Reciprocal Research and Design

Goldman, Sally A.; Jiménez, Osvaldo

doi:10.4324/9781315709550-7

Cited by 2 publications

(3 citation statements)

References 1 publication

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“…She was well known for her key phrase, “Behold the Turtle! Who only makes progress by sticking their neck out.” (NJ SOPHE & K. Goldman, n.d.). Dr. Denard Goldman took on challenging risks in different settings, ranging from directing health programs in non-profit agencies, being a professor, and establishing her own consulting business; she provided a clear example of how professionals can “reinvent themselves” by using their skills in new workforce capacities.…”

Section: Leadership Competencies and Female Health Education Trailbla...mentioning

confidence: 98%

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Strategies for Preparing Future Public Health Leaders: Learning from Trailblazing Women in Health Education

Elaine Auld,

Fortune,

Alber

et al. 2024

Pedagogy in Health Promotion

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Many female health education pioneers made seminal contributions to public health and social justice, yet these examples are not well documented in textbooks or integrated into public health curricula as pedagogical learning opportunities. Providing biographies and lessons learned from the past leaders within undergraduate health education curricula can help develop students’ skills as future leaders and address gender inequities in the field. Gender inequities in higher education as well as many public health practice settings result in lower salaries, slower career advancement opportunities, fewer supervisory positions, increased work-life conflicts, and heavier workloads. Developing women’s competencies in leadership and professionalism early in their careers is critical to meeting public health challenges such as COVID-19. We present four female health education trailblazers from different historical eras and various workforce sectors who exemplify leadership attributes (i.e., courage/risk taking, vision, advocacy, mentorship) and can be highlighted as a part of future health education curriculum. Innovative methods and approaches are provided for integrating these leadership lessons into undergraduate public health courses, in alignment with the HESPA II 2020 competencies. Learning from the past to inform the future is critical to inspiring and shaping the careers of emerging health educators.

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Section: Leadership Competencies and Female Health Education Trailbla...mentioning

confidence: 98%

“…In 2005, New Jersey SOPHE created the Karen Denard Goldman Scholarship Award (NJ SOPHE & K. Goldman, n.d.) to memorialize her contributions to the field and dedication to promoting student success.…”

Section: Leadership Competencies and Female Health Education Trailbla...mentioning

confidence: 99%

Strategies for Preparing Future Public Health Leaders: Learning from Trailblazing Women in Health Education

Elaine Auld,

Fortune,

Alber

et al. 2024

Pedagogy in Health Promotion

View full text Add to dashboard Cite

show abstract

“…We integrate what we learn from observing families and through soliciting family members’ direct feedback on prototype activities. It is this reciprocity of borrowing from basic theory and research, doing observation and analytic work, and listening carefully to participant feedback that informs and gives direction to both design and research (Goldman & Jiménez, ). In the development of design principles for family science activities, this process balances contributions from our participants, research results, and insights gathered in the course of design activity.…”

Section: Anytime Anywhere Location‐based Prompts For the Beachmentioning

confidence: 99%

Designing for Family Science Explorations Anytime, Anywhere

2016

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Families play an important role in informal science learning, but they may need supports for engaging in science that is exploratory, inquiry based, and builds on family practices. We designed resources that frame scientific sensemaking as an active and playful process of exploration in which family members are coparticipants. This approach contrasts with more traditional school‐like canonical patterns of engagement in family science conversations where adults state facts and provide explanations to children. The Anytime, Anywhere resources were designed to locate phenomena of interest in outdoor settings and cue families about how they might engage playfully in exploration by using sensemaking activities and conversation starters. We analyzed families’ video‐recorded activities and interviews as they field‐tested the resources at a coastal beach. The analysis shows families engaged in three features of scientific sensemaking, both in response to our designed activities and spontaneously. They elicited ideas and mechanistic processes, made hypotheses, and experimented to test ideas. We propose emerging design recommendations for Anytime, Anywhere family scientific sensemaking activities, which can inform learning design in a variety of settings.

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Reciprocal Research and Design

Cited by 2 publications

References 1 publication

Strategies for Preparing Future Public Health Leaders: Learning from Trailblazing Women in Health Education

Strategies for Preparing Future Public Health Leaders: Learning from Trailblazing Women in Health Education

Designing for Family Science Explorations Anytime, Anywhere

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