Diversity, Equity, and Inclusion on the Frontlines of Education-Reference-Cited by-同舟云学术

Diversity, Equity, and Inclusion on the Frontlines of Education

Published:2022-08-17 Issue:3 Volume:8 Page:171-173
ISSN:2373-3799
Container-title:Pedagogy in Health Promotion
language:en
Short-container-title:Pedagogy in Health Promotion

Author:

Merzel Cheryl R.¹^ORCID

Affiliation:

1. New York University School of Global Public Health, New York, NY, USA

Publisher

SAGE Publications

Subject

Public Health, Environmental and Occupational Health

Link

http://journals.sagepub.com/doi/pdf/10.1177/23733799221113510

Reference11 articles.

1. American Association of Colleges and Universities. (2022, June 8). Statement by AAC&U and PEN America regarding recent legislative restrictions on teaching and learning. https://www.aacu.org/newsroom/statement-regarding-recent-legislative-restrictions-on-teaching-and-learning

2. Batada A., Thomas A. E., Holtz D. H. (2022). Utilizing a data-to-action approach to cultivate policy research and advocacy skills in community-engaged health promotion courses. Pedagogy in Health Promotion, 8(3), 216–223. https://doi.org/10.1177/23733799211035812

3. Biber D. D., Stoepker P., Gross S., Heidorn J., Brandenburg G., Kay C., Meyer A. (2022). A model to promote university high-impact practices through community-based participatory research. Pedagogy in Health Promotion, 8(3), 224–230. https://doi.org/10.1177/23733799211041136

4. Burt K., Losak R., Hanbin H. (2022). Nutrition professionals feel underprepared to serve persons with marginalized identities. Pedagogy in Health Promotion, 8(3), 192–198. https://doi.org/10.1177/23733799221103216

5. Humphries D. L., Bastida C., Walker M. C. (2022). Lessons from a community driven experiential public health course. Pedagogy in Health Promotion, 8(3), 231–237. https://doi.org/10.1177%2F23733799211056311

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