Reflection in Global Health Essay Contest
What?An opportunity to submit an essay about your reflections in global health education and practice. This is the fifth annual CUGH Reflection Essay Contest that is co-sponsored by CUGH, Child Family Health International, University of Pittsburg Center for Global Health and Loyola University Chicago Health Sciences Division.
Who? Trainees from undergraduate, graduate and post-graduate levels and GH faculty/practitioners are eligible to submit an essay to the contest. We strongly encourage essay submission by trainees and global health practitioners/educators from low-middle income countries.
When? Submissions are due by midnight EST on November 20, 2017 (extended from Nov. 12)。 Decisions on winners and runner-ups will be announced on
December 20, 2017. A select group of winners will be invited to read their essays at the 2018 CUGH Annual Conference in New York, NY.
Where?Submissions should be emailed to email@example.com. Winners will be invited to attend and read their essays at the CUGH 2018 Annual Conference in New York, NY. However, attending the conference is not required to participate in the Essay Contest. Additional essays will be invited to submit for publication in the publication “Reflection and Global Health: An Anthology.”
How? Email essay submission with the structure and information in the instructions below to firstname.lastname@example.org. To learn more about how to write a reflective essay, additional resources can be found here.
Reflection is a powerful tool in global health education and practice. All current undergraduate, graduate and postgraduate trainees as well as GH practitioners are invited to submit essays to reflect upon the meaning and lessons learned from global health experiences. These may be in a research, educational, clinical, or service capacity. The impacts of these experiences on professional development and personal growth are revealed in new partnerships, insights into cross-cultural or ethical issues and ideas for change.
Click here for an example of writing prompts.
Click here to see essays previously selected for the Reflection in Global Health Anthology.
Requirements for Essays
- The essay must be written while the applicant fits into one of the three contest categories described below, must be the work of a single author, and must represent original work. Essays must not have been previously published in print or electronic format.
- Entries must be in English, at least 11 point font, doubled-spaced, and must not exceed 1,000 words.
- Essay should be written in Microsoft or OpenOffice document.
- Do not put your name or any other identifying information on the document. Mention of any other individuals in the document should conform to anonymity standards to ensure privacy.
- Include the title of your essay on all pages of your word document submission
- Only ONE submission per person.
- Essays not meeting all requirements will be disqualified from the contest.
Submissions will be judged in three separate categories:
- trainees (post secondary to post graduate levels,
- practitioner/faculty, and
- trainees for whom English is not the primary language.
Each essay is reviewed by two judges and scored on four criteria— originality/theme, composition, critical reflection, and impact. A third judge is asked to review the essay if there is a significant difference in the scores by the two judges. Authors will be anonymous to the judges. The finalists will be selected by members of CUGH's Essay and Education Committees. Essay finalists will be notified by January 15, 2018.
Monetary prizes of $500 and a waiver of the CUGH 2018 conference registration fee will be awarded to the three winners. A number of honorable mention essays will be selected for a special reading and recognition session at the conference.
How to submit
Send an email (including the below information) with your essay as an attachment to email@example.com
Please include the following information in the body of your email:
- First Name then Last Name
- Title of Essay
- Phone Number
- Email Address (reachable even after graduation)
- School/Sponsoring Institution/Training Program where enrolled or affiliated
- Degree Program (if applicable)
- Indicate category of submission (IMPORTANT!)
a. Trainees (undergraduate, graduate, post-graduate levels). Anticipated year of graduation
b. Practitioner/faculty. Please indicate years in practice and area of expertise
c. Trainees from low-middle income countries where English is not the official language
More information: Contact: firstname.lastname@example.org or email@example.com
This contest is co-sponsored by Consortium for Universities in Global Health, Child Family Health International, Loyola University Chicago Health Sciences Division, and the University of Pittsburgh's Center for Global Health.
Over the past four months, this class has been one of the most vigorous, yet most helpful classes that I’ve ever taken. This class has helped me grow tremendously all around! With the different discussion boards, annotated bibliographies, and essays, they have given me the chance to think outside of the box and take what I would normally do and go beyond normality. English 111 has done many things for me, including; helping me learn from my mistakes, guiding me to use time management better, and increasing my ability to research and write correctly.
In high school, we were always treated like children. Teachers extended deadlines, we received remind messages to study and there were no given responsibilities. We were also provided with thorough instructions and if that wasn’t enough, they basically showed you how to do the task given. If we even thought about making mistakes, they would fix them for us, ultimately making us too comfortable and avoiding the fact that we are supposed to make and fix our own mistakes. As a result of this, a good percentage of those after graduation have no clue what to do when they make their first mistake and are expected to fix it on their own. When I first started in this class, I was fixated on the fact that I always made well in English throughout my life, so I didn’t change anything about my writing. However, I quickly figured out that the standards for this class, were much higher than what I was used to. The first test was on Researching News Media, I received a sixty-eight as my grade. From that moment on, I knew I had to be responsible and actually work for a better grade. I definitely learned from that failure, and now I’ve passed every following assignment in this class. One of my high school teachers explained to me that the grade norm in college is much different than that in high school. For example, when you get a “B” or “C” in high school, it seems like the end of the world. However, a “B” or “C” in college is considered pretty average, and if you get an “A”, you’re unbelievably on top of your work and definitely what you’re talking about. Obviously, don’t settle for average, go beyond that and exceed your own expectations of greatness. I believe that college courses are intended to be difficult, simply because they’re familiar with high school teachers being more lenient. It’s completely normal to fail your first test or quiz, because like I stated earlier, the workload and expectations are higher than they were before students moved from high school to college. The only important thing is, is that you take credit and learn from your mistakes.
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Another advantage of taking this class, would have to be that I have learned how to manage my time better. Before this class, I would wait until the night before my assignments were due to even start on them. I’ve always been very good under pressure and I actually kind of like the feeling of being rushed, because that’s when my best work is done. Considering that my workload is steadier now than what I’m used to, it’s far more difficult to wait until the last second, especially when you have at least two things due for every class on Sunday night. So now, on every Monday night, when the week is posted, I sit and plan out in my agenda what assignments I will be doing on what days. This is helpful to me because with work and my night class, things tend to slip through my fingers and I forget about them. Another way I plan things out is, even when I have an assignment that does not require an outline for grading purposes, I make one anyways for a guide of what and how I’m going to complete the given task. Honestly, this class has made my life a lot easier because now, I’m not frantic when it comes to planning and getting things done. I don’t fret that I won’t make a specific deadline because I usually already have it done in the beginning of the week, so when the week is over, all I have to do is submit it. By doing this, it has helped me so much not just educationally but personally. I feel more in control of my life and less stressed about situations, that would normally cause me to panic.
Out of everything this class has taught me, the biggest achievement would have to be that my ability to write and research has grown drastically. Like I stated in the beginning, the first essay I wrote in this class definitely was a huge hit in the face. After that, I looked through different student examples that you provided and I also found some on my own. In high school, annotated bibliographies were always very challenging to me. I never liked to read the long articles and then summing them up were even worse. However, with these articles, there’s no way possible you can just skim over paragraphs. You actually have to put in the effort and read, or there is no way you’re going to get an accurate representation of the article as a whole. It was very time consuming and it took me at least seven hours to write my annotated bibliography for our argumentative essay, but I received one of the highest grades in the class, so the pain was definitely worth it. Like I stated earlier, the grading system is much different than what my generation is used to. So I feel very accomplished knowing that my grade is a ninety-four and on every paper I’ve made an A plus. Writing has become more of a second nature to me and I have this class and Mrs. Keffer to thank for that.
For this being my first college class, it was very overwhelming, yet one of the best experiences of my life. It not only has helped me grow as a student, it’s helped me transform myself into a more stress-free and organized person. I now plan my days out and know when things need to be done and I do them accordingly. Was this a difficult process, absolutely. However, difficult experiences are the ones that bring forth more knowledge.