• Video: Be Engaged in Our Communities

    This video aims to provide UMB students with an inside perspective about Baltimore. It is intended as an orientation to working in our neighboring communities and includes stories from community members, UMB students and staff, and UMB President Jay A. Perman. Listening to others share what they love about Baltimore is intended to spark curiosity and lead to greater interest in community engagement.   

  • See course description below.

    See course description below.

  • The number of UMB students who are engaged in service learning for credit at sites in Baltimore is growing every year. Thanks to a generous grant from the Joseph and Harvey Meyerhoff Family Charitable Funds, we now have an interactive map of our community service learning locations. Visit the map.

  • A School of Nursing student greets community members at the Urban Business Center's Fast Track to Health Community Health Fair.

    A School of Nursing student greets community members at the Urban Business Center's Fast Track to Health Community Health Fair.

  • School of Dentistry students volunteer to educate community members on oral health at the Fast Track to Health Community Health Fair.

    School of Dentistry students volunteer to educate community members on oral health at the Fast Track to Health Community Health Fair.

  • A University of Maryland School of Medicine Jacques Initiative volunteer talks with another volunteer.

    A University of Maryland School of Medicine Jacques Initiative volunteer talks with another volunteer.

  • The Baltimore City Fire Department brings its big truck to the Fast Track to Health Community Health Fair.

    The Baltimore City Fire Department brings its big truck to the Fast Track to Health Community Health Fair.

  • Baltimore City Fire Department officials demonstrate CPR at the Fast Track to Health Community Health Fair.

    Baltimore City Fire Department officials demonstrate CPR at the Fast Track to Health Community Health Fair.

  • CBEL Faculty Fellow Clemencia Vargas, DDS, PhD, right, is shown with another School of Dentistry faculty member and a dental student at the Fast Track to Health Community Health Fair.

    CBEL Faculty Fellow Clemencia Vargas, DDS, PhD, right, is shown with another School of Dentistry faculty member and a dental student at the Fast Track to Health Community Health Fair.

  • A nursing student greets community members at the Fast Track to Health Community Health Fair.

    A nursing student greets community members at the Fast Track to Health Community Health Fair.

  • Theda Rose, PhD, MSW, School of Social Work, with co-principal investigators Corey Shdaimah, PhD, and Dante de Tablan, MSW, executive director of the Ben Franklin Center for Community Schools, discuss "Through the Looking Glass: Benjamin Franklin High School PhotoVoice Project" at the CBEL Community Grants Awards Celebration on Sept. 21, 2015.

    Theda Rose, PhD, MSW, School of Social Work, with co-principal investigators Corey Shdaimah, PhD, and Dante de Tablan, MSW, executive director of the Ben Franklin Center for Community Schools, discuss "Through the Looking Glass: Benjamin Franklin High School PhotoVoice Project" at the CBEL Community Grants Awards Celebration on Sept. 21, 2015.

  • Joan Davitt, PhD, MLSP, MSW, School of Social Work, with Naomi Duffort and Chava Ball of Northwest Neighbors Connecting, discuss "Aging in Place in Baltimore: Evaluation of a Hub & Spoke Village Model" at the CBEL Community Grants Awards Celebration on Sept. 21, 2015.

    Joan Davitt, PhD, MLSP, MSW, School of Social Work, with Naomi Duffort and Chava Ball of Northwest Neighbors Connecting, discuss "Aging in Place in Baltimore: Evaluation of a Hub & Spoke Village Model" at the CBEL Community Grants Awards Celebration on Sept. 21, 2015.

  • Elizabeth Weber, Polly Reinecker, and Megan Thomas discuss their CBEL Community Grant, "Making Connections-University Collaboration in Southwest Baltimore" at the CBEL Community Grants Awards Celebration on Sept. 21, 2015.

    Elizabeth Weber, Polly Reinecker, and Megan Thomas discuss their CBEL Community Grant, "Making Connections-University Collaboration in Southwest Baltimore" at the CBEL Community Grants Awards Celebration on Sept. 21, 2015.

Our Mission

The center previously known as the University of Maryland, Baltimore Center for Community-Based Engagement and Learning (CBEL) has merged with the Center for Global Education Initiatives to un-silo the work that strives to address issues and improve lives in local and global communities. The mission from the local perspective remains the same — to coordinate, guide, and enhance opportunities for community-based student and faculty engagement, scholarship, service, and learning to improve the health and welfare of the West Baltimore community.  If you have any questions about community engagement at UMB, please, contact the Senior  Director for Community Engagement for the Center for Global Education Initiatives, Dr. Lori Edwards.

Collaboration Across Campus and Outside Partners

CIPP 970: Interprofessional Service, Social Justice and Our Community

The University of Maryland, Baltimore (UMB) is offering a service-learning course to all UMB students 

Students will receive hands-on, professional experience with community health programs by working with partner organizations in the community surrounding UMB.

Through service learning, students will learn how community health programs are developed, organized, implemented, and evaluated as well as how interprofessional teams successfully function, how to interact with individuals and groups living in our community, and how to report on their observations to peers and supervisors.

Students who wish to take this course will register through their school’s normal registration process.

Course Description

  • CIPP 970: Interprofessional Service - Social Justice and Our Community
  • Offered in fall and spring semesters
  • Course credit: 1 credit hour (tuition-free)
  • Hosting school: University of Maryland, Baltimore Graduate School
  • Course location: UMB Community Engagement Center, 870 W. Baltimore St.
  • Instructor: Lori Edwards, DrPH, MPH, RN, PHCNS-BC
  • Email: edwards@umaryland.edu
  • Office: 410-706-1929

Course Description

This course links the experiential with the theoretical by providing hands-on professional experience in the University of Maryland, Baltimore’s surrounding community.  Providing true service-learning is the ultimate goal of this course in which students will learn by providing for the expressed needs of the community.  Students will learn how community health programs (broadly defined) are developed, organized, implemented and evaluated, how interprofessional teams successfully function, how to interact with individuals and groups living in our community, as well as how to synthesize their observations with peers, supervisors, teachers, and leaders.  Students will work with organizations with which the University has formed partnerships to meet the course learning objectives.    

Students will be required to reflect on the service-learning experience in formal written reflection. Service-learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development.  Reflection is a key element of service-learning.  It is one of the elements that differentiates service-learning from community service.   Equally important in differentiating service-learning from community service is reciprocity between the person providing the service and the person receiving the service.  Through the reciprocity associated with service-learning, students gain a better sense of belonging to that community while community members are empowered to address and advocate for their own needs.

Students from all University programs are encouraged to enroll in this course as it is an interprofessional course. 

Course Learning Objectives

At the completion of this course, students will be able to:

  1. Describe social justice.
  2. Discuss the importance of working in partnerships with communities.
  3. Analyze root causes of social injustice in the community where engaging and conducting service.
  4. Differentiate service from social change and community engagement.
  5. Discuss aspects of the interprofessional collaboration when working in communities.

Course Prerequisites

  • Successful completion of background check, if required by service site.

Course Requirements

  1.        Completion of 40 hours of service-learning in a community based organization.
  2.        Completion of readings, on-line modules and resources related to service-learning and the communities being served.
  3.        Active participation and attendance in 3 sessions that will include orientation, training, didactic sessions, and final reflection activities.
  4.        Successful completion of written reflection activities.
  5.        Completion of weekly logs inclusive of hours, location and brief summary of activities.
  6.        Collaboration with interprofessional teams.

Course Information

Students will be matched with a community partner or community based organization (CBO). In collaboration with this site, students will complete a total of 40 hours of service-learning activities.  A minimum of 5 hours of classroom training, and a series of assignments will coincide with service-learning hours. (Grading Criteria below).  Classroom didactic content will include principles of service-learning, community engagement, strategies for working in a reciprocal relationship with community partners, and in depth orientation to Baltimore communities, including social justice and population health factors.

Community partners will be selected from among community based organizations with which UMB Faculty have established community partnerships and relationships.  Examples of partner community based organizations may include:  UMB Community Engagement Center, Jacques Initiative, Southwest Partnership, International Refugee Committee, and Hollins House (mixed population housing).  Placement sites will be determined at the time of the course.

Students will work in small inter-professional groups of 3-5 students for their community service.  They will meet with the Community-Based Organization (CBO) partner during the first week of the semester to learn more about the CBO, the population they serve and to discuss the projects that may be undertaken to meet the goals of the organization and community that they represent.  The student team and CBO will jointly decide on an approach to the project that will utilize the student’s expertise and meet community goals.  The students and CBO will establish a deliverable/”take home” product and make plans for meeting the course requirements.  

Required Readings

Additional required readings are posted in Blackboard

Wen, L. (2017) Healthy Baltimore 2020. Baltimore City Health Department.

Dharamsi, S.; Espinoza, N., Cramer, C., Amin, M, Bainbridge, L., & Poole, G. (2010). Nurturing social responsibility through community service-learning: Lesson learned from a pilot project. Medical Teacher. 32: 905-911.

Lee, Michael. (2016). Just because you do ‘good’ work doesn’t mean you are good.  Blog. Accessed January 10, 2016.

http://www.michaelleewrites.com/blog/just-because-you-do-good-work-doesnt-mean-you-are-good

Class Meetings

Students will meet with faculty instructors during the course of the semester, at least 3 times, and more as needed.  The first meeting will occur in the first weeks of the semester and will be an orientation to the course, principles of service-learning and an orientation to the community and the partners.  Meetings will generally occur at the Community Engagement Center.  The second meeting will serve as a mid-semester all students group check in and interprofessional peer mentoring.  The final meeting will include all students presenting their “take home” product and include group discussions about the experiences throughout the semester.

Grading Information

This is a one-semester pass/fail course where students will have until the end of the Fall semester to complete the 45 hours of training, community service and reflection.

Each project may require separate time commitments and responsibilities. Students will be evaluated on the completion of their service-learning project requirements including:

  1. Professionalism: The student maintains the expected level of professionalism during the course.
  2. Service-subject matter relation: Service activities allow students to apply what they have learned during their professional program.
  3. Class contemplates learning through service: The students must document service activities on a weekly basis as well as record reflections on your experience in the community, submit a mid-semester sample weekly reflection, and submit a final reflections paper. Mid-semester and end of semester submissions.
  4. Service recipients evaluate service: Sponsoring agencies will be asked to evaluate the service activities.
  5. Interdisciplinary learning:  Students may learn from each other through different skills or attributes in providing information or in "people' skills or professional practice. In addition, the group reflection sessions will permit the students to learn from each other in different activities in which they have participated.

Grading Criteria

  1. Course preparation, attendance, and engagement            (10%)
  2. Weekly logs and mid semester reflections                           (10%)
  3. Final course reflection paper                                               (30%)
  4. CBO mentor evaluation of student’s performance               (20%)
  5. Group project report or presentation                                  (30%)

Reflection

Reflection is one of the most critical pieces of service-learning. It is the structured time in which students move from participation into deeper understanding. We want you to think about your experience not only in the context of what was actually done, but also how it relates to your life in a bigger sense and the decisions you will make in the future.  All reflection activities should come back to the central question of how the service is connected to the learning, and how it is connected to each student’s personal development. 

Examples of student reflection activities:*

  • Keep an ongoing journal with specific reflection questions throughout the project
  • Compose a letter to one of the service recipients, or to a politician
  • Write a poem that reflects your experience for that week
  • Explain what scientific knowledge would help you with the project, and why; see if you can get that information
  • Compile statistics on your project and compare them to other data available for similar circumstances
  • Create a skit based on your project and perform it for the class/school/parents

*Note: These guidelines have been adapted from Loyola University, New Orleans

Download pdf course syllabus

CIPP 971: Population Health in Baltimore

The University of Maryland, Baltimore (UMB) is offering an interprofessional seminar course to all UMB students 

Future professionals (students) will develop innovative population health strategies when they are informed about interprofessional and cross sector collaborations that are addressing health inequities.

Students who wish to take this course will register through their school’s normal registration process.

Course Description

  • CIPP 971: Population Health in Baltimiore: Conversations about Community Engagement with Interprofessional Academic and Community Partners
  • Offered in fall and spring semesters
  • Course credit: 1 credit hour (tuition-free)
  • Course time: Mondays, 5-6:30pm
  • Minimum 10 - Maximum 40 enrollment
  • Hosting school: University of Maryland, Baltimore Graduate School
  • Course location: UMB Community Engagement Center, 870 W. Baltimore St.
  • Course Master: Lori Edwards, DrPH, MPH, RN, PHCNS-BC
  • Email: edwards@umaryland.edu
  • Office: 410-706-1929

Course Instructors

Vincent Conroy, PT, SScPt, Physical Therapy                                        

Kelly Doran, PhD, RN, School of Nursing

Leigh Goodmark, JD, School of Law

Laundette Jones, PhD, School of Medicine

Wendy Lane, MD, MPH, School of Medicine, Public Health Program

Rachael Parran, MSN, RN, PhD(c) Teaching Assistant, School of Nursing

Tanya Sharpe, PhD, MSW, School of Social Work

School of Pharmacy, TBA

School of Dentistry, TBA

Course Description

This one credit Interprofessional seminar course will provide students with an inside perspective addressing health disparities and inequities in Baltimore from both academic and community perspectives. Faculty Fellows of the UMB Center for Community Based Engagement and Learning (CBEL) and their affiliated community partners will present course content.  Through the lens of case studies and personal narratives or stories, faculty from UMB professional schools (medicine, social work, nursing, law, physical therapy, pharmacy, and dentistry) will describe their community based work and their collaboration with community partners, emphasizing both barriers and the solutions towards achieving health equity and population health in Baltimore.  Learning about Baltimore history, local contextual factors, and neighborhood resources will highlight opportunities where the realities of health disparities can be seen.  Using the WHO Social Determinants of Health framework, social concepts such as place and race will be explored.  Foundational principles of social justice will be emphasized.  “Population health” and “culture of health” and its relevance to Baltimore based solutions will described in order for students to identify Interprofessional opportunities to address health disparities in their own careers.

Course Learning Objectives

At the completion of this course, students will be able to:

  1. Engage in interprofessional education and identify interdisciplinary and multi-sector approaches to address health disparities.
  2. Describe barriers to health equity for Baltimore residents and in local neighborhoods.
  3. Discuss social determinants of health and their impact on Baltimore.
  4. Describe how to achieve a culture of health and address population health through innovative initiatives constructed in genuine partnerships with community.
  5. Discuss how they would change the health care delivery system and develop feasible and sustainable health promotion interventions that are specific to community level factors.

Course Recommendations for Pre-Requisites:  

Students are to complete the on-line module “Welcome to UMB: Be a part of the Baltimore story” prior to taking this course.

This course is the recommended pre-requisite or co-requisite for the service-learning course, CIPP 970: Interprofessional Service Social Justice and Our Community.

It is also recommended before any service learning activities.

Course Requirements

Weekly seminar reflection and activities:

Students are expected to actively participate in each seminar through reflection, including a response to class readings, and in-class activities with inter-professional groups of students.

Course readings:

Students are expected to complete required course readings in advance of the class in order to respond to readings during the seminar with speakers. Weekly reflections are to include comments on readings.

Experience a community event:

Students are to attend one relevant event at a community based organization, with a group of 2-3 interprofessional students.  Each student will write their own summary reflection about this experience.  Each group of students will present about the group’s experience to the class

Health Disparities and Population Health career commitment:

Students will write a final paper to include their career vison and mission statement and their own innovative idea focused on an Interprofessional population health solution that addresses health disparities.

Optional Baltimore Based Books or Resources:

  • DeLuca, S. Clampet-Lundquist, S. Edin, K. (2016) Coming of Age in the Other America. New York: Russell Sage Publications. ISBN: 9780871544650.
  • Coates, Ta-Nehisi. (2008). The Beautiful Struggle. New York: Penguin Random House, Speigel & Grau. ISNB 978-0-385-52746-0.
  • Fernandez-Kelly, P. (2015). The Hero’s Fight: African Americans in West Baltimore. Princeton, NJ: Princeton University Press. ISBN: 978-0-691-16284-3.
  • Gomez, M. (2012). Race, Class, Power, and Organizing in East Baltimore. Lexington Books.

>http://www.mariselabgomez.com/<

  • Moore, W. (2011) The Other Wes Moore. New York: Penguin Random House, Spiegel & Grau. ISBN-13: 978-0385528207.
  • Pietila, A. (2010). Not in my neighborhood: How bigotry shaped a great American city.  Chicago, IL: Iva R. Dee, Publisher. ISBN: 9781566638432.
  • Simon, David and Burns, Edward. (1997) The Corner: A year in the life of an inner-city neighborhood.  New York, NY: Broadway Books. ISBN: 0767900316

Selected articles:

TBD for each classs

Class Meetings

Class will meet 11 times during the semester. The first class will meet on September 12, 2016. The final course meeting, Class #11, is focused on student presentations and the final assignment.

Time: Mondays, 5:00 – 6:30 p.m.

Location: UMB Community Engagement Center, 870 W. Baltimore Street.

Grading Information:

This is a one-semester pass/fail course.

Students must achieve a grade of 70% or greater in order to pass.

Grading Criteria

  1. Course preparation, attendance and engagement, weekly reflection (20%)
  2. Summary of community based experience – reflection paper (20%)
  3. Final group presentation (20%)
  4. Final paper that includes career mission and vision statement focused on an interprofessional population health idea to address health disparities. (40%)

HIPAA Statement:

HIPPA regulations establish uniform rules for protecting health information and privacy of our patients.  You may not see or use protected health information unless it is required for your clinical assignment.  Protected health information is any information that identifies an individual, could be used to identify an individual, describes the health care condition or payment of an individual and/or describes the demographics of an individual. 

Guidelines for attending a community related experience:

When attending a community event, students are expected to go with a team of 2-3 other students that are Interprofessional. Students should contact the organizer of the event in advance to confirm that they are welcomed to attend. Students should consider that they are representing their profession and the University and be professional.  They should wear appropriate professionalism attire.  Documenting their experience, students will write an individual reflection about their experience. Any documents, minutes, or agendas or other materials should be collected and used to inform other students about the CBO or the event.

Download pdf course syllabus

CBEL and SWCOS Service Learning Map

CBEL in partnership with the Social Work Community Outreach Service (SWCOS) developed an interactive map to inform campus and community members about where UMB students are engaged in service learning activities as part of an academic course, not as co-curricular (volunteer) activities. Visit the map.

Research and Scholarship

  • CBEL provided grants to faculty and students to support pilot research to advance community-based service, learning, and scholarship conducted in partnership with communities surrounding UMB.
  • CBEL launched the inaugural Faculty Fellows Program for Community-Based Service and Scholarship in 2015. This Universitywide program consists of faculty from all six professional schools who lead community engagement across the campus.
  • CBEL connected UMB faculty with community partners and provided faculty with technical assistance in grant preparation.