Utilizing a Data-to-Action Approach to Cultivate Policy Research and Advocacy Skills in Community-Engaged Health Promotion Courses

Abstract

Community-engaged (or service) learning is a common approach in health promotion and undergraduate education and can provide students with an opportunity to learn about the social determinants of health and policy change and advocacy. Students can support organizations with policy advocacy to promote more equitable resource allocation in communities close to campus and take these skills into their future professions. This article presents an overview of and the lessons learned from a “data-to-action” approach, as well as a summary of students’ perceptions on being part of a class taking this approach. In partnership with community organizations advocating for policy change, a data-to-action approach engages and guides students in primary and/or secondary data collection, analysis, and reporting. Through the projects described in this article, students observed how policy change can affect the social determinants of health, and they contributed to advocacy efforts for policy change, such as extending bus routes, reducing the marketing and sales of tobacco, and prioritizing resources for people who are houseless. Overall, students reported that they gained familiarity with local communities and with research and other professional skills. A data-to-action approach has the potential to benefit both students and community organizations’ local advocacy efforts.

Celebrating 10 Years of Pedagogy in Health Promotion: An Invitation to Advance the Field of Community Engagement and Service-Learning

“…Supporting co-creation efforts and having regular and frequent communication with community partners are essential (Early & Lasker, 2018; Felter & Baumann, 2019). Batada et al, (2022) advise there should be thoughtful opportunities for students and community partners to interact throughout the semester, such interaction should be purposeful and not burdensome to the partner, staff, or clients.…”

Teaching Undergraduate Social Determinants of Health: “Bad” Neighborhoods, “Those” People, and Dispelling the Stereotypical Portrayal of Poor, Urban Communities

“…The idea of intersectionality thrives in disciplines rooted in applied public health situations (Bowleg, 2021); however, it can be overlooked within the broad spectrum of public health disciplines. Health inequity concepts can benefit from adopting intersectionality frameworks to explore clinical and community solutions incorporating SDOH and intersectional dimensions of identity such as race and ethnicity (Batada et al, 2022, Hill-Collins & Bilge, 2016). Our synthesis informed a significant curricular redesign that centered intersectionality theory and analysis together with meaningful racial dialogues recommended for an undergraduate class (Moore, 2021, Robillard et al, 2015).…”

Diversity, Equity, and Inclusion on the Frontlines of Education

“…The program is a model for community-academic engagement that enables students to learn how to examine systems and policies affecting community life and develop interventions that promote health equity. The paper by Batada et al (2022) discusses a community-engaged curriculum utilizing a “data to action” approach to support local community-based advocacy. The authors describe the steps in the process leading to policy change and, ultimately, health equity-related outcomes.…”