In a recent assignment for the School of Public Health’s “Community-Based Approaches to Public Health” course, a group of undergraduate students tackled the Black maternal mortality crisis—not with a paper or a slide deck, but with a podcast. They opened with music and an engaging welcome, followed by a data-backed discussion of structural racism and community-based interventions, such as the use of doulas. Their delivery was confident, terminology thoughtful—and passion, well, audible.
The assignment was part of a larger effort to bring creativity and student voices into the Bachelor of Science in Public Health curriculum through multimedia storytelling. Instead of writing a final paper, students in the course—taught this past spring by Jason Deakings, PhD, and Grace Drnach-Bonaventura, EdD, both assistant professors of behavioral and community health sciences—worked in groups to produce brief podcasts exploring pressing health issues in specific communities.
The idea came about when Deakings joined the faculty and was asked to teach the course. “The course had a solid curriculum—papers, exams, theory—but I wanted to add something fun,” he said. “We needed a project that helped students tie everything together and brought out their voices.”
Podcasting, he thought, would hit the mark. “This generation is fluent in media. Even if it’s not visual, audio lets them express themselves and think more deeply about the concepts of community health.”
Each student group selected a public health topic—ranging from climate change and environmental health to substance use problems and mental health—and a community to anchor their discussion. Then, they got to work researching evidence-based interventions, discussing course concepts and recording 10-minute podcasts—some were so excited they went much longer.
“Working on this podcast was an enriching experience that helped me reflect on how college impacts both my own mental health and that of my peers,” said Swechya Baral, a senior, whose group focused on mental health. “It made me realize that even the most put together students can be struggling through it all, and that we all experience and cope with things like stress and anxiety differently. It was a great reminder of the importance of empathy and breaking the stigma around mental health on campus.”
Students interviewed each other and a few included outside experts. Many used the University’s Center for Creativity’s podcast studio, and several got creative with editing platforms like Canva.
Rather than giving detailed technical instructions, Deakings and Drnach-Bonaventura provided a rubric focused on clarity, creativity and integration of course content. For Drnach-Bonaventura, the podcasts opened a door to more inclusive engagement in the classroom.
“Not every great public health student is a strong writer,” she said. “This gave students with vocal presence and creativity a platform to show what they know. I didn’t put as much emphasis on aspects such as APA [American Psychological Association] citations—I cared whether they could explain a community’s history and apply what we’d discussed all semester.”
Many podcasts exceeded expectations. Some groups included music and sound effects; others scripted brief scenes to draw listeners in. “You could tell who was really engaged just by the tone of their voice,” Deakings added. “It really sparked for me that we need to do more things like this because it can challenge the folks who are more interested in writing papers but also gives those who may not be the best at paper writing or formal academic projects, a chance to shine.”
Student feedback was overwhelmingly positive, with many preferring the podcast to more traditional assignments. Several even gave permission for their work to be shared more broadly.
“As we were working on the [mental health] podcast, I firmly believe that it became less of a final project, but more of a reflection of how many students at Pitt feel,” said BSPH junior Guillermo Cruz. “The podcast served as a conduit to allow students not just to feel heard, but also to feel that their mental health deserves to be prioritized and recognized. For me personally, knowing that this podcast was made with the intent of crossing that bridge, creating that connection with so many other students, enriched the entire experience of both the assignment and the podcast itself.”
The instructors hope to build on that enthusiasm.
“There’s so much potential,” said Drnach-Bonaventura. “We could create a vetted podcast library (and) use it to highlight public health, outreach or recruitment—it’s a way to showcase our students and get their work into the world.”
Plans are already in motion to continue and expand the format. Beth Hoffman, PhD, assistant professor of behavioral and community health sciences, who helped with the spring course and is teaching it this fall, has also adopted and is enhancing podcasting for the fall semester. All three instructors are exploring ways to incorporate more experiential learning across the curriculum. For them, it’s not just about teaching public health—it’s about empowering students to find their voice.
“Ultimately,” said Deakings, “we’re preparing students not just to understand public health—but to communicate it. Podcasting helps them build those skills in a way that’s creative, personal and real. You can hear the passion come through.”
-Clare Collins