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Social Justice and Our Community

Social Justice and Our Community

The University of Maryland, Baltimore (UMB) will offer a service-learning course to all UMB students for the fall 2017 semester.

Students will receive hands-on, professional experience with community health programs by working with partner organizations in the community surrounding UMB.

Through service learning, students will learn how community health programs are developed, organized, implemented, and evaluated as well as how interprofessional teams successfully function, how to interact with individuals and groups living in our community, and how to report on their observations to peers and supervisors.

Students who wish to take this course will register through their school’s normal registration process.

Course Description and Requirements

  • Course Name: CIPP 970: Interprofessional Service – Social Justice and Our Community
  • Semester Offered: Fall 2017
  • Course Credit: 1 credit hour (tuition free)
  • Hosting School: UMB Graduate School
  • Instructor: Lori Edwards, DrPH, MPH, RN, PHCNS-BC
  • Email:
  • Office Telephone: 410-706-1929

Course Introduction & Goals

This course links the experiential with the theoretical by providing hands-on professional experience in UMB’s surrounding community. Students from all University programs are encouraged to enroll in this course.

Providing true service learning is the ultimate goal of this course in which students will learn by providing for the expressed need of the community. Students will learn how community health programs (broadly defined) are developed, organized, implemented, and evaluated; how interprofessional teams successfully function; how to interact with individuals and groups living in our community; as well as how to report their observations to peers and supervisors. Students will work with organizations with which the University has formed partnerships to meet the course learning objectives. Students will be required to reflect on the service-learning experience in formal written reflections.

Service learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development. Reflection is a key element of service learning. It is one of the elements that differentiates service learning from community service. Equally important in differentiating service learning from community service is reciprocity between the person providing the service and the person receiving the service. Through the reciprocity associated with service learning, students gain a better sense of belonging to that community while community members are empowered to address and advocate for their own needs.

Course Learning Objectives

  • Students will be able to explain the connection between course content and their service experiences.
  • Students will be able to paraphrase the definition of social justice.
  • Students will be able to give examples of the root causes of social injustice in the community in which they are doing their service project.
  • Students will be able to differentiate service from social change as they relate to their service-learning experience.
  • Students will be able to define characteristics and value of an interdisciplinary educational (IPE) approach to service learning.

Course Prerequisites

  • Successful completion of background check, if required by service site

Course Requirements

Students will be matched with a community partner and complete a total of 40 hours of service learning with the partner organization, a minimum of five hours of classroom training, and a series of assignments (see “Grading” below). The classroom content will include principles of service learning, community engagement and strategies for working in a reciprocal relationship with community partners.

Community partners will be selected from among community organizations with which UMB CBEL and faculty fellows have working relationships. Examples of partner organizations include: JACQUES Initiative, Southwest Partnership, International Refugee Committee, and Hollins House (mixed population housing).

Students will work in small interprofessional groups of three to five students for their community project. They will meet with the Community-Based Organization (CBO) partner during the first week of the semester to learn more about the CBO, the population they represent, and to discuss the projects that may be undertaken to meet the goals of the organization and community that they represent. The student team and CBO will jointly decide on an approach to the project that will utilize the student expertise and meet community goals. The students and CBO will establish a deliverable/”take home” product and make plans for meeting the course requirements.

HIPAA Statement

HIPPA regulations establish uniform rules for protecting the health information and privacy of our patients. You may not see or use protected health information unless it is required for your clinical assignment. Protected health information is any information that identifies an individual, could be used to identify an individual, describes the health care condition or payment of an individual, and/or describes the demographics of an individual.

Required Readings


Class Meetings

We will meet in-person three times over the course of the semester. Our first meeting will take place the week of Sept. 5, 2017 (day and time TBD) and will be an orientation to the class, principles of service learning, and your community partner. All meetings will take place in the Community Engagement Center. The second meeting will serve as a mid-semester group check in and peer mentoring. The final meeting will present your “take home” product and discuss your experiences in the course.

Grading Information

This is a one-semester pass/fail course where students will have until the end of the fall 2017 semester to complete the 45 hours of training, service, and reflection. Each project may require separate time commitments and responsibilities. Students will be evaluated on the completion of their service-learning project requirements including:

  1. Professionalism: The student maintains the expected level of professionalism during the course.
  2. Service-subject matter relation: Service activities allow students to apply what they have learned during their professional program.
  3. Class contemplates learning through service: The students must document service activities on a weekly basis as well as record reflections on their experiences in the community, submit a mid-semester sample weekly reflection, and submit a final reflection paper.
  4. Service recipients evaluate service: Sponsoring agencies will be asked to evaluate the service activities. A variety of survey forms are being developed (and may include student involvement in the development of these forms) that will involve focus group and possibly brown bag activity recipients.
  5. Interdisciplinary learning: students may learn from each other through different skills or attributes in providing information or in “people” skills or professional practice. In addition, the group reflection sessions will permit the students to learn from each other in different activities in which they have participated.

Grading Criteria

  1. Course preparation, attendance and engagement (10 percent)
  2. Weekly reflections (not graded) and final course reflection papers (30 percent)
  3. CBO mentor individual evaluation (20 percent)
  4. Group project report (40 percent)


Reflection is one of the most critical pieces of service learning. It is the structured time in which students move from participation into deeper understanding. We want students to think about their experiences not only in the context of what they actually did, but also about how their experiences relate to their lives in a bigger sense and the decisions they will make in the future. All reflection activities should come back to the central question of how the service is connected to the learning, and how it is connected to each student’s personal development.

Examples of student reflection activities*

  • Keep an ongoing journal with specific reflection questions throughout the project
  • Compose a letter to one of the service recipients, or to a politician
  • Write a poem that reflects your experience for that week
  • Explain what scientific knowledge would help you with the project and why; see if you can get that information
  • Compile statistics on your project and compare them to other data available for similar circumstances
  • Create a skit based on your project and perform it for the class/school/parents

*Adapted from Loyola University, New Orleans

Lori Edwards Bulletin Board, Collaboration, Community Service, EducationAugust 28, 20171 comment
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Aicha Moutanni

My Journey Through the Masters in Regulatory Science Program

Since I was young, education has always been part of my life. Pursuing an advanced degree has been a long-term goal for me. “What do you want to be when you grow up?” If you had asked me that question 16 years ago, I would have said that I wanted to be a pharmacist. As a high school student in Casablanca, Morocco, I volunteered for a company that specialized in food quality and safety during my summer breaks. In the laboratory, I worked as a quality controller, and within a few summers, I was promoted to a quality control supervisor who was in charge of making sure that all products met strict standards for quality and safety.

After earning my Bachelor of Science in organic chemistry, I worked at a pharmacy in Morocco overseeing patient prescriptions and later as a chemist assistant responsible for over-the-counter drug preparation. During this time, I garnered broad experience in pharmacy practice, and gained a clear understanding of patient safety as I prepared and dispensed prescriptions.

My journey in the field of research began in 2002, when I immigrated to the United States and began working as a research assistant, and then as a research associate, in laboratories at the University of Maryland, Baltimore (UMB) that spanned fields from neuroscience to cancer research. After working in basic research for 13 years, I built collegial and enduring relationships with all of my colleagues, who knew about my interest in continuing education and always encouraged me to pursue new learning opportunities.

Finding the Right Fit

Each position that I have held in my career has placed a strong emphasis on safety and following regulations. I have always been curious about where these regulations originated, and how they were developed. My initial plan was to apply to the Doctor of Pharmacy (PharmD) program at the School of Pharmacy, but due to a number of personal reasons, I was not able to follow through with that plan. Although I could not pursue that particular dream, I knew that I still wanted to pursue an advanced degree in an area closely connected to pharmacy — a field that would encompass my broad interests, bring me personal satisfaction, and give meaning to not only my work, but also to the lives of others.

A colleague suggested that I look into completing a master’s degree in regulatory science, as regulatory science professionals are currently in demand. I learned that a career in regulatory science can take many paths, including positions in the areas of clinical trials, drug development, food safety, medical device advancement, pharmaceutical research, and chemistry manufacturing and controls. I researched and compared the regulatory science programs at both Johns Hopkins University and the School of Pharmacy. Given my love for UMB and previous experience working with colleagues at the School of Pharmacy, I was convinced that my dream could best be accomplished at the School of Pharmacy.

It was a dream come true when I learned that I had been accepted into the School’s MS in regulatory science program.

Paving My Own Path

The MS in regulatory science program at the School of Pharmacy helps students build foundational knowledge on the laws, regulations, and good manufacturing processes mandated by the Food and Drug Administration (FDA) and its international counterparts. Courses are delivered online during five semesters, and are designed to give students a high degree of flexibility in integrating their studies with work and other commitments. During my studies in the program, I experienced immense satisfaction when working on individual projects, presentations, and team mini-reviews. I loved every minute of learning, and never shied away from any challenge, especially new learning opportunities. I enjoyed participating in the web conferences, asking questions, discussing my ideas with course managers, and working on collaborative projects with my classmates and team members.

In addition, I honestly could not have anticipated how beneficial the program would be in helping me build both a professional and social network. There are numerous opportunities for students to meet others outside of the program. The program also takes a truly multidisciplinary approach to learning that leverages scientific and technical knowledge with an in-depth understanding of the law. As a result of the two years that I spent in the program, my professional life has become more rewarding, and I have expanded my network outside of the program. Earning this degree has provided me with a conceptual and scientific foundation on which I can further build, and will be a stepping stone toward achieving my long-term career objectives.

Looking Toward Commencement

I would like to express my thanks and gratitude to James Polli, PhD, the Shangraw/Noxell Endowed Chair in Industrial Pharmacy and Pharmaceutics and director of the MS in regulatory science program at the School of Pharmacy, for his excellent leadership and guidance, and for making regulatory science a reality for my career. I also would like to thank all of the course managers and staff who contribute to the delivery of the course materials to students. I could not have achieved this level of success without their help and continued support.

For anyone who might be considering whether to apply to the MS in regulatory science program at the School of Pharmacy, know that this program will provide you with a strong foundation in regulatory science and hands-on experience in the discovery, regulation, and research of safe drug, biologics, and device use, as well as regulated products in the marketplace. This program offers graduates worldwide truly unique instruction that can be applied to all regulatory science positions across academia, government, and industry.

Aicha Moutanni Education, People, UMB News, University LifeMay 22, 20170 comments
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Entrepreneurship workshop

Intellectual Property Workshop

Intellectual property (IP) is a work or invention that is the result of creativity, such as a manuscript or a design, to which one has rights and for which one may apply for a patent, copyright, trademark.

The Entrepreneurship & Innovation Network (EIN)’s upcoming workshop will dive into the differences between patent, copyright, and trademark. We also will cover what qualifies as IP, how IP is attained, and how IP is used to protect companies and provide leverage in business decisions.

Students will leave the workshop understanding why IP is important and how to do a preliminary patent search in case they have an idea of their own.

Speakers will include a corporate lawyer who specializes in intellectual property and startups and a representative from the UMB tech transfer office.

Food will be served.

Fahim Faruque Bulletin Board, Collaboration, Community Service, Education, Technology, UMB News, University LifeNovember 30, 20160 comments
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