Business

Abstract

African Americans with low incomes and low literacy levels disproportionately suffer poor health outcomes from many preventable diseases . The issue of low functional literacy and low health literacy prevents access to health information by many individuals. Health literacy is described as; the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions. Some groups of people, including older adults, people with less education or cognitive impairments, racial and ethnic minorities, and low-income people are more likely to have health literacy problems and higher incidences of diabetes and other chronic diseases. Emerging research on technology-based interventions suggest that they have the potential to reduce health disparities in underserved populations. Saint Augustine’s University will examine health literacy levels among African American males by measuring baseline health literacy levels and introducing technology- based tools to improve the health literacy of obese, pre-diabetic and diabetic African-American men leading to better self-management and health outcomes indicated by a maintaining a better glycemic control, better self-management leading to delayed diabetes complication development.

Investigators

The Principle Investigator (PI)

icon Dr. Salimah El-Amin is a public health behavioral scientist with a background in health education specifically sexually transmitted disease prevention and black infant mortality both being very important causes of health disparities among the minority population. She is skilled in survey research, qualitative research including focus groups, community health education, evaluation, and conducting needs assessments. She has conducted research on the HIV/AIDS beliefs and attitudes of HBCU college students and she has examined healthcare provider’s behaviors related to sexual history elicitation. Dr. El-Amin will be responsible for the day-to-day grant oversight. She will assist with the community health needs assessment in neighborhoods surrounding Saint Augustine’s University and will assist with the development, implementation, and evaluation of health literacy community outreach part of the project. Her analytical skills, program evaluation experience, and public health research background makes her a valuable PI which will contribute to the success of this project.

The Co-Principle Investigator (Co-PI)

icon Dr. Derrick L. Sauls previously held a Research Associate position in the Department of Pathology at Duke University Medical Center. During his twenty years of research studies at Duke, he has worked with several Biomedical start-up companies (Sphinx Pharmaceuticals, Trimeris, and Apex Biosciences). His investigations have led to the development of a method for the prevention/treatment of HIV, ultimately obtaining a patent (N0. 6,787,527). While obtaining his Ph. D. from North Carolina State University in the area of Nutrition (2003), he developed an interest in studying diabetes. He collaborated with his mentors (Drs. Leon C Boyd and Maureane Hoffman) and generated several publications. However, his research had entailed investigating the effect of homocysteine on fibrin clot formation and lysis. Dr. Sauls has orally presented his experimental findings at several conferences (ATVB, ISTH, Fibrinogen, and ASH) and published in Thrombosis Research, Journal Thrombosis and Haemostasis, Biochemistry, Nutrition, and Journal of Nutritional Biochemistry). Recently, he has been involved in health initiatives in diagnosis/prevention of diabetes and has collaborated with several health screenings performing clinical analysis. His research skills and knowledge of the progression of diabetes enables him to make positive contributions to the research project.

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In 2012 SIFE became Enactus. The name changed but the core mission is the same.

Enactus is a student organization that is dedicated to empowering others with a variety of community service projects.

Through the power of positive business we assess the needs of our community and develop projects to address those needs. We strive to have a sustainable impact on those we touch.

Check out our Facebook and YouTube pages:

Enactus meets every Thursday evening at 6 PM in Delany 003.

If you would like to get involved as a student team member or as a business partner, email Valerie Evans, Sam Walton Fellow This e-mail address is being protected from spambots. You need JavaScript enabled to view it

You can also learn more through Enactus global web site.

Each Student and Faculty Advisor should be familiar with the Academic Policies of Saint Augustine's University. Students and faculty advisors are encouraged to consult regularly with the Saint Augustine's University Catalog and with Department Chairs and Division Deans.

Standards of Minimum Progress

In order to avoid being academically suspended from the University, a student must meet the following minimum standards of progress:

  1. A student who has attempted 24 to 49 semester credit hours must have earned a cumulative GPA of at least 1.75.
  2. A student who has attempted 50-79 semester credit hours must have earned a cumulative GPA of at least 1.85.
  3. A student who has attempted 80 or more semester credit hours must have earned a cumulative GPA of at least 2.00.

Academic suspension occurs at the end of the spring semester.

The Academic Year at Saint Augustine's University is divided into two semesters, Fall and Spring, of approximately fifteen weeks each. In addition, the University offers a six-week Summer Session. Students may begin their matriculation at the University at the beginning of the Fall or Spring semesters or at the start of the Summer Session.

Degrees awarded at Saint Augustine's University are the Bachelor of Arts and Bachelor of Science and they are awarded at Commencement in May of each year.

Graduation Requirements

Candidates for graduation must have: passed all General Education Requirements of a minimum of 120 hours of university level credits; earned a minimum cumulative grade point average (GPA) of 2.0; earned a minimum grade of "C" in English 131-132; earned a minimum grade of "C" in all courses in their major, including required supporting courses from other disciplines; and earned the last 25 percent of semester hours of course requirements in their major in residence at Saint Augustine's University. Students enrolled in courses through the Cooperating Raleigh University Consortium (CRC) are considered "in residence." Candidates for graduation are expected to participate in all commencement exercises, unless excused in writing by the Chief Academic Officer.

In summary, in order to be eligible for graduation, students are expected to know and satisfy all relevant degree requirements published in the Saint Augustine's University Catalog in effect when they declared their current major, including General Education requirements, Division requirements, as well as the requirements in their major. While students may expect to receive guidance in course selections and assistance familiarizing themselves with the University's academic policies from Faculty Advisors, Department Chairs, Division Deans, students shall be held responsible for satisfying all requirements necessary to earn their degrees. A students' failure to satisfy all relevant degree requirements is not a basis for making exceptions to the University's academic requirements and/or policies. Candidates must also be financially cleared with the University.

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The Mission of Academic Affairs

The mission of the Office of Academic Affairs at Saint Augustine's University is to create, implement, and assess learning that embraces and promotes the mission, goals, and objectives of Saint Augustine’s University. The mission is achieved through academic policies that facilitate students learning through the mastery of core competencies that are transparent, transferable, and transportable. The core competencies are the basis of the Transformative Education Program (TEP).

In keeping with the institutional goals, Academic Affairs prepares students for graduate and professional studies, or employment through a transformative education program built on nine broad transferable sets of skills and a tenth competency that reflects the culmination of these skills. These core competencies (communication, critical thinking, identity, wellness, STEM and quantitative literacy, civic engagement, global perspective, servant leadership and teamwork, innovation, creativity, and artistic literacy) are abilities that all fields of study require to be an effective leader and contributor. The last competency, the capstone encounter, represents an experience or experiences that build on many of the earlier competencies in a culminating manner that helps to define the signature Saint Augustine’s University student. Core competencies ensure that a well-rounded signature student is developed and celebrated within their major field of study, as well as inside and outside the classroom.

The signature Saint Augustine’s University graduate will be able to demonstrate the following defined competencies.

  1. Communication: The ability to impart, interchange information or expressions within a meaningful context with the appropriate delivery and interpersonal skills. This includes the ability to inform, influence, inspire or motivate others.
  2. Critical Thinking: Critical thinking is characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. This requires one to analyze arguments, evaluate evidence, and engage in skeptical inquiry on a variety of topics in and out of one's specialty, as well as being able to apply this skill to problems both abstract and concrete.
  3. Identity: The overarching perception that we have of ourselves and the way that other people view us from a personal, social, spiritual, informational, or technological perspective; how we are viewed through the lenses of self-awareness, introspection, morals, ethics or values.
  4. Wellness: Ability to understand, develop and adopt positive behaviors and life strategies that promote economic, physical, mental, emotional, social or spiritual growth and wellbeing.
  5. STEM & Quantitative Literacy: The ability to understand, interpret and apply scientific, engineering, and mathematical concepts to solve real world problems. Problem solving includes designing, evaluating, implementing a strategy to answer an open ended question or achieve a desired goal.
  6. Servant Leadership/Teamwork: The ability to foster positive cooperation and collaborative growth of a diverse group of individuals by being able to serve others before one’s self. The servant leader will exhibit characteristics of empathy, listening, stewardship and commitment of personal growth to act as an effective leader to reach a common goal or accomplish a task or outcome.
  7. Global Perspective: A diverse, multicultural understanding and appreciation of social, political, environmental, legal, and economic forces that influence and shape our very existence, both personally and professionally.
  8. Civic Engagement: Civic engagement is working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values, and motivation to make that difference. It means promoting the quality of life in a community, through both political and non-political processes.
  9. Innovation, Creativity, & Artistic Literacy: This competency can be demonstrated through creative/innovative approaches to course-based assignments or projects that allow students to create a valued product. The Artistic Literacy portion of this competency means one may create, interpret and evaluate artistic expression considering the cultural context in which it was created and/or describe how issues in multiple disciplines may be addressed through creative expression and innovative practice.
  10. Capstone Encounter: An experience or experiences that allow students to organize and synthesize core competencies, knowledge and skills acquired from a variety of sources, including in-class and out-of-the class settings that occur during their undergraduate experience.

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