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Graduate Course Proposal Form Submission Detail - PHC6082

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Current Status: SCNS Liaison Notified of Graduate Council Approval - 2016-06-15
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: Required - MPH - Public Health. To GC (Note orig submitted as 6081; COPH updated to 6082). Approved. Desc truncated. Corrected /resubmtited 6/15/16


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5127 2014-10-26
     
    Department College Budget Account Number
    Deans Office PH
     
    Contact Person Phone Email
    Rita DeBate 46683 rdebate@health.usf.edu

  2. Course Information

    Prefix Number Full Title
    PHC 6082 Population Assessment: Part 2

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable? N
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) -
     
    Abbreviated Title (30 characters maximum)
    Population Assessment 2
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    PHC 6600 History and Systems of Public Health and PHC 6080 Population Assessment 2

    Corequisites

    Course Description

    Fundamentals of population assessment in public health including concepts and skills in systems thinking, public health biology, health behavior, environmental health, health policy, global health, epidemiology, and biostatistics. Part 2 of 2.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for accreditation

    B. 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?

    All MPH students will be required to take this course

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    Yes, 1 time

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    MPH and experience in public health practice


  4. Other Course Information

    A. Objectives

    1. Recognize biological, environmental, socio-economic, behavioral, cultural, political and other factors that impact human health, influence the global and societal burden of disease, and contribute to health disparities across the lifespan

    2. Describe Globalization and sustainable development and their relationship to population health

    3. Demonstrate principles of effective functioning within and across organizations and as members of interdisciplinary and inter-professional teams in addition to respectful engagement with people of different cultures and socioeconomic strata

    4. Describe Legal, ethical, economic, and regulatory dimensions of health care and public health policy, the roles, influences, and responsibilities of the different agencies and branches of government, and approaches to developing, evaluating, and advocating for public health policies

    5. Illustrate concepts, methods, and tools of public health data collection, analysis and interpretation, and the evidence-based reasoning and informatics approaches that are essential to public health practice

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

    B. Learning Outcomes

    Module 5: Mezzo systems level:

    Interpret the role of worksite, schools, community, and healthcare factors in the onset of public health issues and prevention efforts through a systems framework

    • Indicate the impact of the built (e.g., sidewalks, neighborhoods, housing) and occupational environment on public health. Explain issues related to occupational health

    • Explain how the contexts of migration and culture affect public health.

    • Discuss of the root causes of ethnic disparities in health outcomes and health care systems use

    • Identify principles and limitations of public health screening programs.

    • Examine population and individual ethical considerations in relation to the benefits, costs, and burdens of public health programs (e.g., Access, cost, and quality considerations)

    • Apply basic theories, concepts and models from a range of social and behavioral disciplines that can be used to explain and predict Mezzo system factors. Examine how environmental/community/organizational theories and methods are used to assess public health in terms of the factors that influence their development and alternative approaches to their resolution.

    • Examine how Mezzo systems have influenced public health policy and vice versa.

    • Examine the direct and indirect human, ecological and safety effects of major environmental and occupational agents.Explain the general mechanisms of toxicity in eliciting a toxic response. Explain issues of air quality. Explain issues of water quality. Explain issues related to solid and hazardous waste. Explain issues related to occupational health

    • Explain issues associated with vector control

    • Examine the impact of vectorbone and bloodborne pathogens.

    • Explain issues associated with vector control

    • Examine current risk assessment methods. Identify control methods to minimize health hazards.

    Module 6: Macro systems level

    Interpret the role of national/state, gender, race, poverty and historical factors in the onset of public health issues and prevention efforts through a systems framework

    • Explain the role of health policy within a systems framework.

    • Discuss the policy process for improving the health status of populations.

    • Outline the main components and issues in the organization and administration of public health systems in the U.S.

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

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

    • Show how public policy is used in healthcare decision making for improving the health status of populations

    Explain how the contexts of gender, race, poverty, and history affect public health.

    • Examine racial/ethnic/economic classifications used in public health disparities research

    • Interpret the impact of discrimination and racism on health

    • Illustrate cultural competence alone cannot address health disparity.

    • Apply basic theories, concepts and models from a range of social and behavioral disciplines that can be used to explain and predict gender/race/economic/policy system factors.

    • Examine how gender/race/economic/policy theories and methods are used to assess public health in terms of the factors that influence their development and alternative approaches to their resolution.

    Module 7: Global systems level

    Interpret the role of environmental, geopolitical and economic factors in the onset of public health issues and prevention efforts through a systems framework

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

    • Explain global environmental policies regarding air quality, water quality, solid and hazardous waste

    • Examine global, social and environmental factors associated with health

    • Explain global trends associated with emerging and reemerging infections

    • Examine the role of natural disasters and environmental emergencies globally

    • Apply basic theories, concepts and models from a range of social and behavioral disciplines that can be used to explain and predict global system factors.

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

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

    • Examine how global theories and methods are used to assess public health in terms of the factors that influence their development and alternative approaches to their resolution.

    • Examine how Global systems have influenced public health policy and vice versa

    C. Major Topics

    Module 5: Mezzo Systems Level: Our Organizations, Community, and Culture

    Session 5.1: The physical and built environment

    Session 5.2: The role of migration, culture, community, and ethnic disparities

    Session 5.3: Study designs and statistical applications

    Session 5.4: Policy and prevention applications at the mezzo system level

    Exam 1

    Module 6: Macro Systems Level: Our Nation

    Session 6.1: The role of race, poverty, discrimination, and racism on health

    Session 6.2: The role of the policy process and how public policy is used for improving the health status of populations

    Session 6.3: Study designs and statistical applications

    Session 6.4: Policy and prevention applications at the macro system level

    Exam 2

    Module 7: Global Systems Level: Our World

    Session 7.1: The role of globalization on health

    Session 7.2: The role of global theories and methods for assessing health

    Session 7.3: Study designs and statistical applications

    Session 7.4: Policy and prevention applications at the global system level

    Exam 3

    FINAL Exam

    D. Textbooks

    • Introduction to Epidemiology 6th Edition. Ray Merrill. Jones and Barlett. ISBN: 9781284085297

    • Essentials of Biostatistics in Public Health 2nd Edition. L Sullivan. Jones and Barlett. ISBN: 9781284072730

    • Behavior Theory in health Promotion Practice and Research. B Simons-Morton, K McLeroy, M Wendel. Jones and Barlett. ISBN: 9781284085280

    • Living with the Earth: Concepts in Environmental Health Science 3rd Edition. G Moore. Lewis Publishers. ISBN: 9781284085280

    E. Course Readings, Online Resources, and Other Purchases

    N/A

    F. Student Expectations/Requirements and Grading Policy

    The format for this course is based on the Flipped Classroom model. The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Lectures and accompanying worksheets are viewed and completed by students at home before the class session, while in-class time is devoted to EXPERIENTIAL LEARNING. The value of a flipped class is in the repurposing of class time into a workshop where you as the student can inquire about lecture content, test your skills in applying knowledge, and interact with one another through hands-on activities. During class sessions, the instructors function as coaches or advisors, encouraging you in critical thinking, evidence-based decision making, and collaborative effort. As such, this course comprises the following three interrelated components designed to provide a general introduction to the skills and topics needed in for public health program planning:

    1. Pre-class Activities.

    Each week prior to class you will be assigned various readings, activities, and assignments that are based on essential concepts and skills for the in-class session. All assignments are due at Noon the day of class, submitted via Canvas.

    2. In-class experiential learning activities.

    In-class class meetings include experiential learning activities that apply the essential content from the before-class readings and activities.

    3. Post-class Activities

    After each class session, there will be a post-class activity which reinforces essential concepts and skills.

    Pre-class assessment:12@ 5 pts each=60 pts (14%)

    In-class participation:12@ 5 pts each=60 pts (14%)

    Post-class assessment:12@ 5 pts each=60 pts (14%)

    Module 5 exam:1@ 50 pts (12%)

    Module 6 exam:1@ 50 pts (12%)

    Module 7 exam:1@ 50 pts (12%)

    Final Exam:1@100 points (22%)

    Late Assignments: All late assignments will be assessed a penalty of 1 point per day. Failure to complete any assignment will not be considered an excuse for being assigned an "I" grade in the course. Exceptions to this policy will be made only in the case of severe illness, documented family emergency, or similar problem.

    G. Assignments, Exams and Tests

    Pre-class assessment:12@ 5 pts each=60 pts (14%)

    In-class participation:12@ 5 pts each=60 pts (14%)

    Post-class assessment:12@ 5 pts each=60 pts (14%)

    Module 5 exam:1@ 50 pts (12%)

    Module 6 exam:1@ 50 pts (12%)

    Module 7 exam:1@ 50 pts (12%)

    Final Exam:1@100 points (22%)

    H. 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.

    I. Policy on Make-up Work

    Academic Dishonesty And Disruption Of Academic Process

    Students attending USF are awarded degrees in recognition of successful completion of coursework in their chosen fields of study. Each individual is expected to earn his/her degree on the basis of personal effort. Consequently, any form of cheating on examinations or plagiarism on assigned papers constitutes unacceptable deceit and dishonesty. Disruption of the classroom or teaching environment is also unacceptable. This cannot be tolerated in the University community and will be punishable, according to the seriousness of the offense, in conformity with this rule.

    Plagiarism

    Plagiarism is defined as “literary theft” and consists of the unattributed quotation of the exact words of a published text, or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, web sites, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public at large, or the form, structure, or style of a secondary source must be attributed to its author by means of the appropriate citation procedure. Only widely known facts and first-hand thoughts and observations original to the student do not require citations. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one’s own segments or the total of another person’s work.

    J. Program This Course Supports

    MPH


  5. Course Concurrence Information



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