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Library Study

Reserve a HS/HSL Study Room

Each room has a table and chair, white board, wireless and plug-in internet connection, and electrical outlets. Additionally, most study rooms on the 2nd floor and 3rd floor are equipped with LCD panels to facilitate collaborative study.

White board markers are available at the Information Services Desk on the 1st floor.

Feel free to bring in snacks and drinks while you’re studying.

Guidelines

  • Study rooms are meant for groups of two or more.
  • Rooms may be reserved up to three hours a day.
  • Hours do not need to be consecutive.
  • You may reserve rooms up to three weeks in advance.
  • Study rooms must be reserved at least one hour before use.
  • Rooms are self-monitoring. If someone is in a room that you have reserved, kindly ask them to leave or go to the Information Services Desk and ask for assistance.
  • UMB faculty, staff, and students may reserve rooms using their University of Maryland email address.

MAKE A RESERVATION

Questions? Please call the Information Services Desk at 410-706-7995.

  
Everly Brown Education, People, Research, University LifeOctober 17, 20160 comments
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OCE-Social_Justice_course_elm-nodate

Social Justice and Our Community

The University of Maryland, Baltimore (UMB) will offer a service-learning course to all UMB students for the fall 2016 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 2016
Course Credit: 1 credit hour (tuition free)
Hosting School: University of Maryland, Baltimore Graduate School
Instructor: Jane Lipscomb PhD, RN
Email: Lipscomb@son.umaryland.edu
Office Telephone: 410-706-7647

Course Introduction & Goals

This course links the experiential with the theoretical by providing hands-on professional experience in the University of Maryland, Baltimore’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 back 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 Co- Pre-Requisites

Co-registration in CIPP 971 encouraged.

Course Requirements

Students will be matched with at least one student from another professional school and select from among several community-based projects underway at the UMB Community Engagement Center for their service learning experience. All students will spend some of the required hours “out in the community” meeting our neighbors, where they live, work, and play. Each student, under the mentorship of CEC staff, will complete a total of 40 hours of service-learning, a minimum of five hours of classroom training (with faculty), 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. Students will work in small inter-professional groups two to three students for their service learning/project.

Class Meetings

We will meet in-person 3 times over the course of the semester. Our first meeting will be on Wednesday, Sept. 14 from 5:30-7:30 p.m. at the Community Engagement Center (1 N. Poppleton St. – BioPark area).  During this meeting students will receive an orientation to the class, principles of service learning and your Southwest Baltimore neighbors/community. 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 be a presentation about your “take home” product and discuss your experiences in the course.

To get the full course syllabus, contact Jane Lipscomb. 

 

 

  
Jane LipscombClinical Care, Collaboration, Community Service, Education, For B'more, Global & Community Engagement, People, Research, USGAAugust 26, 20160 comments
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OCE-Population_course_elm

Population Health in Baltimore

A population health course is being offered to all UMB students for the fall 2016 semester located in the UMB Community Engagement Center. Students will receive an inside perspective addressing health disparities and inequities in Baltimore from both academic and community perspectives. Students will have the opportunity to participate in one community- based activity. This course is a pre-requisite or a co-requisite for students who are interested in the CIPP 970 course where students can participate in service-learning activities. Students who wish to take this course will register through their school’s normal registration process. Please use reference number CRN 97936 when registering.

Course Description and Requirements

  • Course Name: CIPP 971: Population Health in Baltimore: Conversations about Community Engagement with Interprofessional Academic and Community Partners
  • Course Credit: 1 credit hour (tuition-free)
  • Hosting School: University of Maryland Graduate School
  • Instructors:
    • Vincent Conroy, PT, SScPt, Physical Therapy
    • Kelly Doran, PhD, RN, School of Nursing
    • Leigh Goodmark, JD, School of Law
    • Laundette Jones, PhD, School of Medicine
    • Wendy Lane, MD, MPH, School of Medicine, Public Health Program
    • Rachael Parran, MSN, RN, PhD(c) Teaching Assistant, School of Nursing
    • Tanya Sharpe, PhD, MSW, School of Social Work
    • School of Pharmacy, TBA
    • Clemencia Vargas, DDS, PhD, School of Dentristry
  • Course Master: Lori Edwards DrPH, RN, School of Nursing
  • Email: edwards@son.umaryland.edu
  • Office Telephone: 410-706-1929

Course Description & Goals

This one credit Interprofessional seminar course will provide students with an inside perspective addressing health disparities and inequities in Baltimore from both academic and community perspectives. Faculty Fellows of the UMB Center for Community Based Engagement and Learning (CBEL) and their affiliated community partners will present course content. Through the lens of case studies and personal narratives or stories, faculty from UMB professional schools (medicine, social work, nursing, law, physical therapy, pharmacy, and dentistry) will describe their community based work and their collaboration with community partners, emphasizing both barriers and the solutions towards achieving health equity and population health in Baltimore. Learning about Baltimore history, local contextual factors, and neighborhood resources will highlight opportunities where the realities of health disparities can be seen. Using the WHO Social Determinants of Health framework, social concepts such as place and race will be explored. Foundational principles of social justice will be emphasized. “Population health” and “culture of health” and its relevance to Baltimore based solutions will described in order for students to identify Interprofessional opportunities to address health disparities in their own careers.

Future professionals (students) will develop innovative population health strategies when they are informed about interprofessional and cross sector collaborations that are addressing health inequities.

Course Learning Objectives

By the end of this course a student will be able to:

  1. engage in interprofessional education and identify interdisciplinary and multi-sector approaches to address health disparities.
  2. describe barriers to health equity for Baltimore residents and in local neighborhoods.
  3. discuss social determinants of health and their impact on Baltimore.
  4. describe how to achieve a culture of health and address population health through innovative initiatives constructed in genuine partnerships with community.
  5. discuss how they would change the health care delivery system and develop feasible and sustainable health promotion interventions that are specific to community level factors.

Course Pre-Requisites

  • Students are to complete the on-line module “Welcome to UMB: Be a part of the Baltimore story” prior to taking this course.

Course Requirements

  1. Weekly seminar reflection and activities:

Students are expected to actively participate in each seminar through reflection, including a response to class readings, and in-class activities with inter-professional groups of students.

  1. Course readings:

Students are expected to complete required course readings in advance of the class in order to respond to readings during the seminar with speakers. Weekly reflections are to include comments on readings.

  1. Experience a community event:

Students are to attend one relevant event at a community based organization, with a group of 2-3 interprofessional students. Each student will write their own summary reflection about this experience. Each group of students will present about the group’s experience to the class.

  1. Health Disparities and Population Health career commitment:

Students will write a final paper to include their career vison and mission statement and their own innovative idea focused on an Interprofessional population health solution that addresses health disparities.

Optional Baltimore Based Books or Resources

  • DeLuca, S. Clampet-Lundquist, S. Edin, K. (2016) Coming of Age in the Other America. New York: Russell Sage Publications. ISBN: 9780871544650.
  • Coates, Ta-Nehisi. (2008). The Beautiful Struggle. New York: Penguin Random House, Speigel & Grau. ISNB 978-0-385-52746-0.
  • Fernandez-Kelly, P. (2015). The Hero’s Fight: African Americans in West Baltimore. Princeton, NJ: Princeton University Press. ISBN: 978-0-691-16284-3.
  • Moore, W. (2011) The Other Wes Moore. New York: Penguin Random House, Spiegel & Grau. ISBN-13:978-0385528207.
  • Pietila, A. (2010). Not in my neighborhood: How bigotry shaped a great American city. Chicago, IL: Iva R. Dee, Publisher. ISBN: 9781566638432.
  • Simon, David and Burns, Edward. (1997) The Corner: A year in the life of an inner-city neighborhood.  New York, NY: Broadway Books. ISBN: 0767900316.

Selected articles

TBD for each class

Class Meetings

Class will meet 11 times during the semester. The first class will meet on September 12, 2016. The final course meeting, Class #11, is focused on student presentations and the final assignment.

Time: Mondays, 5:00 – 6:30 p.m.

Location: UMB Community Engagement Center, 870 W. Baltimore Street.

Grading Information

This is a one-semester pass/fail course. Students must achieve a grade of 70 percent or greater in order to pass.

Grading Criteria

  1. Course preparation, attendance and engagement, weekly reflection (20%)
  2. Summary of community based experience – reflection paper (20%)
  3. Final group presentation (20%)
  4. Final paper that includes career mission and vision statement focused on an interprofessional population health idea to address health disparities. (40%)

HIPAA Statement

HIPPA regulations establish uniform rules for protecting 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.

Guidelines For Attending a Community-Related Experience 

When attending a community event, students are expected to go with a team of 2-3 other students that are interprofessional. Students should contact the organizer of the event in advance to confirm that they are welcomed to attend. Students should consider that they are representing their profession and the University and be professional. They should wear appropriate professionalism attire. Documenting their experience, students will write an individual reflection about their experience. Any documents, minutes, or agendas or other materials should be collected and used to inform other students about the CBO or the event.

Dates and Topics

Topics are TBA.

  
Sarah RebackCollaboration, Community Service, Education, For B'more, Global & Community Engagement, People, USGAAugust 23, 20162 comments
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Social Justice IPE Course

Social Justice and Our Community

The University of Maryland, Baltimore (UMB) will offer a service-learning course to all UMB students for the spring 2016 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: Spring 2016
  • Course Credit: 1 credit hour (tuition free)
  • Hosting School: University of Maryland, Baltimore Graduate School
  • Instructor: Jane Lipscomb PhD, RN
  • Email: Lipscomb@son.umaryland.edu
  • Office Telephone: 410-706-7647

Course Introduction & Goals

This course links the experiential with the theoretical by providing hands-on professional experience in the University of Maryland, Baltimore’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 Pre-Requisites

  • 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

TBD

Class Meetings

We will meet in-person three times over the course of the semester. Our first meeting will take place the week of Jan. 25, 2016 (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 to 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 Spring 2016 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 each)
  3. CBO mentor individual evaluation (20 percent)
  4. Group project report (40 percent)

Reflection

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

  
Claire MurphyClinical Care, Collaboration, Community Service, Education, For B'more, Global & Community Engagement, People, Research, USGAJanuary 4, 20160 comments
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Social Work Course - Community Violence

Course on Impact of Community Violence in West Baltimore

The School of Social Work is offering a new winter course for 2016: SOWK 699, which is open to all UMB students and presents the impact of community violence in the context of interdisciplinary education through a series of community and academic speakers.

Serving the Community

The course focuses on the relationship between institutional faults and violence in West Baltimore, and the need for trauma-informed professionals in all fields. Students will participate in collaborative critical-thinking sessions to develop strategies for incorporating this knowledge into expertise from their respective professions when interacting with patients or clients who have witnessed violence and experienced the resulting trauma and grief.

Impact of Violence on Health

Join students across the UMB campus on Jan. 9 and 10, 2016, to learn about the impact of community violence on the health and well-being of the community in West Baltimore. Students will learn how to work interprofessionally to better serve individuals, families, and communities, specifically addressing the health impacts of trauma and grief.

Community Service Project

Following the course, students will take part in a two-part community service project. Students will participate in a vacant lot clean up, providing the community with a clean, safe space. Then, students will work in professional groups as part of a community event, aimed at generating a sense of community connectedness and providing residents with mindfulness and coping skills.

Following this course and community service project, students will better understand how trauma affects the bio-pscyho-social-spiritual health of clients and how to use their professional skills to better serve clients in a trauma-informed manner. For more information, contact Ashlie Williams.

  
Mara James Bulletin Board, Collaboration, Community Service, Education, For B'more, Global & Community EngagementNovember 5, 20150 comments
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