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SOURCE (Student Outreach Resource Center)

SOURCE Supported Service-Learning Courses in which students engage with the community on a project as part of their coursework


Service-Learning Definition
“Service-learning is a structured learning experience that combines community service with preparation and reflection. Students engaged in service-learning provide community service in response to community-identified concerns and learn about the context in which service is provided, the connection between their service and their academic coursework, and their roles as citizens.” - Seifer S.D. (1998). Service-learning: Community-campus partnerships for health professions education. Academic Medicine, 73(3): 273-277.

SOURCE’s Flagship Service-Learning Course:

Baltimore Community Practicum
Course Number:
Terms taught: 2 & 3
Faculty: Mindi Levin

Description: The purpose of this course is to experience and explore partnerships between the community and academic public health, through project-based service-learning. Students will conduct a project involving a defined population at a community-based organization or local health department that partners with SOURCE (Student Outreach Resource Center). Some internships require a student to have a car. Students must apply to be accepted into this course. Applications occur during 1st term only.

Term 1:

Program Planning for Health Behavior Change Practicum
Course Number: 410.620
Term Taught: 1
Faculty: Vanya Jones

Description: Explores program planning application through project-based experiential learning. Includes work in small groups to apply the PRECEDE-PROCEED needs assessment planning framework in a real world setting with a community-based organization or local government agency.

Term 2:

Gaps and Opportunities in Public Community Mental Health: A Systems Approach
Course Number: 330.628
Term Taught: 2
Faculty: Deborah Agus

Description: This course will feature an overview of mental health systems and the development of a comprehensive approach to the delivery of services to a variety of vulnerable populations living in difficult conditions in the community. The substantial service-learning component includes a product as an outcome and involves time spent at a community site. During the term, references will be made to community experiences to explore the substantive themes of the class as related to developing effective systems of care to deliver public mental health/substance use services to vulnerable populations in the community.

Term 3:

Baltimore Food Systems: A Case Study of Urban Food Environments
Course Number: 180.655
Term Taught: 3
Faculty: Roni Neff

Description: Students look closely at Baltimore City's complex food environment using discussion, experiential learning, discussion, lectures, and related texts. While learning about and studying food systems, students also work with on a service-learning project with a Baltimore City community-based organization that works within the Baltimore food system.

Evaluation-Informed Program Development and Implementation
Course Number: 305.613
Term Taught: 3
Faculty: Carolyn Fowler

Description: This course focuses on integrating program evaluation methods throughout interventions: from early assessments, through program planning or adaptation, testing, delivery and measurement of outcomes. It introduces practical program planning, implementation and evaluation skills applicable in many different areas of public health. Students are not assigned a service-learning project as a part of the course, rather student participating in the course must already be working with a community-based organization.

Ethnographic Fieldwork
Course Number:
Term Taught: 3
Faculty: Deborah Gioia

Description: This course is designed for students who are interested in learning how to design and conduct a brief ethnographic research project. Imbedded in the course will be the opportunity to engage in a short-term research project with an interested community partner. These community relationships will be developed by the course faculty, with the help of SOURCE.

Inter-Professional Dialogues:  Translating Service to Career Development
Course Number:
Contact faculty for course enrollment information
Term Taught: 3
Faculty: Carey Borkoski and Emily Frosch

Description: This elective offers a space to consider process and discuss the service-learning component of volunteer work for Hopkins graduate students participating in area CBOs.  A unique feature of this course includes a focus on inter-professional learning.  Inviting students on different health-related career trajectories to participate collaboratively in this course offers a model for learning about, from and with each other that can serve as a foundation for interprofessional connections. Students are not assigned a service-learning project as a part of the course, rather student participating in the course must already be working with a community-based organization.

Terms 3 & 4 (two-term courses):

Children in Crisis Practicum: An Asset-Based Approach to Working with Vulnerable Youth
Course Number: 220.895 (must take with 221.640 in 4th term)
Terms Taught: 3 & 4
Faculty: Jordan White and Gilbert Burnham

Description: Exposes students to domestic and international youth welfare issues and interventions focused on violence, juvenile justice, education and refugee resettlement through service-learning pedagogy. Students work with a youth development organization in Baltimore throughout the terms. Students must apply to be accepted into this course. Applications occur during 2nd term only.

Data Analysis Workshop for Public Policy
Course Number: 318.621
Terms Taught: 3 & 4
Faculty: Carey Borkoski

Description: Focuses on the application of statistical techniques learned in Statistical Analysis I –IV. Introduces students to STATA and develops skills in applying statistical techniques to a real-world data project with a pre-identified Baltimore community-based organization.

Term 4:

Food Systems Sustainability Practicum
Course Number: 180.605.01
Term Taught: 4
Faculty: Roni Neff

Description: The service-learning/practicum component will take place in teams. Each team will be assigned to one practicum project related to food system sustainability. Practica may involve tasks such as developing materials, performing research, assisting with day to day activities, or doing outreach. The specific organizations will be determined following course approval. Examples of types of organizations include an urban farm, a composting organization, a food recovery program, an education/communication program.

SOURCE Supported Courses with a Practicum Component to the course (not necessarily community-based service-learning projects)

Term 3:

Health Literacy
Course Number: 410.651
Term Taught: 3
Faculty: Debra Roter

Description: Introduces the broad areas of literacy and health literacy, discusses approaches to the assessment of key health literacy skills linked to health outcomes, and explores techniques and approaches for the assessment and creation of print material especially appropriate for low literate audiences.

Term 3 & 4 (two-term courses):

Certificate in Quality, Patient Safety, and Outcomes Research (CQPSOR)
*Must be working towards Certificate in Quality, Patient Safety, and Outcomes Research
Terms Taught: 3 & 4
Faculty: Lilly Engineer

Description: Required practicum component for the Certificate in Quality, Patient Safety, and Outcomes Research (CQPSOR). Usually the CQPSOR faculty advisor will advise on the placement of the practicum among the other CQPSOR courses being taken for an enriching experience for the student.  Practicum projects are generally in a population-health context, such as patient safety and clinical quality. Both operational and research projects are in a patient care setting – it could be a unit, a department, a patient population, a theme such as DVT (deep vein thrombosis) collaborative, reducing Central Line-associated Blood Stream Infection (CLABSI).

Qualitative Research I & II
Course Number: 224.690 & 224.691
Term Taught: 3& 4
Faculty: Caitlin Kennedy

Description: Introduces students to qualitative research and provides them with practical skills for conducting research in domestic and international settings. Includes a significant group project component to develop qualitative research skills, where students design and conduct hands-on fieldwork projects in Baltimore.

All Courses that Meet the MPH Practicum Requirement

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