Proposal to change PHPH-101 Introduction to Public · Web viewIntroduction to Public...

Date: 08/xx/11

To: Robert Goldstein, Associate Provost

From: Peter L. Walton, Associate Dean

Subject: Proposal to change PHPH-101 Introduction to Public Health–SB to v2011.07.19

The above-named course is proposed to be modified as follows:

Approval required: Descriptions revised Student evaluation components and assessments revised

Approval not required: Textbook changed Other required reading expanded Class topics and readings revised Intellectual Standards section added

The proposed syllabus has been approved by the MPH Program, SPHIS Curriculum Committee, Faculty Forum, and the dean’s office.

I would greatly appreciate an expedited review and decision of this proposed change as the course is being first taught this fall.

The proposed CIF, proposed syllabus, and the currently approved syllabus are attached.

Proposed Syllabus

Course Data

Number: PHPH-101Title: Introduction to Public Health–SBCredit-hours: 3Department: School-basedSchool/College: School of Public Health and Information SciencesType: Lecture

Catalog Description

“What are past and present public health concepts, methods, activities, and practices? What outcomes have they had on the health of the public? How should we prepare for the future?”

Course Description

The central course questions addressed are “What are past and present public health concepts, methods, activities, and practices? What outcomes have they had on the health of the public? How should we prepare for the future?” In learning the answers, the course explores the principles and tools of population health; prevention of disease, disability, and death; health professionals, institutions, financing, systems, and reform; and public health systems and the future, including sustainability and climate change. Critical thinking is an essential part of the exploration and is discussed and applied in lectures, class activities, electronic journals, and student evaluation.

Course Objectives

At the conclusion of the course, the successful student is able to: Understand and describe the key features of the historical development of public health

as a domain of specialized knowledge and public policy. Analyze and differentiate the concept of population health from medical, nursing, dental,

and other health care activities. Understand and discuss the concepts of prevention, detection, control of infectious and

chronic conditions, health disparities, and global health. Apply the basic principles of epidemiology. Analyze the impact of behavior, socioeconomic status, and culture on health. Evaluate the importance of cultural diversity in assessing health status and outcomes. Understand and describe the impact and control of environmental factors on health. Evaluate the role of governmental and non-governmental institutions in shaping

population health outcomes. Formulate what it means to foster a healthy society both locally and globally.

Prerequisites

None.

Page 1 of 19

Introduction to Public Health–SB PHPH-101

Course Instructors

Name Office Phone EmailPeter L. Walton, M.D.Course Director SPHIS 233C 502-852-4493 [email protected]

Various SPHIS Faculty Listed by name in student syllabus for each course instance offered and posted on Blackboard

The course instructors welcome conversations with students outside of class. Students may correspond with instructors by email or set up appointments by contacting Ms. Tammi Thomas at 502-852-3289 or [email protected].

Students should also contact Ms. Thomas with questions they might have regarding the mechanics or operation of the course.

Course Topics and Schedule

IMPORTANT NOTE: The schedule and topics may change as the course unfolds. Changes are posted on Blackboard.

Class Topic 5-Min ReadingPrinciples of Population Health and Course Introduction

1 Course Introduction, Part 1 √

Blackboard:Start HereSyllabusFaculty Info

2 Population Health √ PrefaceCh. 1

3 Course Introduction, Part 2Essay topics announced and posted √ Blackboard:

Journal intro4 Evidence-based Public Health, Part 1 √ Ch. 25 Evidence-based Public Health, Part 2 √6 Health Equity √

Tools of Population Health7 Health Informatics and Health Communication, Part 1 √ Ch. 38 Health Informatics and Health Communication, Part 2 √9 Social and Behavioral Sciences and Public Health, Part 1 √ Ch. 410 Social and Behavioral Sciences and Public Health, Part 2 √11 Health Law, Policy and Ethics √ Ch. 512 Exam 1 covering classes 1 to 11 -- --

Preventing Disease, Disability, and Death13 Non-Communicable Diseases, Part 1 √

Ch. 614 Non-Communicable Diseases, Part 2Journal-in-progress due √

mailto:[email protected]



Class Topic 5-Min Reading15 Communicable Diseases, Part 1 √ Ch. 716 Communicable Diseases, Part 2 √17 Environmental Health and Safety, Part 1 √ Ch. 818 Environmental Health and Safety, Part 2 √19 Exam 2 covering classes 13 to 18 -- --

Health Professionals, Healthcare Institutions, and Healthcare Systems20 Health Professionals and the Health Workforce √ Ch. 921 Healthcare Institutions √ Ch. 1022 Health Financing √ Ch. 11

23 Public Health Information Systems for Monitoring and Research √

24 Healthcare Reform √Health Reform 101 (online chapter of text)

Public Health Systems and the Future25 Public Health Services √

26 Public Health OrganizationsJournal due (by 11:59 p.m.) √

27 Sustainability √

28 Climate Change and Public HealthEssay due (submitted electronically by 11:59 p.m.) √

Finals Exam 3 covering classes 20 to 28 -- --

Note: Class date column is added to right of Class column in student syllabus for each course instance offered.

Course Materials

Blackboard

The primary mechanism for communication in this course, other than class meetings, is UofL’s Blackboard system at http://ulink.louisville.edu/ or http://blackboard.louisville.edu/. Instructors use Blackboard to make assignments, provide materials, communicate changes or additions to the course materials or course schedule, and to communicate with students other aspects of the course. It is imperative that students familiarize themselves with Blackboard, check Blackboard frequently for possible announcements, and make sure that their e-mail account in Blackboard is correct, active, and checked frequently.

Blackboard is utilized for the following course activities: Announcements and email communication i>clicker registration Student journal Essay submission

and for accessing the following information:

http://www.louisville.edul/

http://ulink.louisville.edu/


Course calendar Syllabus Faculty information Course and class documents (see Prepared Materials Used by Instructors, below) Grade book

Required Text

Richard Riegelman. Public Health 101: Healthy People–Healthy Populations. Jones and Bartlett, 2010.

Other Required Reading

Posted on Blackboard at least one week prior to applicable class.

Richard Paul and Linda Elder. The Miniature Guide to Critical Thinking: Concepts and Tools, 6th Edition. The Foundation for Critical Thinking, 2009. [“The Mini-Guide” is provided free by the Delphi Center, with hardcopies distributed in class and an electronic version available in Blackboard.]

Required Equipment

i>clicker, registered for the course in Blackboard.

Additional Suggested Reading

None.

Prepared Materials Used by Instructors

Materials used by instructors in class are available to students via Blackboard no later than 24 hours following the class. These may include outlines, citations, slide presentations, and other materials. There is no assurance that the materials include everything discussed in the class.

Course Policies

Student Responsibilities

Students read the required materials prior to each class to prepare for class work and discussions.

Students participate by attending every class and by taking responsibility for course material when attendance is impossible. Participation means active engagement in class discussions, assignments, and activities.


Students act with integrity and treat each other with respect and courtesy. In all course activities, students apply the intellectual standards, especially clarity, accuracy,

precision, relevance, and logic (at a minimum). Students apply the information and guidance in The Mini-Guide in class discussions and

components of student evaluation (see next section).

Student Evaluation

Students are responsible for and may be evaluated on everything in the assigned reading, everything in class presentations and discussions, and everything that can be extracted or extended from these sources using critical thinking and fundamental and powerful concepts. Evaluation is based on the assessment of five intellectual standards: clarity, relevance, significance, completeness, and logic (see Intellectual Standards, below).

The components of student evaluation are:

1. Five-minute class summaries (5% of final grade). At the end of each class, each student has five minutes to write a summary of the class that addresses each of the following questions using its respective number:

1) “What is the main point of today's class?”2) “What are two other significant points you learned in today's class?”

There are 26 classes with five-minute summaries, each with a maximum score of 16. The final score for this component is the average of the 23 highest scores for the student; the lowest three scores are discarded. If a student does not hand in a five-minute summary after a class, he or she receives a 0 for the class’s five-minute summary.

The outstanding summary with a score of 14 or higher is posted without the student's name after each class that includes a summary.

Each five-minute summary is evaluated using the following rubric (see also Intellectual Standards, below):

Rubric for Evaluating Five-Minute Summary

Item4

Exceeds Standard

3Meets Standard

2Partially Meets

Standard

1Does Not Meet

Standard

0Fails to Try

Item

Sco

re

for S

tdx

Wt =

Poin

ts

1) What is the main point of today's class?

(60%)

CLARITY

Polished crystal Clear Slightly hazy Completely cloudy Nothing stated 1.2

RELEVANCE

Bull’s-eye On-target Edge of target Off-target Nothing stated 1.2



Item4

Exceeds Standard

3Meets Standard

2Partially Meets

Standard

1Does Not Meet

Standard

0Fails to Try

Item

Sco

re

for S

tdx

Wt =

Poin

ts

3) What are two other significant points you learned in today's class?

(40%)

CLARITY

Polished crystal Clear A bit hazy Too cloudy to see through Nothing stated 0.8

RELEVANCE

Bull’s-eye On-target Edge of target Off-target Nothing stated 0.8

Summary score = ∑ (item scores for standards x weight) (maximum of 16.0 for a summary) Summary score =

2. Examinations (60% of final grade). Each of the three exams focuses on the content covered since the previous exam (or for Exam 1 from the start of the course).

Exam 1: covers reading and discussions in classes 1-11. (20% of final grade) Exam 2: covers reading and discussions in classes 13-18. (20% of final grade) Exam 3: covers reading and discussions in classes 20-28. (20% of final grade)

Each exam is multiple-choice and is scored on a 100-point scale.

3. Journal (25% of final grade). Each student compiles an electronic journal in Blackboard comprising analyses of ten newspaper and/or magazine articles.

Each of the ten articles has the following attributes: From a current magazine or newspaper and not from a scientific journal or other

periodical (Note: Scientific American, Science News, Popular Science, and similar magazines are not considered to be scientific journals.)

At least 1,500 words in length (estimated)Note 1: If the article is in electronic form that can be copied and pasted, this free word count tool (http://allworldphone.com/count-words-characters.htm) is very useful.Note 2: If the article is in a print newspaper, the procedure in “How to Do Word Count for Newspaper Articles” (http://www.ehow.com/how_5915584_do-word-count-newspaper-articles.html) is useful.

Available as and hyperlinked to electronic version of the articleNote: If the article is not available on the internet, it should be scanned to a file that is located in the student’s documents in Blackboard, which can then be hyperlinked to.

The set of ten articles has the following attributes: Articles from diverse sources At least one article partly on health disparities or health equity At least one article partly on global health At least one article partly on cultural diversity and health

Note: In the context of public health, cultural diversity includes the effects of ethnic, gender, racial, socioeconomic, and cultural belief and practice varieties

https://sharepoint.louisville.edu/sites/sphis/do/aa/catalog/pubcat/SPHIS%20Catalog.pdf




http://allworldphone.com/count-words-characters.htm

http://www.ehow.com/how_5915584_do-word-count-newspaper-articles.html



on a population’s health and wellness and their assessment, protection, and improvement through detection/monitoring, prevention/promotion, intervention/containment, policy/management, and research.

Midway through the course, each student’s journal-in-progress is evaluated. A journal-in-progress consists of articles collected at that point and one article analysis (see below) that the student has identified as the one to be evaluated. (5% of final grade)

Each article in the journal must address one or more public health topics, although not necessarily exclusively. The journal is organized into ten Blackboard journal entries, each of which contains the student’s analysis of one of the articles. Instructions for how to set up a journal are in Blackboard.

An analysis consists of completing the following template1 (with the underlines and bracketed cues removed):

0. Title: Author: Source and publication date: Estimated word count: Hyperlink to article [in the web or in the student’s Blackboard documents if scanned][If not complete, including the hyperlink, the analysis gets a 0.]

1. The main point of the article is .[State as accurately as possible what the article is about, which may be or include the author’s purpose, goal, question, or other motivation for writing the article. (20 % of score)]

2. The most important information in the article is .[Figure out the facts, experiences, and data the author is using to support his or her conclusions. (20 % of score)]

3. The main inferences/conclusions in the article are .[Identify the key conclusions the author comes to and presents in the article. (20 % of score)]

4. (a) If we take this line of reasoning seriously, the implications are .[What consequences are likely to follow if people take the author’s reasoning seriously? (10 % of score)]

(b) If we fail to take this line of reasoning seriously, the implications are .[What consequences are likely to follow if people ignore the author’s reasoning? (10 % of score)]

5. The question(s) I have after reading the article is (are) .[What question(s) is (are) raised or implied by the author or inferred by you but not answered or addressed? (20 % of score)]

While no specific length is required for an analysis or any of its components, evaluation includes the intellectual standards of clarity and precision, both of which greatly benefit from conciseness. Students should not expect length per se to be rewarded.

The journal is expected to be done with a professional style and appearance and to be an original work of the student.

1 Adapted from The Mini-Guide, p. 11.


The journal-in-progress is closed to additions or revisions at 11:59 p.m. on the day of Class 14 and is opened once evaluations are completed. (5% of final grade)

The rubric for evaluating the journal-in-progress is (see also Intellectual Standards section, below):

Rubric for Evaluating Journal-in-Progress

Topic(weight)

Exceptional(4 points)

Above Average(3 points)

Acceptable(2 points)

Unacceptable(0 points) Points x Adj

Wt* = Score

# of different sources

(10%)3 or more 2 1 no articles 2.50

# of articles of at least 1,500 words

(10%)4 or more 3 2

1 or fewer-- or –No link to identified article

2.50

Article analysis identified by student as the one to be evaluated

(80%)

Identified article analysis score [maximum of 100] = 0.8

Raw journal-in-progress score = ∑ (individual topic points x adjusted weight*) [maximum of 100.0]Journal-in-progress score =

* Adjusted weight for a topic is the topic’s weight adjusted to a 100-point scale.

The final journal is closed to additions or revisions at 11:59 p.m. on the day of Class 26 unless the student requests a penalized extension. For each day or part thereof for the extension, five points are deducted from the final journal score up to a maximum of 20 points (out of 100). (20% of final grade)

The rubric for evaluating the final journal is (see also Intellectual Standards, below):

Rubric for Evaluating Final Journal

Topic(weight)





Wt* = Score


(10%)7 or more 5-6 3-4 1-2 2.5


(10%)10 8-9 6-7

0-5- or –No link to 1 or more articles

2.5

Article analyses(80%) Average of the 10 article analyses’ scores [maximum of 100] = 0.8

Raw journal score = ∑ (individual topic points x adjusted weight*) [maximum of 100.0] Raw journal score =

Tardiness penalty = number of days late [up to maximum of 4] x -5 Days late [max of 4] x -5 = -

Journal score = raw journal score – tardiness penalty Journal score =



The rubric for evaluating a journal article analysis is (see also Intellectual Standards, below):

Rubric for Evaluating Journal Article Analysis

Item4

Exceeds Standard

3Meets

Standard

2Partially Meets

Standard

1Does Not Meet

Standard

0Fails to Try

Item

Sco

re

for S

td

x A

dj W

t* =

Poin

ts

1. Main point of the article

(20%)

CLARITY

Polished crystal Clear A bit hazy Too cloudy to see through Nothing stated 1.67

RELEVANCEBull’s-eye On-target Edge of target Off-target Nothing stated 1.67

SIGNIFICANCE

Jackpot Significant Some but limited value Inconsequential Nothing stated 1.67

2. Most important informa-tion in the article

(20%)

CLARITY

Polished crystal Clear Slightly hazy Too cloudy to see through Nothing stated 1.67


SIGNIFICANCE


3. Main infer-ences / conclu-sions in the article

(20%)

CLARITY



SIGNIFICANCE


4a. Implica-tions if the article is taken seriously

(10%)

CLARITY



SIGNIFICANCE


4b. Implica-tions if the article is not taken seriously

(10%)

CLARITY



SIGNIFICANCE


5. Student’s questions from reading the article

CLARITY




Rubric for Evaluating Journal Article Analysis

Item4

Exceeds Standard

3Meets

Standard

2Partially Meets

Standard

1Does Not Meet

Standard

0Fails to Try

Item

Sco

re

for S

td

x A

dj W

t* =

Poin

ts

(20%) SIGNIFICANCE


Analysis score = ∑ (item scores for standards x adjusted weight*) (maximum of 100.0) Analysis score = =

4. Essay (10% of final grade). Each student writes a two-page essay on a public health scenario that is announced in Class 3 and posted on Blackboard. The essay contains the following information, at a minimum:

Key public health issues in the scenario with justification* Key stakeholders and their roles in the scenario with justification* Appropriate course of actions to be taken in the scenario with justification*

*Justification is an explanation or rationale of why something is stated and may include evidence from recognized sources (each of which must be referenced) and/or concrete and abstract reasoning by the student. Justification is not personal opinions, experiences, or hunches. (Note: The Wikipedia may be a good place to find and review usable references; however, it is not one itself.)

Format: two pages; one-inch margins all around (often not the software’s default); double-spaced; Times New Roman font at 11 points or larger.

The essay is expected to be done with professional style and appearance and to be an original work of the student.

The essay is due and electronically submitted in Blackboard by 11:59 p.m. on the day of Class 28. For each day or part thereof the essay is late, five points are deducted from the final essay score up to a maximum of 20 points (out of 100).


The rubric for evaluating the essay is (see also Intellectual Standards, below):

Rubric for Evaluating Essay

Item4

Exceeds Standard

3Meets

Standard

2Partially Meets

Standard

1Does Not Meet

Standard

0Fails to Try

Item

Sco

re

for S

td

x A

dj W

t* =

Poin

ts

Key public health issues

(15%)

CLARITY



SIGNIFICANCE


COMPLETENESSCornucopia Enough Almost enough Not enough Nothing stated 0.94

Justification for key public health issues

(15%)

CLARITY



SIGNIFICANCE



LOGIC

Mastermind Makes sense Mostly makes sense

Doesn’t make sense Nothing stated 0.75

Key stakehold-ers and their roles

(15%)

CLARITY



SIGNIFICANCE



Justification for key stakehold-ers and their roles

(15%)

CLARITY



SIGNIFICANCE



LOGIC





Item4

Exceeds Standard

3Meets

Standard

2Partially Meets

Standard

1Does Not Meet

Standard

0Fails to Try

Item

Sco

re

for S

td

x A

dj W

t* =

Poin

ts

Appropriate course of action

(20%)

CLARITY



SIGNIFICANCE



Justification for appropriate course of action

(20%)

CLARITY



SIGNIFICANCE



LOGIC



Raw essay score = ∑ (item scores for standards x adjusted weight*) [maximum of 100.0] Raw essay score =

Tardiness penalty = number of days late [up to maximum of 4] x 5 Days late [max of 4] x -5

Essay score = raw essay score – tardiness penalty Essay score =


5. Field trip (optional, extra credit). An optional public health field trip is scheduled during the course. It is a bus trip around Louisville with several stops with some walking at each stop. The trip takes place on a Saturday, lasts about 3 hours, and is guided by Russell Barnett, Director, Kentucky Institute for the Environment and Sustainable Development (KIESD), and one or more SPHIS faculty and staff members. (See KIESD website for more information about KIESD.)

The schedule for the field trip is announced in class and posted on Blackboard once the schedule is set for the semester. Students need to sign up in Blackboard for the trip and receive 3 points of extra credit toward their final grades for completing the trip.

http://ulink.louisville.edu/


Grading

The components of student evaluation are weighted as follows:

1. Five-minute summaries 5% (highest scoring 23 of 26 summaries)2. Examinations 60% (three, each at 20%)3. Journal 25%

a. Journal-in-progress 5%b. Final journal 20%

4. Essay 10%5. Field trip (extra credit) 3 points (added to sum of components 1-4)

Grading is on ABCDF+/- basis.

Calculation of Final Grade

Evaluation Component Scoring Methodology Maximum Score

Actual Score x Weight = Points

1. Five-minute summaries See rubric; average of highest scoring 23 summaries 16 x 0.3125 =

2. Examinations Average of three exams 100 x 0.6 =

3. a. Journal-in-progress See rubric 100 x 0.05 =

b. Final journal See rubric 100 x 0.20 =

4. Essay See rubric 100 x 0.1 =

5. Field trip Completes field trip 3 x 1.0 =

Final points = ∑ (actual component score x weight) [maximum of 103.0] Final points =

Note: The symbol -| indicates “up to but not including”; for example, 93-|98 indicates “93 up to but not including 98” or equivalently “greater than or equal to 93 and less than 98.”

Final Grade

Final Points

A+ 98-103A 93-|98A- 90-|93B+ 87-|90B 83-|87B- 80-|83C+ 77-|80C 73-|77C- 70-|73D+ 67-|70D 63-|67D- 60-|63F 0-|60


Intellectual Standards

There are many intellectual standards that are essential attributes of critical thinking and critical thinkers (see The Mini-Guide). The course focuses on the following standards, listed along with their definitions, related terms, opposites, and assessments:

Intellectual Standards and Their Meanings and Assessments2

Std Parallels Opposites Assessment Rubric Phrase Std

Cla

rity

Definition: Understandable, the meaning can be seen and grasped; to free from confusion or ambiguity, to remove obscurities.

Clarity

ClearStraightforwardObviousPerceptibleTransparentUnambiguousExplicitWell-defined

UnclearVagueObscureIncomprehensibleCloudyAmbiguousFuzzyFoggy

4Exceeds Standard Polished crystal

3Meets Standard Clear

2Partially Meets Standard Slightly hazy

1Does Not Meet Standard Too cloudy to see through

Rel

evan

ce

Definition: Bearing upon or relating to the matter at hand; implies a close and logical relationship with, and importance to, the matter under consideration.

Relevance

RelevantPertinentAppositeCogentSuitableUsefulGermaneApplicableFitting

IrrelevantImpertinentImmaterialUnrelatedInapplicableExtraneousPeripheralUnconnected

4Exceeds Standard Bull’s-eye

3Meets Standard On-target

2Partially Meets Standard Edge of target

1Does Not Meet Standard Off-target

Sign

ifica

nce

Definition: Having importance and value, being of consequence; having considerable or substantial meaning and value. Significance

SignificantImportantMajorEssentialCrucialVitalValuableFundamental

InsignificantUnimportantTrivialUnessentialImmaterialInconsequentialValuelessNegligible

4Exceeds Standard Jackpot

3Meets Standard Significant

2Partially Meets Standard Some but limited value

1Does Not Meet Standard Inconsequential

Com

plet

enes

s Definition: Having everything that is needed, lacking nothing essential; to make whole or entire. Com

pleteness

CompleteWholeEntireInclusiveComprehensive

IncompletePartialLimitedDeficientInadequate

4Exceeds Standard Cornucopia

3Meets Standard Enough

2Partially Meets Standard Almost enough

1Does Not Meet Standard Not enough

Logi

c

Definition: The parts make sense together, no contradictions; in keeping with the principles of sound judgment and reasonability.

Logic

LogicalSensibleReasonableConsistentSoundRational

IllogicalFoolishUnreasonableInconsistentUnsoundIrrational

4Exceeds Standard Mastermind

3Meets Standard Makes sense

2Partially Meets Standard Mostly makes sense

1Does Not Meet Standard Doesn’t make sense

2 Adapted in part from Linda Elder and Richard Paul, Intellectual Standards: The Words That Name Them and the Criteria That Define Them, The Foundation for Critical Thinking, 2008.


In the table, parallels are terms that are consistent with the intellectual standard, and opposites are terms that are the reverse of the meaning of the standard. Parallels and opposites are important for understanding the intellectual standard by providing additional words and phrases that aid in clarifying what is meant by the standard.

The table also presents how each intellectual standard is assessed. In order to portray the distinctions among assessment levels for a standard, rubric phrases are listed. These phrases are intended to convey commonplace analogies that illustrate the distinctions.

The use of these five standards in evaluation is additive and begins with clarity and relevance in the five-minute summaries, which proceed over the entire course. In any field, clarity is essential for thinking and communicating. Without clarity and the resultant comprehending (“seeing”), one can only proceed in ignorance (“blindly”). “If I can’t figure out what you’re saying, I can’t figure out whether you’re saying anything worthwhile.”

In disciplines whose subject matter includes effecting change in populations through policy and monitoring, of which public health is one, relevance closely follows clarity in importance. When relevance is not attended to, people may be at risk and time and dollars are wasted. “Thanks for telling me all about your grandfather during the 1918 Spanish flu pandemic, but can we please get back to figuring out whether we really have an outbreak of something and what the heck it is?!”

Journal article analyses add the standard of significance. As with relevance, not paying attention to significance in public health activities risks people and wastes money by not focusing on priorities. “In the midst of an influenza outbreak, it’s too late to focus on prevention; focus on control.”

The standards of completeness and logic become part of evaluation with the essay, which is aimed at the analysis and action plan for a public health scenario including justifications. Without completeness, the analysis of a public health situation may not include the information needed for formulating, selecting, and approving an optimal plan of action. And when the plan in incomplete, the chances of failure to achieve the intended outcome are usually dramatically increased. “Before we spend over $5 million dollars on this plan, are there other options we ought to consider?”

Justifications require both completeness and logic, without which there is no justification. “I’m sorry – your ‘gut feeling’ just isn’t enough to run with! We need sound reasoning, backed up by evidence wherever available.”

General Education Learning Outcomes

Social and behavioral sciences are concerned with understanding human behavior, human interactions, human environment, and the related social structures and forms. Students who satisfy this requirement demonstrate that they are able to do all of the following:


1. Communicate an understanding of how social science knowledge is established and how and why it changes over time.

Outcome (specify how this course meets the outcome stated above) Understand and describe the key features of the historical development of public

health as a domain of specialized knowledge and public policy. Analyze and differentiate the concept of population health from medical, nursing,

dental, and other health care activities. Evaluate the importance of cultural diversity in assessing health status and

outcomes. Understand and discuss the concepts of prevention, detection, control of

infectious and chronic conditions, health disparities, and global health.Assessment (means of assessment such as essays, quizzes, tests, homework, journals, group projects, class discussion, research papers, field work, service learning, independent study, etc.)

Five-minute summaries (critical thinking, effective communication; see description and rubric in syllabus)

Examinations (understanding of issues of cultural diversity included in exams 2 and 3 based on readings and discussions in classes 12-18 and 20-28, respectively)

Essay (critical thinking, effective communication; see description and rubric in syllabus)

Journal (critical thinking, effective communication, understanding of issues of cultural diversity; see description and rubric in syllabus)

2. Evaluate evidence and apply it to solving problems through social science methods. Outcome (specify how this course meets the outcome stated above)

Understand and discuss the concepts of prevention, detection, control of infectious and chronic conditions, health disparities, and global health.

Apply the basic principles of epidemiology. Analyze the impact of behavior, socioeconomic status, and culture on health. Evaluate the importance of cultural diversity in assessing health status and

outcomes. Understand and describe the impact and control of environmental factors on

health.Assessment (means of assessment such as essays, quizzes, tests, homework, journals, group projects, class discussion, research papers, field work, service learning, independent study, etc.)

Examinations (understanding of issues of cultural diversity included in exams 1, 2, and 3 based on readings and discussions in classes 1-10, 12-18, and 20-28, respectively)




3. Communicate an understanding of a body of social science knowledge and its disciplinary perspective.

Outcome (specify how this course meets the outcome stated above) Formulate what it means to foster a healthy society both locally and globally. Analyze and differentiate the concept of population health from medical, nursing,







Other Policies

Syllabus Revision

The course director reserves the right to modify any portion of this syllabus. A best effort is made to provide an opportunity for students to comment on a proposed change before the change takes place.

Inclement Weather

This course adheres to the University’s policy and decisions regarding cancellation or delayed class schedules. Adjustments are made to the class schedule as necessary to take into account any delays or cancellations of this class. Local television and radio stations broadcast University delays or closings. The UofL web site and telephone information line (502-852-5555) also broadcast delays or closings.

Grievances

Students who have grievances regarding the course should contact the course director. Until a satisfactory resolution is reached, the matter is referred, in succession, to the chair of the course’s department, the Associate Dean for Student Affairs, and the School’s Student Academic Grievance Committee, and the University’s Student Academic Grievance Committee. More information is located in the Student Handbook.

http://louisville.edu/dos/policies-and-procedures/student-handbook-table-of-contents.html#academicgrievanceprocedure

http://blackboard.louisville.edu/


Disabilities

In accordance with the Americans with Disabilities Act, students with bona fide disabilities are afforded reasonable accommodation. The Disability Resource Center (DRC) certifies a disability and advises faculty members of reasonable accommodations. More information is located on the DRC website.

Academic Honesty

Students are required to comply with the academic honesty policies of the university and School of Public Health and Information Sciences. These policies prohibit plagiarism, cheating, and other violations of academic honesty. More information is located in the SPHIS policy on academic honesty.

Course instructors use a range of strategies (including plagiarism-prevention software provided by the university) to compare student works with private and public information resources in order to identify possible plagiarism and academic dishonesty. Comparisons of student works require students to submit electronic copies of their final works to the plagiarism-prevention service. The service delivers the works to instructors along with originality reports detailing the presence or lack of possible problems. The service retains copies of final works and may request students’ permission to share copies with other universities for the sole and limited purpose of plagiarism prevention and detection.

In addition instructors provide the opportunity for students to submit preliminary drafts of their works to the service to receive reports of possible problems. Such reports are available only to the submitting student. Copies of preliminary drafts are not retained by the service.

Continuity of Instruction Plan

A plan for continuity of instruction for this course has been developed and published. All plans are available on the SPHIS Continuity of Instruction Planning website. Continuity of instruction plans provide guidance for how instruction may be modified to lessen disruption by events that affect transportation, communication, or personal interaction. Such events may be weather-related (e.g., floods, blizzards, tornados), health-related (e.g., epidemics), or other widespread occurrences or threats.

Additional Policy Information

Additional policy information is available in the following:SPHIS CatalogSPHIS Policies and ProceduresUofL Student Handbook

v2011.07.19


http://louisville.edu/kiesd/about-us

https://sharepoint.louisville.edu/sites/sphis/do/aa/coip/default.aspx

http://www.louisville.edul/

http://louisville.edu/disability


http://louisville.edu/kiesd/about-us


Version 2011.07.19Author(s) Peter Walton, M.D.

Course HistoryVersion Submitted Approved Change Summary

2010.07.26 11/11/10 01/04/11 Authors: Robert R. Jacobs, Ph.D.; Peter Walton, M.D. (11/03/10) Initial version

2011.07.19 pending pending

Author: Peter L. Walton, M.D. Descriptions revised Textbook changed Other required reading expanded Class topics and readings revised Student evaluation components and assessments revised Intellectual Standards section added

Currently Approved Syllabus

Course Data

Number: PHPH-101Title: Introduction to Public Health–SBCredit-hours: 3Department: School-basedSchool/College: School of Public Health and Information SciencesType: Lecture

Catalog Description

Introductory survey of public health, including core areas of public health and how they are used to address past, current, and future public health issues.

Course Description

The course is an introductory survey of public health and the tools that are used to address public health issues. The course reviews the core areas of public health and uses case studies to challenge students to think critically about the environmental and behavioral influences on public health. The course also reviews the legal, ethical, and management structure of public health practice in the U.S. Classes consist of lectures, group discussions, and critical thinking tasks.

Course Objectives

At the conclusion of the course, the successful student is able to: Understand and describe the key features of the historical development of public health

as a domain of specialized knowledge and public policy. Analyze and differentiate the concept of population health from medical, nursing, dental,

and other health care activities. Understand and discuss the concepts of prevention, detection, control of infectious and

chronic conditions, health disparities, and global health. Apply the basic principles of epidemiology. Analyze the impact of behavior, socioeconomic status, and culture on health. Evaluate the importance of cultural diversity in assessing health status and outcomes. Understand and describe the impact and control of environmental factors on health. Evaluate the role of governmental and non-governmental institutions in shaping

population health outcomes. Formulate what it means to foster a healthy society both locally and globally.

Prerequisites

None.

Page 1 of 19


Course Instructors

Name Office Phone EmailPeter L. Walton, M.D.Course Director SPHIS 233C 852-4493 [email protected]

Various SPHIS Faculty Listed by name in student syllabus for each course instance offered and posted on Blackboard

The course instructors welcome conversations with students outside of class. Students may correspond with instructors by email or set up appointments by contacting Ms. Tammi Thomas at 502-852-3289 or [email protected].

Students should also contact Ms. Thomas with questions they might have regarding the mechanics or operation of the course.

Course Topics and Schedule

IMPORTANT NOTE: The schedule and topics may change as the course unfolds. Changes are posted on Blackboard.

Class Topic 5-Min Sumry

Text Chapter(s)

Overview and Basic Principles1 Context and scope of public health √ 1

2 Cross-cutting and interdisciplinary approachEssay topic announced and posted

√ 2

Tools of Population Health3 Principles of epidemiology and population perspective √ 4, 54 Principles of epidemiology and population perspective √ 65 Principles of epidemiology and population perspective √ 76 Health communications and informatics √ 7, 8

Un-Wellness: Determinants, Impacts, and Interventions7 Infectious disease and injuries √ 98 Infectious disease and injuries √ 109 Chronic disease and chronic conditions √ 1110 Chronic disease and chronic conditions √ 1211 Exam 1

Social and Behavioral Factors in Health12 Health and social/behavioral sciences √ 1313 Health and social/behavioral sciences √ 1414 Health behavior case studies √ 15, 16, 18

15 Health behavior case studiesJournal-in-progress due

√ 15, 16, 18

Environmental and Occupational Issues in Public Health16 Environmental and occupational health √ 19, 20, 21

Page 2 of 14


http://louisville.edu/dos/policies-and-procedures/student-handbook-table-of-contents.html


Class Topic 5-Min Sumry

Text Chapter(s)

17 Environmental and occupational health √ 22, 2318 Environmental and occupational health √ 22, 23, 2419 Exam 2

Healthcare and Public Health Systems20 Health policy, law, regulation, and ethics √ 321 Organization of public health and healthcare √ 2522 Organization of public health and healthcare √ 2623 Cost, access, and quality √ 27, 28

Special Topics24 Health disparities and health equity √25 Public health preparedness and disaster management √ 29

26 Global healthJournal due (submitted electronically by 11:59 p.m.)

√ 24

27 Local health issues √

28 The future of public healthEssay due (submitted electronically by 11:59 p.m.)

√ 30

Finals Exam 3

Note: Class date column is added to right of Class column in student syllabus for each course instance offered.

Course Materials

Blackboard

The primary mechanism for communication in this course, other than class meetings, is UofL’s Blackboard system at http://ulink.louisville.edu/ or http://blackboard.louisville.edu/. Instructors use Blackboard to make assignments, provide materials, communicate changes or additions to the course materials or course schedule, and to communicate with students other aspects of the course. It is imperative that students familiarize themselves with Blackboard, check Blackboard frequently for possible announcements, and make sure that their e-mail account in Blackboard is correct, active, and checked frequently.

Required Text

Mary-Jane Schneider, Introduction to Public Health (3rd Ed). Jones and Bartlett, 2011.

Other Required Reading

Posted on Blackboard at least one week prior to applicable class.

Additional Suggested Reading

None.

Page 3 of 14

http://blackboard.louisville.edu/

https://sharepoint.louisville.edu/sites/sphis/ppgf/default.aspx


Prepared Materials Used by Instructors

Materials used by instructors in class are available to students via Blackboard no later than 24 hours following the class. These may include outlines, citations, slide presentations, and other materials. There is no assurance that the materials include everything discussed in the class.

Course Policies

Attendance and Class Participation

Students are expected to read the required materials prior to each class to prepare for class work and discussions.

Students are expected to participate by attending every class and by taking responsibility for course material when attendance is impossible. Participation means active engagement in class discussions, assignments, and activities.

Students are expected to act with integrity and treat each other with respect and courtesy.

Student Evaluation

The components of student evaluation are:

6. Five-minute class summaries (10% of final grade). At the end of each class, each student has five minutes to write a summary of the class that addresses each of the following questions using its respective number:

3) “What is the main point of today's class? Justify.”4) “What are 2-3 other significant points you learned in today's class? Justify.”5) “What questions do you have from today's class? (up to four questions, each one

sentence) Alternatively, justify why you have no questions.”

The justification in question 1) or 2) is at most three sentences. (Notes: A one-sentence justification is acceptable. If more than three sentences are present, only the first three are considered.)

There are 26 classes with five-minute summaries. The final score for this component is the average of the 23 highest scores for the student times 25 to convert to 100-point scale; the lowest three scores are discarded. If a student does not hand in a five-minute summary after a class, he or she receives a 0 for the class’s five minutes summary.

Models of successful five-minute summaries are posted in Blackboard. In addition the outstanding summary with a score of 3.5 or higher is posted without the student's name after each class with a summary.

Each five-minute summary is evaluated using the following rubric:

Page 4 of 14



Question(weight)




Unacceptable(0 points) Points x Wt = Score

5) What is the main point of today's class?

(40%)

A central point is identified and justified.

A central point is identified and partially justified.

A central point is identified but not justified.- or -A secondary point is identified and at least partially justified.

A pertinent point is not identified.

____ x 0.4 = ____

6) What are 2-3 other significant points you learned in today's class?

(30%)

Three significant points are identified and justified.

Two significant pointsare identified and at least partially justified.

One significant point is identified but not justified.- or -Secondary points are identified and at least partially justified.

A pertinent item is not identified.

____ x 0.4 = ____

7) What questions do you have from today's class?

(30%)

A thoughtful and highly pertinent question is posed.- or -Two pertinent questions are posed.

A pertinent question is posed.- or -The justification for no questions is thoughtful.

A reasonable question is posed.- or -The justification for no questions is reasonable.

A pertinent question is not posed.- or -The justification for no questions is not reasonable.

____ x 0.2 = ____

Summary score = ∑ (individual question points x weight) (maximum of 4.0 for a summary) Summary score =

7. Examinations (60% of final grade). Each of the three exams focuses on the content covered since the previous exam (or for Exam 1 from the start of the course).

Exam 1: covers reading and discussions in classes 1-10. (20% of final grade) Exam 2: covers reading and discussions in classes 12-18. (20% of final grade) Exam 3: covers reading and discussions in classes 20-28. (20% of final grade)

Each exam is scored on a 100-point scale.

8. Journal (20% of final grade). Each student compiles and submits an electronic journal comprising ten newspaper and/or magazine articles (copied or scanned), a one-page summary of each article, and a second page of questions about the article. (15% of final grade) Midway through the course, each student also submits his or her journal-in-progress, which consists of articles collected at that point and one article set (see below) that the student has identified as the one to be evaluated. (5% of final grade)

Each article in the journal must address one or more public health topics, although not necessarily exclusively. The journal is organized as follows:

Cover page: student name, date, and list of articles, each with its name, date, source, and approximate word count

Ten article sets, each set consisting of the following:o Copy of the article

– From a current magazine or newspaper and not from a scientific journal or other periodical (Note: Scientific American, Science News, Popular Science, and similar magazines are not considered to be scientific journals.)

Page 5 of 14


– At least 1,500 words in length– Articles from diverse sources– At least one article partly on health disparities or health equity– At least one article partly on global health– At least one article partly on cultural diversity and healthNote: In the context of public health, cultural diversity includes the effects of ethnic, gender, racial, socioeconomic, and cultural belief and practice varieties on a population’s health and wellness and their assessment, protection, and improvement through detection/monitoring, prevention/promotion, intervention/containment, policy/management, and research.

o One-page summary of the article, including the following in the indicated sequence:

(1) Student name and date and source of the article(2) Public health issue(s) presented in the article and importance of

each issue for public health(3) Summary of the key point of the article, including who, what,

where, when, and why (the 5 W’s)(4) Solutions and future actions suggested by the article; if none,

suggestion(s) after reading the articleFormat: one page; one-inch margins all around (often not the software’s default); double-spaced; Times New Roman font at 11 points or larger

o Separate page of questions the student had after reading the article (format same as above)

The journal is expected to be done with professional style and appearance and to be an original work of the student.

The journal-in-progress is due and electronically submitted in Blackboard by 11:59 p.m. on the day of Class 15. For each day or part thereof it is late, five points are deducted from the final journal score up to a maximum of 20 points (out of 100). (5% of final grade)

The rubric for evaluating the journal-in-progress is:


Topic(weight)





Wt* = Score


(10%)3 2 1 no articles ____ x2.50 = ____


(10%)4 or more 3 2 1 or fewer ____ x2.50 = ____

Article set identified by student as one to be evaluated

(80%)

Identified article set score = ____ x16.0 = ____

Page 6 of 14



Topic(weight)





Wt* = Score

Raw journal-in-progress score = ∑ (individual topic points x adjusted weight*) [maximum of 100.0]Raw journal-in-progress score =

Tardiness penalty = number of days late [up to maximum of 4] x 5 Days late [max of 4] x -5 = -

Journal-in-progress score = raw journal-in-progress score – tardiness penalty Journal-in-progress score =

* Adjusted weight for a topic is the topic’s weight adjusted to a 100-point scale.The final journal is due and electronically submitted in Blackboard by 11:59 p.m. on the day of Class 26. For each day or part thereof it is late, five points are deducted from the final journal score up to a maximum of 20 points (out of 100). (15% of final grade)

The rubric for evaluating the final journal is:

Rubric for Evaluating Final Journal

Topic(weight)





Wt* = Score

Cover page(5%) No data missing Data missing for 1-

2 articles Data missing for 3-4 articles

Data missing for 5 or more articles ____ x1.25 = ____


(10%)9-10 6-8 3-5 1-2 ____ x2.50 = ____


(5%)10 8-9 6-7

0-5- or –No copy of 1 or more articles

____ x1.25 = ____

Article groupings(80%) Average of the 10 article sets scores = ____ x16.0 = ____

Raw journal score = ∑ (individual topic points x adjusted weight*) [maximum of 100.0] Raw journal score =


Journal score = raw journal score – tardiness penalty Journal score =


The rubric for evaluating a journal article set is:

Rubric for Evaluating Journal Article Set

Topic(weight)





Public health issues identified

(20%)

All main issues identified

Majority of main issues identified

One main issue identified

No main issue identified ____ x0.20 = ____

Importance of identified issues

(15%)

Well explained; no key points missed

Explained; few key points missed

Partially explained; several key points missed

No applicable explanation ____ x0.15 = ____

Page 7 of 14


Rubric for Evaluating Journal Article Set

Topic(weight)





Key point of the article, including the 5 W’s

(30%)

Identified and well summarized; all of the 5 W’s addressed

Identified and summarized; 4-5 of the 5 W’s addressed

Identified and partially summarized; 3-5 of the 5 W’s addressed

Not identified- or -Poorly summarized

____ x0.30 = ____

Solutions and future actions suggested by article- or -If none, suggestions after reading the article

(30%)

All solutions and future actions identified- or –Suggestions highly relevant and well thought out

Many solutions and future actions identified- or –Suggestions relevant and partially thought out

A few solutions and future actions identified- or –Suggestions relevant but poorly thought out

No relevant solutions or future actions identified- or –No relevant suggestions

____ x0.30 = ____

Questions about article

(20%)

At least 2 relevant questions, 1 of which is highly relevant

At least 2 relevant questions

At least 1 relevant question

No relevant questions ____ x0.20 = ____

Style(10%)

No errors in grammar and spelling; format and length adhered to

1-2 errors in grammar and spelling; format and length adhered to

3-4 errors in grammar and spelling; format and length adhered to

5 or more errors in grammar and spelling- or –Format and length not adhered to

____ x0.10 = ____

Set score = ∑ (individual topic points x weight) [maximum of 5.0 for a set] Set score =

9. Essay (10% of final grade). Each student writes a two-page essay on a public health scenario that is announced in Class 2 and posted on Blackboard. The essay contains the following information, at a minimum:

Key public health issues in the scenario with justification Key stakeholders and their roles in the scenario with justification Appropriate course of actions to be taken in the scenario with justificationFormat: two pages; one-inch margins all around (often not the software’s default); double-spaced; Times New Roman font at 11 points or larger

The essay is expected to be done with professional style and appearance and to be an original work of the student.

The essay is due and electronically submitted in Blackboard by 11:59 p.m. on the day of Class 28. For each day or part thereof the essay is late, five points are deducted from the final essay score up to a maximum of 20 points (out of 100).

The rubric for evaluating the essay is:

Page 8 of 14



Topic(Weight)





Wt* = Score

Key public health issues in scenario

(15%)All identified All but 1-2

identified One identified None identified ____ x3.75 = ____

Cited key public health issues

(10%)Each fully justified Each adequately

justifiedAt least 1 adequately justified

None adequately justified ____ x2.50 = ____

Key stakeholders and their roles in the scenario

(15%)

All identified All but 1-2 identified One identified None identified ____ x3.75 = ____

Cited key stakeholder(s) and their roles

(10%)

Each fully justified Each adequately justified

At least 1 adequately justified

None adequately justified ____ x2.50 = ____

Appropriate course of action to be taken

(20%)

Fully proposed Adequately proposed Partially proposed Not proposed ____ x5.00 = ____

Proposed course of action

(20%)Fully justified Adequately justified Partially justified Not justified ____ x5.00 = ____

Style(10%)

Reads very well; no errors in grammar and spelling; format and length adhered to

Reads well; 1-2 errors in grammar and spelling; format and length adhered to

Reads adequately; 3-4 errors in grammar and spelling; format and length adhered to

Reads poorly; 5 or more errors in grammar and spelling- or –Format and length not adhered to

____ x2.50 = ____

Raw essay score = ∑ (individual topic points x adjusted weight*) [maximum of 100.0] Raw essay score =


Essay score = raw essay score – tardiness penalty Essay score =


10. Field trip (extra credit). Two optional public health field trips are scheduled during the course. Each is a bus trip around Louisville with up to five stops with some walking at each stop. Each trip takes place on a Saturday, lasts 2-3 hours, and is guided by Russell Barnett, Director, Kentucky Institute for the Environment and Sustainable Development (KIESD), and one or more SPHIS faculty and staff members. (See KIESD website for more information about KIESD.)

The schedule for the field trips is announced in class and posted on Blackboard once the schedule is set for the semester. Students need to sign up in Blackboard for a trip and receive 3 points of extra credit toward their final grades for completing the trip.

Page 9 of 14

http://allworldphone.com/count-words-characters.htm


Grading

The components of student evaluation are weighted as follows:

6. Five-minute summaries 10% (highest scoring 23 of 26 summaries)7. Examinations 60% (three, each at 20%)8. Journal 20%

a. Journal-in-progress 5%b. Final journal 15%

9. Essay 10%10. Field trip (extra credit) 3 points (added to sum of components 1-4)

Grading is on ABCDF+/- basis.

Calculation of Final Grade

Evaluation Component Scoring Methodology Maximum Score

Actual Score x Weight = Points

6. Five-minute summaries See rubric; average of highest scoring 23 summaries x 25 100 x 0.1 =

7. Examinations Average of three exams 100 x 0.6 =

8. a. Journal-in-progress See rubric 100 x 0.05 =

b. Final journal See rubric 100 x 0.15 =

9. Essay See rubric 100 x 0.1 =

10. Field trip Completes one of two field trips 3 x 1.0 =

Final points = ∑ (actual component score x weight) [maximum of 103.0] Final points =

Note: The symbol -| indicates “up to but not including”; for example, 93-|98 indicates “93 up to but not including 98” or equivalently “greater than or equal to 93 and less than 98.”

Page 10 of 14

Final Grade

Final Points

A+ 98-103A 93-|98A- 90-|93B+ 87-|90B 83-|87B- 80-|83C+ 77-|80C 73-|77C- 70-|73D+ 67-|70D 63-|67D- 60-|63F 0-|60


General Education Learning Outcomes

Social and behavioral sciences are concerned with understanding human behavior, human interactions, human environment, and the related social structures and forms. Students who satisfy this requirement demonstrate that they are able to do all of the following:

4. Communicate an understanding of how social science knowledge is established and how and why it changes over time.

Outcome (specify how this course meets the outcome stated above) Understand and describe the key features of the historical development of public

health as a domain of specialized knowledge and public policy. Analyze and differentiate the concept of population health from medical, nursing,




Five-minute summaries (critical thinking, effective communication; see description and rubric in syllabus)

Examinations (understanding of issues of cultural diversity included in exams 2 and 3 based on readings and discussions in classes 12-18 and 20-28, respectively)



5. Evaluate evidence and apply it to solving problems through social science methods. Outcome (specify how this course meets the outcome stated above)

Understand and discuss the concepts of prevention, detection, control of infectious and chronic conditions, health disparities, and global health.

Apply the basic principles of epidemiology. Analyze the impact of behavior, socioeconomic status, and culture on health. Evaluate the importance of cultural diversity in assessing health status and

outcomes. Understand and describe the impact and control of environmental factors on

health.Assessment (means of assessment such as essays, quizzes, tests, homework, journals, group projects, class discussion, research papers, field work, service learning, independent study, etc.)


Page 11 of 14




6. Communicate an understanding of a body of social science knowledge and its disciplinary perspective.

Outcome (specify how this course meets the outcome stated above) Formulate what it means to foster a healthy society both locally and globally. Analyze and differentiate the concept of population health from medical, nursing,







Other Policies

Syllabus Revision

The course director reserves the right to modify any portion of this syllabus. A best effort is made to provide an opportunity for students to comment on a proposed change before the change takes place.

Inclement Weather

This course adheres to the University’s policy and decisions regarding cancellation or delayed class schedules. Adjustments are made to the class schedule as necessary to take into account any delays or cancellations of this class. Local television and radio stations broadcast University delays or closings. The UofL web site and telephone information line (502-852-5555) also broadcast delays or closings.

Grievances

Students who have grievances regarding the course should contact the course director. Until a satisfactory resolution is reached, the matter is referred, in succession, to the chair of the course’s

Page 12 of 14



department, the Associate Dean for Student Affairs, and the School’s Student Academic Grievance Committee, and the University’s Student Academic Grievance Committee. More information is located in the Student Handbook.

Disabilities

In accordance with the Americans with Disabilities Act, students with bona fide disabilities are afforded reasonable accommodation. The Disability Resource Center (DRC) certifies a disability and advises faculty members of reasonable accommodations. More information is located on the DRC website.

Academic Honesty

Students are required to comply with the academic honesty policies of the university and School of Public Health and Information Sciences. These policies prohibit plagiarism, cheating, and other violations of academic honesty. More information is located in the SPHIS policy on academic honesty.

Course instructors use a range of strategies (including plagiarism-prevention software provided by the university) to compare student works with private and public information resources in order to identify possible plagiarism and academic dishonesty. Comparisons of student works require students to submit electronic copies of their final works to the plagiarism-prevention service. The service delivers the works to instructors along with originality reports detailing the presence or lack of possible problems. The service retains copies of final works and may request students’ permission to share copies with other universities for the sole and limited purpose of plagiarism prevention and detection.

In addition instructors provide the opportunity for students to submit preliminary drafts of their works to the service to receive reports of possible problems. Such reports are available only to the submitting student. Copies of preliminary drafts are not retained by the service.

Continuity of Instruction Plan

A plan for continuity of instruction for this course has been developed and published. All plans are available on the SPHIS Continuity of Instruction Planning website. Continuity of instruction plans provide guidance for how instruction may be modified to lessen disruption by events that affect transportation, communication, or personal interaction. Such events may be weather-related (e.g., floods, blizzards, tornados), health-related (e.g., epidemics), or other widespread occurrences or threats.

Additional Policy Information

Additional policy information is available in the following:SPHIS CatalogSPHIS Policies and ProceduresUofL Student Handbook

v2010.07.26

Page 13 of 14

https://sharepoint.louisville.edu/sites/sphis/ppgf/pubs/Student%20Academic%20Honesty.pdf

https://sharepoint.louisville.edu/sites/sphis/ppgf/default.aspx

https://sharepoint.louisville.edu/sites/sphis/ppgf/pubs/Student%20Academic%20Honesty.pdf

https://sharepoint.louisville.edu/sites/sphis/do/aa/coip/default.aspx




http://louisville.edu/dos/policies-and-procedures/student-handbook-table-of-contents.html#academicgrievanceprocedure


Version 2010.07.26Author(s) Robert R. Jacobs, Ph.D.; Peter Walton, M.D. (11/03/10)

Course HistoryVersion Submitted Approved Change Summary2010.07.26 11/11/10 01/04/11 Initial version

Page 14 of 14

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