Community-Partnered Needs Assessment: A Strategy to Teach College Students About Health Disparities

Abstract

Partnering with communities to provide service-learning opportunities for undergraduates can be an effective strategy to teach college students about health disparities. In the current study, undergraduates partnered with a public K–8 school to conduct a participatory needs assessment. College students worked directly with teachers, parents, public school students, and key stakeholders to identify and prioritize health needs, and they awarded the partnership school a grant to address physical activity and bullying. Undergraduates rated the class highly favorably and reported a deeper understanding of health disparities resulting from the service-learning activity. Health disparities research is increasingly becoming a national priority and service learning can attract future talent by providing undergraduates with the opportunity to engage in the material in a meaningful way with clear community benefit.

KEYWORDS:

• college students
• community collaborations
• community psychology
• experiential learning
• participatory research
• pedagogy
• school health
• school partnerships
• service learning
• undergraduates
• youth