista Peru/Interview Peru." A Mixed Methods Analysis of Stigma and Access to Medical Care Among Men Who Have Sex With Men and Transgender Persons Living With HIV in Lima, Peru A Public Health Model for Correctional Health Care for Skagit County s New Jail My Health, My Way: a Pilot Text Messaging Program for Teens in the Seattle School- Based Health Centers College Access Now; Daniel Curme, Gita Krisnaswamy Agency: Asociación Civil Impacta Salud y Educación Yamile Molina Agency: Skagit County Corrections Charlie Wend Public Health Seattle and King County; Communications Team; Hillary Karasz Kelly Gilmore Colin Maloney Johnny Mao Lena Nachand Kristen Savage Elliot Swanson Yes We Can! Provide Long- Acting Reversible Contraception (LARC) in A School- Based Health Center Setting: Evaluating the Neighborcare Health experience Implementing Tobacco- free Policies at Behavioral Health Treatment Facilities in King County Evaluating Implementation of Collaborative Care for Maternal Depression in Community Health Clinics Population Level Prevention: The Washington State Health Care Innovation Plan in a Prevention Framework Soul Fathers as Health Educators: Integrating Religious Leaders into Gondar, Ethiopia's Health Care Delivery System A Service Training Curriculum for Community Medical Technicians Neighborcare Health, Janet Cady Public Health Seattle and King County Tobbacco Prevention; Sarah Ross- Viles UW Department of Psychiatry and Behavioral Sciences, Advancing Integrated Mental Health Solutions (AIMS) Center Jürgen Unützer Washington State Departmentof Health; Sue Grinnell Strengthening Care Opportunities through Partnership in Ethiopia (SCOPE): Judd Walson Public Health Seattle and King County; Erik Friedrichsen Susana Tat Leveraging Academic- Community Partnerships to Teach High School Students Public Health UW SPH; Greg Wilson Lina Walkinshaw East Whatcom County Community Food Landscape Assessment Whatcom County Public Health Department; Astrid Newell, Melissa Morin COPHP CAPSTONE HANDBOOK UPDATED AUGUST

47 Factoids about COPHP Capstones: COPHP capstones by foreign or domestic Cohorts # graduates # foreign* Ecuador, Canada, Cote D Ivoire, Ethiopia (2), E Timor (3), Geneva, Ghana (2), Guatemala, India, Kenya, Mozambique, Palestine, Peru (5), Rwanda (2), Tibet, Turkey, Rwanda, Tanzania, Tunisia, Uganda (2), Zambia COPHP CAPSTONE HANDBOOK UPDATED AUGUST