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Toward a Culturally Competent Health Education Workforce 171

outer circle of the IC - 3 model, just prior to graduation and employment. This ring also
includes a preparation course component because, in some programs, health education
majors complete either what is considered a capstone course or a small, one - credit intern-
ship preparation course, or both, as part of their final steps toward graduation (Beatty &

Doyle, 2000).
The four dotted - line arrows in the IC - 3 model represent integrated support com-
ponents that can help students develop an integrated view of the culture - based link-
ages between courses and experiential opportunities for cultural encounters. A required
professional portfolio that students must develop as they progress through the program
can help them to visualize how each course and learning experience contributes to the
overall professional development experience (Doyle & Ward, 2001). Community -
based partnerships with organizations that support a variety of service learning oppor-
tunities can provide a powerfully integrated connection between students, faculty, and
culturally diverse communities. A well - maintained alumni newsletter or e - mail distri-
bution list (e - list) can serve as another valuable support component for students, who
may be able to connect with alumni for diversity - based mentoring.
Effective evaluation is essential to the ongoing evolution of a dynamic degree
program. The evaluation channels (curved feedback arrows) to the right of the model

circles can guide the establishment of ongoing evaluation activities specific to the four
integrated support components. For instance, the required portfolio can be used to
document student efforts to develop cultural competence. Some examples of portfolio
components are culture - specific needs assessment instruments developed in a course

project, pictures of involvement in a health fair or other service project conducted in a
culturally diverse setting, evidence of a poster or oral presentation containing culture -
specific health information, and a certificate earned for participating in a community -

based training workshop that focused on cultural competence training.
Other feedback loops can use written evaluation instruments, focus groups, and
personal interviews to obtain information about the extent to which the degree pro-

gram or specific integrated support components facilitate cultural competence learn-

ing. Students can write reflection papers about specific service learning activities, and

faculty mentors can provide valuable feedback about project methods and observed
student performance. Feedback from community partners regarding the cultural com-
petence levels of both the students and their faculty mentors can be an important eval-
uation source.
Participation in Eta Sigma Gamma (ESG), a national honor society for health edu-
cation majors, can provide a valuable opportunity for students from a variety of diverse
backgrounds to interact outside the classroom as they work together on service proj-
ects and develop culturally competent leadership skills. More experienced and cultur-
ally competent student leaders and faculty advisers can serve as strong role models for
less experienced students in this organization. Feedback from faculty and the students
involved can be useful in identifying realities and perceptions related to ESG.
Another important feedback source is student alumni groups. Alumni possess
useful postprogram perspectives on their learning experience. They can also provide

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