Educational Video Game Instructional Unit Report – IU4
Revised Lesson Materials:
Introduction
In the previous Instructional Unit (IU3), initial instructional materials were developed based on the instructional strategy, performance objectives, and audience analysis conducted earlier. In IU4, the focus shifts to evaluating these materials through formative assessments to ensure their effectiveness. This process includes a Subject Matter Expert (SME) review and a one-to-one evaluation, but not a small group evaluation because of the brevity of the prototype. The goal of this instructional unit is to systematically assess and refine the materials, improving their alignment with the instructional goal and ensuring they effectively meet the needs of the target audience.
Through a series of evaluations, feedback was gathered to revise and enhance the instructional materials, ensuring they are suitable for the intended learners and content. This IU report will present the results from these formative evaluations and outline the revisions made to the lesson materials based on this feedback.
Instructional Goal
Advocacy Skills: Learners will be able to advocate for social change and support marginalized individuals.
Specific Goals:
Students will be able to . . .
- list relevant social service entities and community associations in their communities and recall their purposes.
- interpret data and criticize infrastructure offerings in their communities.
- select research support and develop and formulate arguments to appeal to a broad community audience.
Subject Matter Expert Review
Introduction. My Subject Matter Expert was Christine Kay Oakley, MPH PhD, of the Palouse Alliance, United Way of Whitman County, Pine Creek Community Restoration Long Term Recovery Organization. I emailed her IU3, and she commented on it.
Subject Matter Expert Review Summary.
SME Review Summary Table
| STEPS | SME’s Comments | My Response |
| Step 1: Introduction | The SME worried that we were creating deserving and undeserving houseless characters since only David was receiving help. | The representation of other houseless characters in the introduction is meant to highlight the pervasiveness of houselessness and the desperate needs of those in this condition. We will bring these same characters into play later on, showing them in a more positive light as they benefit from outreach efforts. |
| Step 2: Library Database | The SME thought the database was a good idea but said that 211 did not work everywhere as well as it should because it was locally funded. | I will keep 211 in because it may draw attention to the local entities and help increase funding. I’ll make a point of raising this issue in the game. |
| Step 3: Quests | The SME thought the plot was good and appreciated the storyline. However, she said we should not use the term “therapist” for what she referred to as being the role of “navigator.” | Navigator is too sterile. I will call them “Street Heroes.” |
| Step 4: Conclusion | The SME noted that we used a behaviorist approach to solve what is at least partially a structural problem. | Even with housing, the severely mentally ill would still require outreach. I will make it a point to clarify this in the game. |
Synopsis.
Short-Term Changes:
1. Introduction – Representation of Houseless Characters:
– Change: Include a clearer explanation early in the game about the diverse needs of the houseless community and how the game will address other characters later on.
– Purpose: Ensure players understand that David is one focus of the game. The larger issue of houselessness is addressed by including other characters who will also benefit from outreach efforts.
2. Library Database – 211 System:
– Change: Highlight the limitations of the 211 system in the game, particularly that it varies in effectiveness due to local funding disparities.
– Purpose: Educate players about the importance of funding and support for local systems like 211, drawing attention to the need for local advocacy.
3. Quests – Term for Outreach Workers:
– Change: Implement the term “Street Heroes” instead of “Street Therapists” or “navigators” in the game’s narrative.
– Purpose: Create a more engaging and meaningful title for outreach workers that resonates with players and emphasizes their vital role.
4. Conclusion – Clarifying Structural Issues:
– Change: Clarify in the dialogue or narrative that housing alone cannot solve all problems, and outreach efforts are still necessary for individuals with severe mental health issues.
– Purpose: Balance the focus between individual behavioral solutions and systemic issues, showing the complexity of houselessness and mental health.
Long-Term Changes:
1. Introduction – Expanded Character Representation:
– Change: As we expand the game, integrate more houseless characters who receive help and show various support pathways beyond David’s story.
– Purpose: Provide a broader narrative that reflects the diverse experiences and solutions for houseless individuals, reinforcing the game’s social message.
2. Library Database – Future Localized Content:
– Change: We will recommend supplementing the game with dynamic content or updates that reflect the local services and funding realities in different geographical regions.
– Purpose: Make the game more adaptable to different locales, potentially increasing its relevance and educational impact in various communities.
3. Quests – Evolving Roles for “Street Heroes”:
– Change: As we further develop the game, deepen the “Street Hero” character roles by exploring different aspects of outreach work and adding more complex interactions with the community.
– Purpose: Build depth into the role of outreach workers, making them key to various storylines and demonstrating their multifaceted support.
4. Conclusion – Structural Problem Awareness:
– Change: In future iterations, add content to the library databases that more explicitly address structural issues, such as policy reform, community-driven solutions, and systemic outreach programs. Make sure to include these findings in dialogue choices made by the player.
– Purpose: Create a balanced approach that acknowledges both the need for individual outreach and broader societal changes to combat houselessness.
One-to-One Evaluation
Introduction. My Learner was Richard Chavez, a 55-year-old high school graduate. I sent him portions of the narrative based on his choices. So, in essence, he “played” the prototype.
One-to-One Evaluation Chart
| STEPS | My Observations | My Response |
| Step 1: Introduction | Rich said he empathized with the houseless character David and was interested in helping him. | This is good. Based on the SME’s concern about representations of other houseless characters, we will reintroduce them in a more sympathetic light, as we did David. |
| Step 2: Library Database | Rich read over the mockup library mini-game. However, he said that without actually playing the game with the database in it, he could not make a clear assessment of how it might work for him. | I have written an outline for the writer to follow and will insert it in this IU. After the writer fleshes it out, I will add it to IU3. |
| Step 3: Quests | When Rich realized the community health meter only went up by one when he asked for an alternative solution instead of a bureaucratic solution in the introductory scenario, he changed his mind. | Given that the ideal solution of the game is to integrate society’s resources for mental illness and housing, this should be clarified in introductory student guidance to the game so that students can respond “correctly” here. |
| Step 4: Conclusion | Rich had noted earlier that the game’s goal was to give him a skill set that would help him personally if met. | I designed the lesson to empower learners to take small but meaningful steps, which could inspire confidence that relevant actions are within their grasp. |
Revised Lesson Materials
Narrative Changes:
All references to Street Therapist changed to Street Hero in the original lesson plan (IU3), and Housing First changed to Housing Second so as not to confuse students with the real organization in Los Angeles; otherwise, the original lesson plan is to remain intact except for the following changes:
Cutscene Storyboard:
FROM: A prototype for the opening cutscene is being created and should be available for viewing by October 14, introducing David and the key challenges he faces in the game. This will set the stage for player engagement and emotional connection. The scenes appear after the next entry.
TO: A prototype for the opening cutscene is currently being developed and will be available by October 14. This cutscene introduces David and his key challenges in the game, laying the foundation for player engagement and an emotional connection. This scene will immerse players, setting up the broader narrative of advocacy and support for those in need.
Dialogue Tree Prototype:
FROM: A sample dialogue tree has been designed and is contained in the prototype whose narrative appears below, showing how players will interact with NPCs such as David or the shelter worker. These conversations offer narrative progression, background information, and learning moments, teaching players about advocacy and decision-making.
TO: A sample dialogue tree has been implemented into the prototype, featuring interactions between the player and NPCs such as David or the shelter worker. These conversations drive the story forward, provide background information, and present learning moments focusing on advocacy and decision-making. Players are given opportunities to explore different approaches to supporting those in need. Below is a link to IU3 beginning at Scene 1, which contains the unchanged scenes from the prototype:
Mini-Game Mockup:
FROM: An early mockup of a mini-game has been developed where players mine the library’s databases. The mini-game reinforces the importance of understanding community resources and navigating bureaucratic systems. Through dialogue with the librarian and notes or comments made by the player’s character Maria as she researches, the student is guided through the findings and their implications.
TO: A mockup of a mini-game has been developed in which players navigate a library database to gather information on local social services. This mini-game emphasizes the importance of understanding community resources and working within bureaucratic systems. Dialogue with the librarian and in-game prompts guide the player through research findings and their implications.
Additions to the Library Database:
The old database is at IU3, and additional items to be included in the database appear here:
https://www.hud.gov/findshelter
Report Analysis: The HUD Find Shelter tool helps people find essential resources like shelters, food pantries, health clinics, and clothing across the U.S. Users can search by location to get information on services available in their community. The site also offers guidance for individuals at risk of houselessness, including long-term housing plans, rental assistance, and ways to connect with local support organizations. It provides an easy way to access resources that help with basic needs and housing security.
Comments/Notes: Maria notes this as a critical resource for individuals like David who need immediate shelter and essential services. Maria interprets this as an opportunity for sustained support, helping those like David transition from temporary shelter to permanent housing.
Report Analysis: Housing First is a program that focuses on providing stable housing to people experiencing houselessness without requiring them to meet certain conditions, like getting treatment for mental health or substance use first. The idea is that having a home is the foundation for improving one’s life. This approach has proven successful in helping people stay housed and improving their well-being. It saves money by reducing the use of emergency services. Programs like Permanent Supportive Housing and Rapid Re-Housing are part of this model.
Comments/Notes: Immediate Shelter Without Conditions: Maria appreciates that Housing First prioritizes getting people off the streets and into stable housing without preconditions, such as sobriety or mental health treatment, which would benefit someone like David. Supportive Services: Maria notes that the program offers ongoing support, including mental health and substance use counseling, which aligns with her goal of holistic care for the houseless. Cost-Effective: The program saves money by reducing reliance on emergency services, a point Maria could use when advocating for its expansion.
Addition of Scene 4:
Scene 4 – “Meeting Other Key Characters”
Objective:
Maria meets Susan, Tim, and Elvira at City Hall, as advised by Danny. The goal is to engage with these key NPCs to build support for David and others in similar situations, advancing the Street Hero program.
Cutscene: Introduction to Susan, Tim, and Elvira
- Narrative:
Maria arrives at City Hall and finds Susan, Tim, and Elvira together. It turns out they know each other from serving on the housing commission, and they discuss how they can help the houseless community. Each character expresses their willingness to assist with what Maria comes to call the Street Hero program. The cutscene ends with Susan inviting Maria to come to the library to learn more about relevant programs in Los Angeles.
Gameplay:
Library Scene – Integrating Data Mining
This is not a cutscene. It is gameplay mixed with cutscenes, which means there have to be dialogue options and the ones that appear below are the correct options but should not be the only ones. The incorrect options should solicit the same response from Susan, like Mmm, Hmm. Or something like that.
Objective:
Maria visits the library to gather data about houselessness and support programs. The research she gathers will help her build strong, evidence-based arguments in her conversations with Elvira and Tim.
- Initial Interaction with Susan:
- Objective:
Susan introduces Maria to the library’s data mining tools and provides access to reports on houselessness and mental health. - Dialogue Example:
- Maria: “Susan, I’m trying to make the Street Hero program as effective as possible. Do you know where I can find more information about similar programs?”
- Susan: “Of course. We have some great resources here. You can use our data mining tools to pull information on houselessness and mental health initiatives. But first, you should research the County of Los Angeles Homeless Initiative.”
- Objective:
- Research Mini-Game:
- Step 1: Dataset Selection:
Maria selects key reports to analyze, including (there should be links to these):
- Step 1: Dataset Selection:
After these reports have been read, it switches to a cutscene containing the action below:
- Step 2: Data Analysis:
Maria takes notes after reading these three articles:- Direct Engagement: Building trust with houseless individuals through consistent, compassionate outreach.
- Collaborative Teams: Working with health, housing, and outreach services to provide holistic care.
- Focus on Vulnerable Populations: Prioritizing individuals with severe mental health issues or involvement in the criminal justice system.
- Step 3: Report Compilation:
Maria compiles a report that highlights:- Effective outreach programs.
- The success rates of mental health interventions.
- The importance of non-criminalization and community collaboration in helping houseless individuals.
End of cutscene.
- Gameplay Impact:
- Meters Affected:
- Community Trust Meter: +5 points for gathering insights that address the community’s concerns.
- Political Support Meter: +4 points for obtaining evidence to back the Street Hero program in future discussions with Tim.
- David’s Health Meter: +3 points as the insights help shape services that directly benefit David.
- Bar Graph:
More resources are likely to be directed toward Housing and Social Services based on Maria’s report findings. (+3 points toward both categories)
- Meters Affected:
Gameplay:
Mini-Episode with Elvira – “Safety and Compassion”
Objective:
Maria meets with Elvira to discuss balancing public safety with outreach efforts. She uses insights from the library session to argue that both can coexist without criminalizing houseless individuals.
- Dialogue with Elvira:
- Objective:
Maria presents data to Elvira showing that combining safety with compassionate outreach, as seen in the Los Angeles program, can be effective. - Dialogue Example:
- Maria: “Elvira, I’ve been looking at data from programs in Los Angeles. They found that by integrating outreach and safety efforts, they were able to build trust with the houseless community without criminalizing them.”
- Elvira: “That’s interesting. I’ve seen too many people fall through the cracks because they feel targeted. I support your program, but we need to make sure that safety is still a priority.”
- Maria: “We can do both. If the Street Hero program works alongside community safety teams, we can make people feel safe and supported without pushing them away.”
- Objective:
Once this exact dialogue combo is hit it triggers the following choice:
- Impact on Gameplay:
- Decision Time:
Maria can choose whether to integrate the Street Hero program with local law enforcement or focus solely on outreach.- If Maria works with law enforcement:
- Political Support Meter: +5 points as safety concerns are addressed.
- Bar Graph: +4 points toward Safety as resources are allocated to maintain order during outreach.
- If Maria focuses on outreach:
- Community Trust Meter: +6 points as the program remains focused on compassionate outreach.
- Bar Graph: +4 points toward Social Services, emphasizing direct aid and mental health support for homeless individuals.
- If Maria works with law enforcement:
- David’s Health Meter: +4 points if Maria maintains the program’s focus on building trust, which makes David feel safer and more willing to engage with services.
- Decision Time:
Mini-Episode with Tim – “Formalizing the Street Hero Program”
Objective:
Maria meets with Tim to discuss how political backing and policy changes can secure long-term housing support for the Street Hero program. She uses data from her library research to support her case.
- Dialogue with Tim:
- Objective:
Maria advocates for policy changes to integrate housing with mental health support, using her research to show how it benefits the houseless population. - Dialogue Example:
- Maria: “I’ve been researching similar programs, and the data shows that integrating housing with mental health support leads to better outcomes for the houseless community.”
- Tim: “I’ve seen some of that data too. If we can align the Street Hero program with these findings, we might be able to push for more housing initiatives.”
- Maria: “Exactly. If we can secure more funding and policy changes, we can provide not just temporary shelter, but long-term housing solutions for people like David.”
- Objective:
- Impact on Gameplay:
- Meters Affected:
- Political Support Meter: +6 points as Tim agrees to back the program and advocate for formal housing policies.
- David’s Health Meter: +5 points as Maria secures support for stable housing solutions that will provide a safe place for David to stay.
- Community Trust Meter: +3 points if Maria presents her case in a way that balances both institutional support and community needs.
- Bar Graph: +6 points toward Housing as Tim secures resources for long-term housing solutions, aligning with Maria’s research findings.
- Meters Affected:
Conclusion:
Decision:
Maria must now decide how to move forward with organizing support for the Street Hero program.
- Path A: Formal Meetings
Structured meetings with city officials and key stakeholders.- Pros:
- Political Support Meter: +5 points.
- Bar Graph: +4 points toward Housing, as formal backing secures resources for long-term solutions.
- Cons:
- Community Trust Meter: -3 points as grassroots members feel disconnected from the formal process.
- Pros:
CUTSCENE FOR ANIMATOR: Show structured meetings with city officials and key stakeholders. Just describe this a bit for the animator. Make sure to end it all on the same spot as Path B, with Maria going to her car.
- Path B: Informal Gatherings
Casual events in the community to build trust and support.- Pros:
- Community Trust Meter: +5 points as the community feels more involved and connected.
- Bar Graph: +4 points toward Social Services and Safety, as informal gatherings focus on immediate needs.
- Cons:
- Political Support Meter: -2 points, as informal events may not gather as much institutional backing.
- Pros:
CUTSCENE FOR ANIMATOR: Show casual events in the community to build trust and support. Just describe this a bit for the animator. Make sure to end it all on the same spot as Path A, with Maria going to her car.
Addition of Classroom Lesson Plan:
Lesson Plan: Exploring Social Advocacy Through Interactive Gameplay and Technology Integration
Objective:
Students will use interactive gameplay and multimedia tools to engage in social advocacy, making informed decisions in the context of houselessness and mental health. Through in-game scenarios and real-world connections, students will develop skills in problem-solving, advocacy, and community-building.
Part 1: Introduction to Social Advocacy in the Context of Houselessness
Learning Goal:
- Understand the basics of houselessness and mental health advocacy.
- Learn how community resources and advocacy can improve the well-being of individuals in need.
Activities:
1. Introduction Video
- Tools: Camtasia, Adobe Spark
- Activity: Show a brief instructional video introducing the themes of houselessness, mental health, and community support. Use narrative storytelling from Finding a Place in the Sun to highlight key issues.
2. Pre-Game Quiz
- Tools: Google Forms, Kahoot, or Quizlet
- Activity: Administer a pre-game quiz assessing students’ initial understanding of advocacy, houselessness, and mental health.
Part 2: Engaging in the Game: Decision-Making and Advocacy
Learning Goal:
- Analyze the consequences of decisions made within an interactive environment.
- Explore different approaches to advocacy and community building.
Activities:
1. Interactive Gameplay
- Tools: Godot Engine, LMS Integration (Canvas, Moodle, Google Classroom)
- Activity:
- Students play through Scene 1 and Scene 2 of Finding a Place in the Sun. They make decisions that affect David’s health and the community.
- Players are prompted to choose between advocating for David in real-time (e.g., stepping in to stop the bullying or helping him with shelter for the night).
2. Reflective Journal Entries
- Tools: Google Docs, Microsoft Teams
- Activity:
- After each scene, students write reflections on their decision-making process:
- What decision did they make?
- How did it impact David and the community?
- What would they do differently?
- After each scene, students write reflections on their decision-making process:
Part 3: Data Mining and Advocacy Campaigns
Learning Goal:
- Research and analyze data to inform advocacy decisions.
- Build evidence-based arguments for community-driven solutions.
Activities:
1. Research in the Library Scene (Data Mining Gameplay)
- Tools: Twine or Ink for narrative integration; Tableau for data visualization
- Activity:
- Players engage with NPC Susan in the library, using data mining tools to gather real-world information on houselessness and mental health initiatives.
- They analyze datasets (such as at Census.gov) to help formulate strategies for the Street Hero program.
2. Advocacy Campaign Design
- Tools: Canva, Adobe Spark
- Activity:
- Using research from the game, students design an advocacy campaign aimed at raising awareness about houselessness and the importance of the Street Hero program.
- Campaign materials include posters, flyers, and social media posts.
Part 4: Real-World Application and Reflection
Learning Goal:
- Apply in-game learning to real-world community issues.
- Reflect on the effectiveness of advocacy strategies.
Activities:
1. Mock Town Hall Meeting
- Tools: Zoom, Google Meet
- Activity:
- Students participate in a virtual town hall, presenting their advocacy campaigns to classmates and discussing potential solutions for houselessness.
- This role-playing exercise helps students practice public speaking and persuasion.
2. Post-Game Quiz and Reflection Survey
- Tools: Kahoot, Quizlet, Google Forms
- Activity:
- A post-game quiz assesses knowledge retention and understanding of key concepts in advocacy, houselessness, and community-building.
- Students complete a reflection survey on their experiences during gameplay and what they learned.
Assessment and Evaluation:
- Quizzes and Knowledge Checks: Pre- and post-game quizzes will measure students’ understanding of houselessness, mental health, and advocacy strategies.
- Reflection Journals: Students will be assessed on their ability to reflect critically on their in-game decisions and real-world applications.
- Advocacy Campaign: Students will be evaluated on the creativity and effectiveness of their advocacy campaigns, using multimedia tools to demonstrate their learning.
- Participation in Mock Town Hall: Students’ ability to present arguments, collaborate, and engage in meaningful discussions will form part of the assessment.
Technological Integration:
Learning Management System (LMS) Integration:
- Track player progress and deliver supplemental materials through Canvas, Blackboard, or Google Classroom.
Game Development Tools:
- Godot Engine allows for interactive decision-making gameplay, connecting choices to real-world advocacy lessons.
Multimedia Tools:
- Adobe Spark and Canva enable students to create advocacy materials that can be shared as part of real-world advocacy exercises.
Data Visualization Tools:
- Tableau is used to visualize in-game outcomes and real-world data on houselessness, helping students connect their actions in the game to broader social issues.
Final Project: Service Learning and Community Mapping
1. Service Learning Project:
- Students participate in local advocacy efforts such as volunteering at shelters, organizing community events, or supporting outreach programs.
2. Community Mapping Activity:
- Using Google Maps or a similar tool, students create a map of local resources, shelters, and mental health services, comparing these real-world assets to the in-game environment.
By integrating decision-making scenarios, role-playing, and advocacy campaigns, this lesson plan connects in-game experiences with real-world learning, empowering students to engage in meaningful advocacy and community support.
Addition of Quizzes:
Pre-Game Quiz: Understanding Houselessness and Advocacy
Objective: Assess students’ initial knowledge of houselessness, mental health advocacy, and community-building before engaging in the game.
- What is the primary cause of houselessness in the United States?
a) Lack of affordable housing
b) Addiction
c) Mental illness
d) Job loss
(Correct answer: a) Lack of affordable housing) - Which of the following is a key component of effective mental health advocacy?
a) Punishing those with mental illness
b) Providing access to healthcare and social support
c) Ignoring the problem and hoping it improves
d) Enforcing strict laws against houseless people
(Correct answer: b) Providing access to healthcare and social support) - What is an important first step in creating a community-based advocacy program?
a) Collecting data and understanding the community’s needs
b) Passing new laws without consulting the community
c) Reducing shelter capacity to cut costs
d) Asking only city officials for their opinions
(Correct answer: a) Collecting data and understanding the community’s needs - True or False: Shelters are always a permanent solution to houselessness.
(Correct answer: False) - Which type of community service is most effective in helping houseless individuals with mental health challenges?
a) Street outreach programs
b) Police enforcement
c) Imposing curfews
d) Reducing public spaces
(Correct answer: a) Street outreach programs) - What does “housing first” mean in the context of houselessness?
a) Prioritizing finding jobs before housing
b) Providing immediate access to permanent housing without preconditions
c) Offering temporary shelters as a long-term solution
d) Giving food and clothing but no housing support
(Correct answer: b) Providing immediate access to permanent housing without preconditions) - How can data mining help in advocating for houseless individuals?
a) It can track people’s movements and whereabouts
b) It can help identify patterns and gaps in services and resources
c) It increases the stigma surrounding houselessness
d) It provides no value for community support
(Correct answer: b) It can help identify patterns and gaps in services and resources) - What is the role of a community outreach program in supporting mental health?
a) Isolating individuals to ensure they do not disrupt the community
b) Building trust and providing consistent care and support
c) Avoiding engagement with those who refuse help
d) Focusing on punishment for those living on the streets
(Correct answer: b) Building trust and providing consistent care and support)
Post-Game Quiz: Advocacy and Social Justice Reflection
Objective: Evaluate students’ understanding of key concepts in advocacy, mental health, and houselessness after completing the game.
- What impact does consistent community outreach have on the health and safety of houseless individuals like David in the game?
a) It worsens their situation
b) It helps build trust and improves access to services
c) It leads to their eviction from public spaces
d) It only benefits the police
(Correct answer: b) It helps build trust and improves access to services) - Which decision in the game directly impacts David’s mental and physical health?
a) Giving him Nicorette gum
b) Allowing him to sleep on the streets
c) Sending him to a police-run shelter
d) Ignoring his need for medication
(Correct answer: a) Giving him Nicorette gum) - How did Maria’s actions in the game influence the community’s view of the Street Hero program?
a) Her decisions harmed the community
b) They helped gain trust and political support
c) The program was completely ignored by the community
d) It led to stricter regulations on houseless individuals
(Correct answer: b) They helped gain trust and political support) - Which of the following is a lesson learned from the data mining process in the game?
a) Data is useless for advocacy
b) Outreach programs are ineffective
c) Researching and analyzing data can inform effective advocacy strategies
d) Government agencies always have the best solution
(Correct answer: c) Researching and analyzing data can inform effective advocacy strategies) - What role do political support and community trust play in successful advocacy campaigns?
a) They are unnecessary if you have enough money
b) They are critical for long-term solutions
c) They are helpful but not required
d) They only benefit politicians, not the community
(Correct answer: b) They are critical for long-term solutions) - True or False: Maria’s informal community gatherings were less effective than her structured meetings in gaining trust from the community.
(Correct answer: False) - How does integrating housing with mental health support benefit houseless individuals?
a) It increases their dependence on shelters
b) It provides a more holistic approach to addressing both their housing and health needs
c) It creates more bureaucratic barriers
d) It doesn’t significantly impact their well-being
(Correct answer: b) It provides a more holistic approach to addressing both their housing and health needs) - What was the most important factor in securing political support for the Street Hero program?
a) Avoiding conversations with key stakeholders
b) Researching and presenting data on successful programs in similar communities
c) Making promises that could not be fulfilled
d) Focusing solely on public safety without addressing mental health needs
(Correct answer: b) Research and presenting data on successful programs in similar communities)
M.Ed. Educational Technology Program 