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Graduate Course Proposal Form Submission Detail - PHC6303
Tracking Number - 5098

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Current Status: Removed from DB by orginator -
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): Remove prereq: CHM 3610C Intermediate Inorganic Chemistry
Comments: withdrawn by COPH 12/4/15

Detail Information

  1. Date & Time Submitted: 2014-10-15
  2. Department:
  3. College: PH
  4. Budget Account Number:
  5. Contact Person: Amy Stuart
  6. Phone: 8139746632
  7. Email: astuart@health.usf.edu
  8. Prefix: PHC
  9. Number: 6303
  10. Full Title: Community Air Pollution
  11. Credit Hours: 3
  12. Section Type: -
  13. Is the course title variable?:
  14. Is a permit required for registration?:
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?:
  18. Abbreviated Title (30 characters maximum):
  19. Course Online?: C - Face-to-face (0% online)
  20. Percentage Online: 0
  21. Grading Option: R - Regular
  22. Prerequisites: CHM 3610C
  23. Corequisites:
  24. Course Description: A study of air pollution. Emphasis is given to principles underlying our understanding of ambient air pollution, its sources, its effects, and mechanisms for its management.

  25. Please briefly explain why it is necessary and/or desirable to add this course:
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
  29. Objectives: Upon completion of this course, the student should be able to:

    1. Discuss several types of air pollution problems and the chemistry and physics affecting them.

    2. Discuss (physical, chemical, biological, and social) mechanisms leading to impacts of air pollution on human health, welfare, and the environment.

    3. Discuss air pollution management practices (regulations, strategies).

    4. Analyze (quantitatively and qualitatively) impacts of air pollution management decisions on air quality, human health, and the environment.

    5. Select methods for measurement, control, and prevention of air pollution.

    6. Synthesize and evaluate knowledge on air pollution topics in written and oral form.

  30. Learning Outcomes: MPH Competencies in Environmental Health, USF College of Public Health

    • Describe natural and engineered environmental systems and their interrelationships with human activities and human health;

    • Relate the history of environmental health issues to current practices and policies;

    • Apply technical knowledge and skill for the prevention and/or control of specific environmental health problems;

    • Communicate orally and in writing relevant information concerning environmental health issues;

    • Identify scientific, cultural, political and ethical practices and decisions that may have adverse effects on at-risk human populations or the sensitive ecosystems on each geographical scale;

    • Decide between alternatives, or strategies, to minimize or alleviate adverse environmental impacts;

    • Interpret published environmental health research findings

    MSPH Competencies in Environmental Health, USF College of Public Health

    • Develop laboratory and field sampling and analyses skills, and data analyses and interpretation skills, to answer a research hypothesis;

    • Communicate orally and in writing research implications, methods, results, and conclusions

    • Interpret published environmental health research findings;

    Discipline-specific MPH Core Competencies in Environmental Health Sciences, Associated Schools of Public Health1 (ASPH)

    • Describe the direct and indirect human, ecological and safety effects of major environmental and occupational agents.

    • Describe federal and state regulatory programs, guidelines and authorities that control environmental health issues.

    • Specify approaches for assessing, preventing and controlling environmental hazards that pose risks to human health and safety.

    Interdisciplinary/Cross-cutting MPH Competencies in Communication and Informatics, ASPH

    • Demonstrate effective written and oral skills for communicating with different audiences in the context of professional public health activities.

    • Use information technology to access, evaluate, and interpret public health data.

    Interdisciplinary/Cross-cutting MPH Competencies in Leadership, ASPH

    • Engage in dialogue and learning from others to advance public health goals.

    • Demonstrate team building, negotiation, and conflict management skills.

    • Develop strategies to motivate others for collaborative problem solving, decision-making, and evaluation.

    Interdisciplinary/Cross-cutting MPH Competencies in Professionalism, ASPH

    • Describe how social, behavioral, environmental, and biological factors contribute to specific individual and community health outcomes.

    • Apply evidence-based principles and the scientific knowledge base to critical evaluation and decision-making in public health.

    Interdisciplinary/Cross-cutting MPH Competencies in Systems Thinking, ASPH

    • Analyze the effects of political, social, and economic policies on public health systems at the local, state, national, and international levels.

  31. Major Topics: History and scope of air pollution

    Air pollution sources and emissions

    Atmospheric motion and pollutant transport

    Aerosols and particulate matter

    Gaseous pollutants and photochemical smog chemistry

    Measurement and monitoring of air pollution

    Acid deposition and visibility impairment

    Stratospheric ozone depletion and climate change

    Air pollution regulations

    Abatement and control of air pollution

    Human exposures and health effects or air pollution

    Toxicology and epidemiology of air pollution

    Air pollution risk assessment

    Special topics (as time allows)

  32. Textbooks: Required textbook:

    Air Pollution and Global Warming: History, Science, and Solutions. Second Edition, by Mark Z. Jacobson, Cambridge University Press.

  33. Course Readings, Online Resources, and Other Purchases: Readings may also be drawn from other sources, many of which are on course reserve at the main USF library.

    Students are encouraged to use whatever legal mechanisms work for their personal situation (e.g. financial resources) to access the reading materials. For example, mechanisms include physical or electronic book purchase or rental, physical and electronic libraries, book sharing, and book borrowing.

    Required readings for each content area will be listed on the Canvas course website. Student should do the required reading for each content topic in preparation for class on that topic (not after) in order to be adequately prepared to participate in class. Material from the required readings is subject to inclusion on the exam(s), whether or not it was explicitly discussed in class.

  34. Student Expectations/Requirements and Grading Policy: + and – grades will be used. The course is graded on a curve, with natural divisions in the earned scores leading to divisions in the letter grades. The mean or median score is typically used to set the cut-off score between a B and a B+. The percentage contributions of each assessment category are:

    Project 40%

    Final Exam 40%

    Class Participation 20%

    Deliberate practice problems are not graded; they are a learning and self-assessment tool.

  35. Assignments, Exams and Tests: Project: Each student team (or student, depending on the number of students enrolled) will prepare a report and give a presentation on an air quality topic of interest. A one-page topic abstract (with references) and a detailed outline are due early in the semester. Refined drafts will also be submitted for peer review. Safe-Assignment and other plagiarism checking methods may be used.

    Final Exam: The final exam will occur during the USF scheduled final exam time. Questions will include quantitative calculations, quantitative and qualitative diagrams, short answers, and essays.

    Class Participation: All students are expected to participate in class by regularly attending, by preparing well (through assigned readings and deliberate practice work), and by actively participating in discussions and activities (including presentation of deliberate practice solution approaches to the class). Class participation assignments will also include preparation of materials for presentation, discussion, and other in-class activities. Class participation credit can also be gained by cutting out, discussing with the class, and handing in news articles and comics on air quality issues. All students are expected to bring in and discuss at least one article during the course.

    Deliberate Practice Self-Assessments: Research indicates that high-level learning requires deliberate practice. Deliberate practice involves mentally demanding (i.e., challenging, requiring full mental focus) and repeated work, followed by self-observation and reflection on performance. Practice work problems related to the course topics, including quantitative calculations and written short answer problems will be provided on a regular basis for student practice through the course Canvas site. Brief answers to the problems will also be provided approximately one week later for student self-assessment. Answers provided will not include the methods used to obtain the answer (just the answer itself). Note that if you do not do the work yourself, the answers are unlikely to be useful to learning or exam preparation. Additionally, students will regularly be asked to present their solution methodology or solution attempts to the class as a part of class participation (discussed above). Students are strongly encouraged to do all practice problems before the answers are made available, so that self assessment can be performed and learning can occur. It is typically necessary to do this in order to earn an A in the class. Additional instructor assistance with solution methods can be obtained by attending office hours.

  36. Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

  37. Policy on Make-up Work: Missing important scheduled meetings and submitting late work is rarely acceptable in the professional world. Therefore, students are expected to turn in assignments on time and to be present to take the exam(s). If a student cannot be present for the scheduled exam date(s), s/he is required to inform the instructor of the conflict by the second class meeting, so that alternate arrangements can be made. Such arrangements will be made only for very compelling reasons. Some university-regulated excuses include disability-related conditions, observance of major religious holidays, and official participation in university-sponsored athletic events. Students who anticipate missing an exam for these reasons should provide the official paperwork or written notice (for religious observance) to the instructor by the second class meeting. Late assignments will not be accepted. If a student misses a class or anticipates missing a class, s/he is responsible for contacting a fellow student to get any needed information or announcements.
  38. Program This Course Supports: MPH - EVH (Concentration requirement)
  39. Course Concurrence Information: MPH - EVH (Concentration requirement)

    MPH - SFM (Elective)

    MSPH - PEH (Concentration requirement)

    MSPH - PIH (Elective)


- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.