To foster student development, critical thinking, and application skills among public health students at the University of Hawai‘i at Mānoa, a three-course capstone series was developed as a key component of the public health Bachelor of Arts degree program. Over the course of 1.5 academic years students are actively involved in developing an interdisciplinary project proposal, then executing and presenting an independent, supervised, applied learning project. In the first course, students are introduced to a diverse range of public health projects and methods while working to develop their own project proposal – the foundation for the applied learning experience. The project execution course is designed to allow students to execute their proposed applied learning projects. This experience focuses on the application and integration of public health knowledge, skills, and practice acquired during the bachelor’s degree course of study. Finally, students will be involved in reflecting on, finalizing, and sharing their completed projects in an undergraduate capstone seminar. Through implementation of this series, the program hopes to provide students with the opportunity to actively apply academic skills to real-world application.

The number of undergraduate public health education programs is increasing, but few publications provide examples of introductory public health courses that provide foundational knowledge and meet 2016 Council on Education in Public Health (CEPH) accreditation standards. This article presents the development and testing of a three-course, introductory series in public health at the University of Hawai‘i at Mānoa (UHM). Development was informed by best pedagogical practices in education, web review of existing programs, literature review, key informant interviews, and accreditation standards. Student mastery of required concepts, domains, and competencies is assessed through testing and class assignments. Data from course evaluations, students' exit questionnaires at graduation, and faculty feedback were used to continuously evolve and adapt the curriculum. The three-course series—including Introduction to Public Health, Public Health Issues in Hawai‘i, and Introduction to Global Health—was designed to provide incoming undergraduate public health students with a foundation in local, national, and global public health concepts and domains, while improving their skills in public health communication and information literacy. Data from class assignments, examinations, and later coursework suggest students are mastering the course materials and gaining required competencies. Data from course evaluation and exit questionnaires suggest that the students appreciate the series' approach and the challenge to apply course concepts locally and globally in subsequent courses. This foundational public health series provides a model for an introductory course series that can be implemented with existing resources by most programs, meets the new CEPH requirements, is well-received by students, and prepares students well for upper-division public health courses.

Engagement of undergraduate public health students in active learning pedagogy has been identified as critical for recruitment, retention, and career preparation efforts. One such tool for engagement that has proven successful in STEM programs is deliberative pedagogy, where it is used to stimulate student interest in research and policy applications of technical course content. Broadly applied, deliberative pedagogy is a consensus model of decision-making, applied as an in-class exercise, where students work in small groups and model a community task force with assigned group roles. In these groups, students collect evidence from literature and media sources, and prepare a consensus response to an assigned question. Here we present an adaptation of this pedagogy to provide undergraduates with the tools needed to actively engage in public health policy and planning work groups. This adaptation is first applied during an introductory public health course, where it is used as a tool for engagement and excitement, and as a critical thinking exercise. It additionally serves as an opportunity for students to apply information literacy skills and engage with research and policy initiatives discussed in class. The same tool is reintroduced prior to graduation in a capstone course, where the emphasis shifts to application of research skills and analytical concepts. The activity is also an opportunity for students to apply professional skills needed for engagement in program development, program evaluation, institutional policy, and legislative advocacy. Through application of this pedagogical tool at two critical time points in an undergraduate curriculum, students develop skills necessary for early career professionals and are better prepared to actively engage in policy and planning as it relates to critical public health initiatives, both locally and globally.

Objective:Electronic Benefit Transfer (EBT) placement at farmers’ markets can reduce access disparities for low-income consumers. However, resources needed to operate EBT programs may challenge markets’ business models. A conceptual model of factors impacting EBT program success was developed from literature, and an exploratory study conducted to assess the impact of model variables on market EBT sales.Design:Annual EBT sales data were obtained for all Hawai‘i farmers’ markets with EBT programs (n 22). Key informant interviews (n 19), along with records review, were performed to gather data on model variables. Exploratory analysis was conducted to estimate the impact of individual model variables on EBT sales.Setting:Farmers’ markets accepting EBT in the state of Hawai‘i.Participants:Market managers and EBT program partners (n 19).Results:Markets engaging in community partnerships $\left( {{\mkern 1mu} {\mkern 1mu} \Delta \overline x = \$ 852} \right)$, consumer education $\left( {{\mkern 1mu} {\mkern 1mu} \Delta \overline x = \$ {\rm{598}}} \right)$, social media promotion $\left( {{\mkern 1mu} {\mkern 1mu} \Delta \overline x = \$ {\rm{732}}} \right)$ or EBT incentives $\left( {{\mkern 1mu} {\mkern 1mu} \Delta \overline x = \$ {\rm{5}}0{\rm{9}}} \right)$ averaged higher sales than markets not reporting these practices. Sales increased by $3 for every ten additional SNAP-participating households and decreased by $35 for each competing EBT-accepting supermarket, grocery or farmers’ market within the market’s access area. Sales increased by $137/vendor for each additional hour/week the market was open.Conclusion:Factors suggested by the model, particularly community engagement and partnership, marketing methods, consumer base and competition for EBT sales in the market area substantively affected EBT sales. Assessing these factors may identify markets with the greatest chance of EBT success and suggest ways to strengthen struggling EBT programs.