(Part of the EducatioNet series from the University of Northern Iowa)
For release during February 2002
Keeping children safe requires more than rhetoric
CEDAR FALLS, Iowa. -- Through a collaborative contract from the Centers for Disease Control, the University of Northern Iowa Global Health Corps (GHC) evaluates fire safety programs conducted by local fire departments. The departments go into area schools, teaching children about fire safety and injury prevention, and the GHC comes in several times each semester to determine what the children have learned and retained. The GHC is an award-winning organization that trains students to conduct culturally appropriate public health programs with under-served populations worldwide.
What the evaluations indicate, says Michele Yehieli, GHC executive director, is that the children are excellent learners. "We know that the knowledge has improved about injury and accident prevention. They are more aware of what goes on, what to look for and how to prevent an injury. They've definitely learned that injuries typically aren't random events, and that they can be prevented."
But, Yehieli notes, the surveys also indicate that more than rhetoric is required to make a difference.
"When we look at behavior change, we find that although the students know they should, for instance, wear a helmet while biking, they don't always do it," she explains. "This isn't a surprise."
Yehieli continues, saying many studies indicate education doesn't always equal behavior change. "People know they should lower their blood pressure because high blood pressure can be dangerous, causing stroke or death. But that doesn't mean people will do it. There are lots of factors that play into behavior change. We know that in the lower-income communities, one of the factors affecting behavior change is access to a variety of resources. The parent may not have money to buy a helmet, so the child doesn't wear one. So it's not a surprise that the behaviors don't change."
Still, she says, it's important to continue the programming and begin to emphasize larger socio-economic changes that will affect the well-being of these populations. "Education is important but it needs to be linked to other factors like economic development."
She believes the most effective interventions are long range and comprehensive. "So you'd have economic development, literacy programs, parental involvement, and assistance at all levels. For instance, some of the kids knew where to go for help in the case of an injury or accident, but weren't always able to get there. In a comprehensive program, you'd be able to address that. All of those things have to work together to effect behavior change."
(Part of the EducatioNet series from the University of Northern Iowa)
For release during February 2002
Contact: Gwenne Culpepper, University Marketing and Public Relations, (319) 273-2761
Program at UNI encourages women, minorities to pursue math/science
CEDAR FALLS, Iowa -- An African American woman with an advanced degree in science, Reygan Freeney wishes there more like her in the field.
"There is a shortage, in general, of individuals going into the math and science professions, while the need for such individuals continues to increase. But I don't think we tell women and other underrepresented groups that they can achieve in this field," she said.
Freeney is director of the Upward Bound Math and Science program at the University of Northern Iowa. She holds a B.S. and an M.A., both in chemistry.
She fell in love with learning at an early age but didn't make a career choice until she got to college. "I figured I would do something in the science area because I'd taken a lot of courses in that area and enjoyed them." What made her successful, though, was having a mentor. "It makes a difference when you have someone there showing you all the various aspects of the career, and saying that this is something you can achieve."
It's why she's such a proponent of experiences provided through the Math and Science program, which recruits high school students who are either low-income, from an underrepresented group or are potential first-generation college students. During the six-week summer stay, students are assigned mentors who work one-on-one with them. Also featured are hands-on, lab-based activities in the university's research areas, field trips, and college exploration to acquaint students with college life. Freeney said about 80 percent of the program graduates have gone on to post-secondary education in the math or science area.
"Demographics are changing," she noted. "When I started in this field just a few years ago, there weren't a lot of female professors. By the time I graduated, though, you were seeing a lot more young females in the program and teaching. Girls and members of other groups that haven't typically gone into this area need to know that the field is wide open, and there are lots of people like us succeeding."
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