Overall reflection of area 5:

I was fortunate in that in my MPH program, specifically HLED 575: Implementation & Administration of Health Education Programs, I was able to work with a small team towards a goal that I was extremely passionate about. This comprehensive program helped me realize what goes on behind the scenes of health education programs, and developed in me a deep respect for all of the integral parts that each play a role in the program's success. 

Artifact: Collegiate Recovery Program

Artifact Description

This reflection is for multiple artifacts that were created as a part of my graduate studies in the MPH program at Eastern Michigan University. The program was a semester-long (HLED 575 – Implementation and Administration of Health Education Programs) effort to create a CRP (Collegiate Recovery Program) on the EMU campus. I was a part of a small cohort (3 other graduate students, professor, students from the student organization Students for Recovery) that researched and created all materials and resources needed to develop this program. The artifacts that I personally contributed and will be discussing in this reflection include an infographic, PowerPoint with script, and a job description. The CRP program was designed to be a University provided supportive environment that provides educational opportunities and support along with recovery support to ensure that students do not have to sacrifice one for the other. The CRP was designed to have 5 essential components: permanent staffing, peer support, a central and welcoming location, co-curricular programming, and sober social events. 

Each of these necessities were addressed in the artifacts and presented to the Board of Regents. 

Health Education Competencies

I have developed competency in the area of gaining acceptance and support for health education/promotion programs (5.4) in my experience in developing standards for a Collegiate Recovery Program (CRP) on EMU’s campus. The President of EMU was quoted: “First, we are, and must resolve to remain, a University Of Opportunity...” “...who we are as a University and a community with a common purpose – to serve our students and help prepare them for successful futures.” I demonstrated how a CRP would honor EMU’s organizational mission and goals of serving students, and preparing them for successful futures (5.4.1). I reviewed secondary data sources (MI Higher Ed Prevention Network and National CRP data) and applied it to the population of EMU students to justify the need for this program on campus (5.4.2). This effort also shows ability in sub competency 5.4.3 in establishing a coalition (Students For Recovery student organization), working with individuals of the community, including those of the target population (students in recovery) to validate the issue and to gain program support. In this effort, I created various communication strategies including powerpoint presentations and accompanying scripts, infographics, and handouts to lobby for this program, demonstrating sub competency 5.4.4. 

I have also reached competency in 5.5 (Demonstrate Leadership) in a variety of situations and environments that support my role as a health education specialist. 5.5.1 (Facilitate efforts to achieve organizational mission) have been met through my advocacy, planning, technical skills, and supporting our group to achieve its goals. I  have met sub competency 5.5.2 in analyzing and understanding the culture and social groups that would be impacted by this health education program, as I was one of those students. I also hosted sober social events and weekly support meetings for students in recovery where a CRP was discussed. Sub competency 5.5.3 (develop strategies to reinforce or change organizational culture to support health education/promotion) was essential to the planning and implementation of the CRP program. Included in the report presented to the Board of Regents, was a values statement, a mission and vision statement, goals and objectives, action plan, and evaluation. To achieve this, I also met sub competency 5.6.1 when I assessed the staffing needs (a full time program coordinator), and developed a job description to fulfill said staffing needs (5.6.2).

Summary

In creating these artifacts, I had great experience working with a small group of dedicated individuals that all believed in the purpose. Being the only one with personal recovery experience, I was deferred to often, although addiction has touched many people's lives in some way, the group was fully aware of the potential benefit of the program. It was also valuable experience in juggling multiple tasks that all called on different skills for the same goal. It was meaningful to build spokes for the wheel that was the program and have everything come together. It was clear that even with facts and evidence presented in an impactful way, the recovery community is still not a priority when it comes to budgeting and resources. Doing so much work for this and having it be unsuccessful instilled in me the passion for advocacy. I wish the program would have been approved and that EMU would have the benefit of a CRP on campus, but I am hopeful that with everything in place, it has the potential to one day.