Creating Your Vision

What is your vision for the campus and/or community?

I envision a community of health students focused on working in true, equal partnership with those in need, and I envision the expansion of the global health movement that strives for community-driven, ground-up initiatives to affect positive changes in community health at the local, national, and international level.

GlobeMed as an organization and through our chapters embraces this perspective on grassroots engagement to its chapter members. Through the on-site programs, GlobeMed will provide a concrete opportunity for chapter members to experience for themselves the power and efficacy of a true, equal partnership for affecting tangible, positive change in community health.

Assessing Your Campus and Community

What campus/community problem does your blueprint address? What structures, practices and policies institutionalize the problem?

Many existing organizations for undergraduate students looking to enter into the health field who wish to "help" focus solely on sending medical supplies or providing a week of "immersion" volunteerism. These organizations present the idea that undergraduate students must either perpetuate unsustainable intervention or focus on their own experience in order to become involved in global health now. These programs devalue the student's potential impact on global health by dismissing the student's ability to work to affect sustainable programming due to the fact that an undergraduate may have to discontinue work after four years of college. Working in this limited context as an undergraduate generates professionals who view global health in an equally limited light, a dangerous view given the desparate need for innovation to create a healthy, sustainable world.

What communities will you work with?

• Campus community
• Nationwide community

Assessing Progressive Power

Where are your strongest potential resources? Where do progressives have power on your campus or in your community?

Ideas and Information: For GlobeMed as a national organization, news sources (IE the New York Times) and publications--articles and books--relating to public health and community-based intervention provide a solid informational foundation off of which to develop an understanding of how to approach on-site visits. Other public health organizations (IE Partners in Health) also serve as an example of best practices for establishing this kind of programming responsibly and effectively.

Resources: Once the goals and frameworks for the on-site visit program have been developed, GlobeMed will be attempting to receive funding to further support the work of the chapters during their on-site visits.

People: Other health and community-driven organizations on each of our chapter campuses are potential allies in developing awareness and education surrounding our chapters' partnerships and the health issues which relate to the partnerships. Professors and business professionals provide additional support and guidance to each indiviudal chapter as well as to the national organization as a whole.

Setting Goals and Deliverables

• Goal 1: Create a framework in which chapters can develop partner-specific projects for their on-site visits.
• The framework itself.
• A list of potential project ideas that can serve as jumping-off points for discussion between chapters and partners developing their on-site visits.
• A guide for evaluating the effectiveness of on-site visit projects and their relationship to the ongoing projects of the partnership before and after the on-site visit.
• A document relaying logistic and liability-related concerns relating to on-site visits.
• Goal 2: Build the relationship between chapter and partners that results in an effective, responsible, community-driven partnership for making a sustainable impact on community health.
• A document detailing the relationship between the on-site visit and strengthening the partnership itself.
• Within the evaluation guide, including questions which relate to assessing the partnership before and after the on-site visit.
• Within the framework, emphasizing the qualitative, more ethnograhpically-oriented aspect of the on-site visit--communicating with community members and health workers--as equally significant to more quantitative, "measurable" outcomes of the visit.
• Goal 3: Develop a context for genuine engagement and awareness of global health challenges and solutions to further the overarching goal of promoting community-driven health work in the next generation of public health workers within our chapter network.
• Within the framework, contextualizing the whole experience in the broader experience of working with global health.
• Within the evaluation guide, including a question of applicability beyond the on-site visit and the partnership itself to the greater global health community.

Power Mapping

Key Player	Definition	Who is this player/s in your campus or community?
Target/Decision Maker	The person(s) that can give you what you want	myself, the executive directors of GlobeMed, the chapter Directors of Health Partnerships
Constituency/Our Folks	The people impacted by the problem	the chapter Directors of Health Partnerships, the chapters' partners, the partner communities
Allies/Our Friends	The people and organizations that can help you get what you want	GlobeMed
Demands/The Goods	What you want	the creation of a tangible framework and process for on-site visits
Opponents/Obstacles	Who is against what you want or obstacles you will have to overcome	chapter Directors of Health Partnerships who may initially prefer a completely un-"institutionalized" approach, the national board of GlobeMed who may initially wish for a more quantitative measurement-focused approach rather than equally emphasizing qualitative intangibles

What is your primary approach? The primary approach is a blend of idea creation, network and alliance buidling, and leadership and capacity building.

Why did you choose this approach?

The on-site visit program is meant to affect positive change for the chapter, for the partner community, for the partnership, and ultimately for the broader global health community. It is through the fusion of the three aforementioned approaches, rather than through an emphasis on one, that a community-based health approach is furthered and change can be affected in the health of the partner community and ultimately the world.

What are your vehicles?

• Nonprofit organizations
• Campus groups

What will your tactics and activities be?

1) Creating the framework--a description of the purpose of the on-site visit and an outline of the process that chapters will go through during the school year in preparation for their visit from beginning to end.
2) Creating the evaluation guidelines--questions to be answered before, during, and after the on-site visit which establish goals for the trip, provide a space for on-site reflection, and ask for a critical view of what was accomplished and the relationship between the visit and ongoing project work afterwards.
3)Create the list of potential projects that could serve as jumping-off points for conversations between partners and chapters.

Timeline

Timing	Tactics and Activities	Notes
Spring Semester	Jan: --	4 chapters will be conducting on-site visits between May and August. In communicating with these chapters as I have been throughout the year and will continue to do before and after their trips, we will work together to create an effective, flexible, and relevant framework.
	Feb: --
	Mar: --
	Apr: For GlobeMed Annual Summit (April 4th-7th), create evaluation guidelines, initial list of potential projects, and, in the context of the Summit Workshop that I will be running relating to on-site visits, gain an understanding of the concerns of chapters going to visit their partners this summer.
	May: Speak with all chapters going on on-site visits, particularly in relation to the importance of completing the evaluations. Develop a rough draft of the framework to be complete following the completion of this summers' on-site visits.
Summer	Jun: Collect evaluations from students completing on-site visits.	The framework, evaluation guidelines, and project suggestions will be incorporated into the Health Partnership Resource Manual and Annual Guide to be made available to students for the '08-'09 school year.
	Jul: Collect evaluations from students completing on-site visits.
	Aug: Collect evaluations from students completing on-site visits. Read through evaluations and incorporate these into the rough-draft of the framework for the on-site visit program.
Fall Semester	Sep: Deliver the Health Partnerships Resource Manual and Annual Guide to the chapters.	Work on on-site visits will continue during winter, and by the end of March students should have a concrete understanding of who from their chapter is going, what sorts of activities they will be doing, and how the on-site visit relates to their ongoing partnership projects.
	Oct: Converse with all chapters relating to the potential for participating in an on-site visit over the summer.
	Nov: Converse with all chapters relating to the potential for participating in an on-site visit over the summer.
	Dec: Begin work with chapters who are considering the on-site visit relating to logistics and project construction for the visit with their partners.

Connecting Back to Vision

How does your strategy contribute to your vision for your campus and/or your community?

By participating in these on-site visits structured around communication and development that is focused on strengthening and furthering the partnership and the projects which the partner deems significant, the students and their partners will be working within the context of true community-driven health work. The lessons learned from this experience will contribute to the significant and developing community-oriented focus of the global health community in which the students and their partners do and will continue to exist.

Resources and skills you will need

What skills do you need for this approach?

1) Organizational skills
2) Communication skills
3) Collaboration and incorporation of network ideas
4) Creating flexible yet effective and sustainable strategies

What type of support will you need from YP4?

• Connections to resources, fellows and partners

Where will you get support other than YP4?

GlobeMed Central Staff, GlobeMed chapters, professors, mentors, and professionals