Building a Public Health Practicum: Reflections on Course Design

Abstract

Building a meaningful practicum for undergraduate students is a rewarding and labor-intensive process. This paper describes a professor’s experience in designing an experiential capstone public health course with support from faculty developers. Utilizing backwards design and deliberately integrating team-based learning strategies, this reflection shares the strengths and challenges of creating and implementing this course. Considerations for future community engaged coursework are also explored.