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Discussion: Scholars of Change
As noted in the Learning Resources this week, health professionals can be leaders of social change. Consider the story of Paul Amigh, a student and teaching assistant at Walden:
My name is Paul Amigh (pronounced Ah-me’), and I am a student in the PhD Public Health program at Walden University with a concentration in Epidemiology and a Teaching Assistant for the School of Health Sciences bachelor’s degree programs. I have obtained my entire college experience from Walden University, and it has changed my life and given me the desire to change the lives of others.
I am a U.S. Army veteran who graduated from the Academy of Health Sciences, attended vocational school in Central PA for my L.P.N. license, and hold a BS in Public Health with a concentration in Health Informatics from Walden University. I have spent my life in service of my country and others working as medic, a prison nurse, travel nurse, and as a charge nurse in an advanced Alzheimer’s unit. Feeling a greater need to do more for my community and improve the lives of others, it was my bachelor’s degree from Walden University that gave me the opportunity to work in education. I began teaching medical assisting, medical billing and coding, and health informatics classes at a local technical school in Central Pennsylvania, but I still felt I could do more.
I created a local chapter of SkillsUSA and began to train students in leadership and skills competitions related to their chosen vocational career path. It was here I discovered students just need someone to believe in them. Spending a few hours each day training and working with these students to improve upon the soft skills employers are looking for in communication, conflict resolution, critical thinking, and fundraising the entire cost of membership and travel, I created Champions at Work. Over the last six years, I have personally trained and mentored more than 50 Pennsylvania State Gold Medalists and trained fifteen National Medalists, with five of them becoming national champions!
This October I stepped down from teaching and have been appointed as the new Public Health Program Administrator of Western Pennsylvania for the PA Department of Health’s Women, Infants, and Children (WIC) Program. This special Supplemental Nutrition Program provides Federal grants to States for supplemental foods, healthcare referrals, and nutrition education for low-income pregnant, breastfeeding, and non-breastfeeding postpartum women, and to infants and children up to age five who are found to be at nutritional risk. Established as a permanent program in 1974, WIC is considered the premiere public health program for the Department of Agriculture.
My dream is to not only complete my PhD from Walden University, but to someday call Walden University my employer and continue to work with some of the most amazing professors and mentors I have ever had the pleasure of learning from, getting to know them on a personal level, and changing the lives of more people just as Walden University changed mine.
As you prepare for this Discussion:
Reflect on how you would like to harness all you have learned to be an agent for social change in your community as a healthcare professional.
View several videos from the Scholars of Change website.
By Day 4
Post a thoughtful response to the following:
Describe your personal commitment to positive social change in your community as a health professional.
Explain how your Walden experience might have strengthened your ability to advocate for social change in your community.
Explain two ways that your Program of Study might be strengthened to enhance student awareness of social change in the health field.
Explanation & Answer:
350 words
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5. Grading Rubric
| Discussion Criteria | A (100%) Outstanding or highest level of performance | B (87%) Very good or high level of performance | C (76%) Competent or satisfactory level of performance | F (0) Poor or failing or unsatisfactory level of performance |
| Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week. 16 points | Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts. 16 points | Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts. 14 points | Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts. 12 points | Minimally addresses the initial discussion question(s) or does not address the initial question(s). 0 points |
| Integrates evidence to support discussion. Sources are credited.* ( APA format not required) 12 points | Integrates evidence to support your discussion from: assigned readings** OR online lessons, AND at least one outside scholarly source.*** Sources are credited.* 12 points | Integrates evidence to support discussion from: assigned readings OR online lesson. Sources are credited.* 10 points | Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson. Sources are credited.* 9 points | Does not integrate any evidence. 0 points |
| Engages in meaningful dialogue with classmates or instructor before the end of the week. 14 points | Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion. 14 points | Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion. 12 points | Responds to a classmate and/or instructor but does not further the discussion. 10 points | No response post to another student or instructor. 0 points |
| Communicates in a professional manner. 8 points | Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation). 8 points | Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation). 7 points | Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation). 6 points | Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation). 0 points |
| PARTICIPATION: Response to initial question: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. M.T. | 0 points lost Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. | -5 points Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. | ||
| PARTICIPATION Total posts: Participates in the discussion thread at least three times on at least two different days. | 0 points lost Posts in the discussion at least three times AND on two different days. | -5 points Posts fewer than three times OR does not participate on at least two different days. | ||
| NOTES: * Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required. | ||||
| ** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites. | ||||
| *** Scholarly source – per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings. | ||||
| NOTE: A zero is the lowest score that a student can be assigned. In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following. 1. Attendance Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required. 2. Guidelines and Rubric for Discussions PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students: Demonstrate understanding of concepts for the week Integrate scholarly resources Engage in meaningful dialogue with classmates Express opinions clearly and logically, in a professional manner Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Participation points: It is expected that you will meet the minimum participation requirement described above. If not: You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days. 3. Threaded Discussion Guiding Principles The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines. 4. Participation Guidelines You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline |
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