One of the most exciting classes that I teach throughout the year is the Ethnic Health & Health Disparities class – MPH 6008. This course continues to be a very unique course primarily because it allows students to investigate practical and serious ethnic health issues that are often overlooked in our society today.
Here are some of 2011 Ethnic Health & Health Disparities fieldwork projects/proposals:
The Need for Good Nutrition and Physical Activity Within the African American Population Especially the School Children
Eliminating HPV Linked Cancer Disparities among Minorities Within Eastern North Carolina
“Que Onda..?” A Discussion about Health with Honduran Male Immigrants Living in Durham, NC
Racial and Ethnic Disparities in the Treatment of Pain
Perceptions of HIV Risk among Black Women in Eastern North Carolina
Efficacy of Smoking Cessation Programs for Rural White Virginians
Obesity and its Ethnic Health Disparities
Motor Vehicle Crashes among Lumbee Youth in North Carolina
An Individual and Community-Based Intervention to Decrease the Prevalence of Diabetes among Lumbee Indian Youth and Prevent the Occurrence of Cardiovascular Disease
These fieldwork projects/proposals showed alot of diversity of the type of relevant ethnic health and health disparity issues in North Carolina and throughout the United States.
Now that a new year is upon us and a new semester in Medical Anthropology, I usually receive an inquiry from students in my latest class (ANTH 3252 – Medical Anthropology), what are the type of student fieldwork projects/proposals completed for this class? My response is usually — “Anything that is health related and an issue in which you can discover some new cultural health patterns among a specific group.” I also state, “Select a fieldwork project/proposal that is of interest to you.”
Thus from last year’s Medical Anthropology class (2011), here is a list of some of their fieldwork projects/proposals:
Obesity in America
Nursing and Stereotyping of Gender
Athritis Doesn’t Just Affect the Elderly
What Makes People Motivate to Exercise
Electronics and Technology’s Indirect and Direct Detriments to the Health of Today’s Population
Combat-Related Post Traumatic Stress Disorder: Soldiers’ Unseen Scars
Working Women and Eating Habits
Why African American Men Delay Seeking Healthcare
Well, that’s it! Last year, students completed some outstanding fieldwork projects/proposals and I’m sure this Medical Anthropology 2012 class will surprise me again with some outstanding fieldwork projects/proposals. I can’t wait to read them all at the end of the semester!
We are officially back again! The Spring 2011 semester is underway and it looks like another very active and engaging set of classes. My three courses consist of:
1. Medical Anthropology: ANTH 3252 – DE format – Undergraduate
2. Professional Development Anthropology: ANTH 4501 – Face to Face – Undergraduate
3. Ethnic Health & Health Disparities: MPH 6008 – DE format – Graduate
All three courses presents their challenges because they require me to design the course material in an approach that appeals to three different student audiences. In particular, my two DE classes allow me to present my lecture material in podcasts and webcasts formats. Although it takes alot of extra prep time to get these podcasts and webcasts lectures together, once I begin recording each lecture that’s when the fun starts. By the end of each podcast and webcast lecture, I cover a majority of my key critical thinking points and also try to keep each lecture fresh and entertaintaining. Both of these DE courses (Medical Anthropology and Ethnic Health & Health Disparities) are very unique courses in which I can feel that students truly want to take what they learn from these classes and apply these concepts and issues to real life medical and health care issues.
As for my Professional Development Anthropology class, it is designed to give students practical real life skills and opportunities that will prepare them for the next stage in their academic or professional careers. Here I try to get all students to take that important step forward now by asking questions, listening to experts who visit the class, and visiting ECU programs that will give them special insight into professionalizing their anthropological training. Of course the overall goal of the class is to provide students with more of an organized and visual outlook of their future in the field of anthropology. Yet the real outcome of this class is to reduce the anxiety and uncertainty that many students feel when taking the next step forward in their professional careers. Something that all of us face at some point in our career. Matter of fact, I wish that I had a course like this when I was an undergraduate anthropology major at Miami University (Oxford, OH) back in the 70s!
That’s right, another semester is underway and I’m looking forward to learning something new again!