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Instructors and Office Hours
Chicago
Bernard J. Turnock MD, MPH
Clinical Professor of Community Health
Sciences
UIC School of Public Health (M/C 923)
1603 West Taylor Street, Room 671
Chicago IL 60612
phone: 312-413-0107
fax: 312-996-3551
e-mail: bturnock@uic.edu
CV at personal web site: http://www.uic.edu/~bturnock
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Champaign-Urbana
J. A. Herrmann DVM, MPH
Director, DVM/MPH Program
Section Head, Community Health &
Preventive Medicine
Department of Veterinary Clinical
Medicine
College of Veterinary Medicine
University of Illinois
231 LAC, 1008 Hazlewood Dr.
Urbana, IL 61802
phone: 217-265-6585
e-mail: jah1110@illinois.edu
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Teaching Assistants:
Office Hours: the course instructor can be contacted in his office or
by office phone or email on Mondays through Fridays, and by email at
nights and on weekends. There is an Office Hours discussion board at the
course site in the campus Blackboard Learning System for any and all
problems and issues related to the course. The instructor and TAs monitor
the Office Hours discussion board seven days a week and will respond to
student problems, issues and questions. Appointments with the course TAs
should be arranged through email communications. Contact information for
course TAs is provided at the CHSC 400 Course Instructors site in
Blackboard.
Course Description
This course provides a comprehensive introduction to public health
concepts and practice by examining the philosophy, purpose, history,
organization, functions, tools, activities and results of public health
practice at the national, state, and community levels. The course also
addresses important health issues and problems facing the public health
system. Case studies and a variety of practice-related exercises
facilitate learner participation in real world public health
problem-solving simulations. The various components of the course aim to
stimulate interactions among learners and instructors around important
problems and issues facing public health.
CHSC 400 is presented in both a completely online learning format
and in a format that includes a blend of in-class and online learning
activities.
Responsibilities for both online and blended learners are highlighted in the Course
Schedule section of this syllabus. Since computers and the Internet's
World Wide Web are now basic tools for public health practitioners, this
course also seeks to foster and enhance skills related to the use of
technology for accessing and using information and communicating with
colleagues. Course participants must individually arrange for Internet
access and ensure that they have the appropriate computer hardware and
software capabilities. Instructors and TAs are available throughout the
course to provide support, feedback and guidance to learners. The method
of instruction emphasizes understanding of the basic concepts through
active learner participation. Material presented in the various modules of
the course is linked to the reading assignments and other course
resources.
Course Objectives
Through this course students will acquire basic knowledge, attitudes
and skills that are important for public health practice. Overall goals
for the course are for learners to:
- Achieve familiarity with the various components of the public health
system
- Understand interrelationships among the system's components
- Acquire the ability to apply this knowledge and understanding to
important health issues and problems
- Acquire an awareness of the importance of independent reading and
study
- Develop basic computer skills for accessing information and
communicating with peers
- Appreciate the unique characteristics of public health practice
After successfully completing this course,
learners will be proficient in:
- Describing public health as a system, including its unique and
important features and their role within it, to general audiences
(Module 1)
- Applying measures of population health and illness, including risk
factors, to community health improvement initiatives (Module 2)
- Identifying and distinguishing public health and prevention
strategies for important health problems (Module 3)
- Describing the role of law and government in promoting and
protecting the health of the public and identifying specific functions
and roles of governmental public health agencies in assuring population
health (Module 4)
- Identifying and explaining how various organizations, positions and
roles contribute to carrying out public health's core functions and
essential services, and assessing the components of the public health
infrastructure (Module 5)
- Applying principles derived from the basic public health sciences to
planning, implementing, and evaluating public health interventions
(Module 6)
- Describing public health roles in emergency and disaster
preparedness and response activities (Module 7)
This course
primarily addresses interdisciplinary, cross-cutting competencies for the
MPH degree related to professionalism, systems thinking, leadership, and
program planning (Association of Schools of Public Health, Education
Committee, MPH
Core Competency Development Project, Version 2.3, August 2006). A
substantial number of additional competencies related to other ASPH MPH
Core Competency Project domains are enhanced and/or re-enforced in this
course. A complete
list of the ASPH MPH core competencies addressed by this course is
available, as is a similar listing of UIC
School of Public Health MPH degree competencies addressed by CHSC 400.
Students are expected to
participate on a regular and consistent basis, and to be responsive and
respectful team members. A significant portion of the course grade is
dependent on a team project. To receive a satisfactory grade, all members
must contribute substantively to the work of the group throughout the
semester. Much of public health work is done in teams and groups, often to
which one is assigned rather than volunteered. Thus, the group work built
into the course reflects reality and provides an opportunity to develop
teamwork skills related to leadership, collaboration, cooperation, and
responsibility.
Upon successful completion of this course, learners
will have achieved the specific expectations for these competencies that
are detailed in each module of the course. Since there are neither clear
nor easy answers to many of the public health problems and issues examined
in this course, an important over-arching objective is to encourage
students to think independently and critically about the issues, rather
than to assume the role of passive recipients of factual information.
Key Information for the Course
This part of the syllabus includes a variety of information and tips to
help learners understand the organization of the course and to master its
technical features. A catalog
of student questions and instructor responses (or FAQs) is available
via a link in the table of contents at the course Blackboard site.
Course Organization
- CHSC 400 runs in both a completely online and blended learning format each fall and
spring semester at UIC School of Public Health using a variety of
interactive modalities. The course is presented in 7 modules
corresponding to specific chapters of the text. Most offerings of the
course use a 15 week format with each module (except one, usually Module
6) taking
two weeks. Each module has specific deadlines for submission of
exercises and quizzes. Information and materials for each module are
available approximately 4 days before the module officially begins. As a
3 semester hour course, CHSC 400 is designed to require 8-10 hours per
week or 15-20 hours per module. The pattern for each module of the
course generally includes:
- a series of learning activities including readings from the text
and additional activities in which each learner completes practical
applications of the course concepts (frequently involving material and
resources available through various Internet web sites and other
sources) on topics related to that module;
- either attending and participating in the in-class session
held on Monday afternoons (see course schedule) or participating in an
online multi-learner conferencing exercise that simulates a class
discussion;
- completion of a group exercise related to the competency
expectation identified for that module (all students must participate
in a group of learners working together); and
- an individual self assessment review quiz based on a battery of
questions with feedback on incorrect answers (quizzes can be taken any
number of times until the deadline).
- The format for this course encourages interaction between and among
instructors and learners. Each learner is expected to complete the
required readings, learning activities, and evaluated exercises for each
module of the course. Classwide discussions occur throughout the course
as online learners are able to view and comment on selected postings
from their colleagues and in-class students participate in class
discussions. All learners will work in groups that will submit
responses to exercise scenarios related to the competency associated
with that module. The instructors track completion of all assignments,
and provide feedback.
- All materials related to the various modules (i.e., the instructions
and specific exercises for each module of the course) are provided at
the CHSC 400 Blackboard course site, which can be accessed through the
Blackboard login site. A Resources
site catalogs all resources, materials, and web sites used in the
course. Communications, interactions and submission of individual
assignments will take place through several course discussion boards and
assignment submission sites, which are accessed through Blackboard.
- Access to Blackboard: Students use their UIC netid and password in
order to access the course materials and conferencing features of the
course. (UIC students must activate their computer account at UIC,
know their netid, and obtain their passwords in order to participate
in the course.)
- Other than this identifier and password, students only need access
to the Internet (from anywhere: home, office, on campus) to
participate in this course.
- Announcements for course participants will be posted frequently at
the course site within Blackboard; all students should check for news
and announcements regularly (several times per week).
- There is also a public CHSC 400 web site that provides direct access
only to the course syllabus, the course resources catalog, and general
information about the course (course news, introductory video, and
help). An example of what the first module of the course entails is also
available through this public site <http://www.uic.edu/classes/chsc/chsc400/>.
Actual participation in the course, however, takes place through the UIC
Blackboard Learning System.
- Do not be overly concerned if the Blackboard course web site and/or
the UIC network are not working. This happens occasionally and, in
almost all instances, is only a temporary situation. The best advice is
just to wait and try again later.
Start-up Tips
- The text used in this course is Public Health:
What It Is and How It Works, 4th Edition (2009) by Bernard
Turnock. It is available for about $70 from the UIC bookstore. The text
can be ordered online through the UIC Medical Center Bookstore and many
other online bookstores, as well as directly from Jones & Bartlett
Publishers.
- Feel free to begin working on the first module even
before the course officially begins in order to become comfortable with
the general content and technical aspects of the course. In order to be
able to submit assignments and responses for the evaluated exercises,
however, each learner must have access to UIC Blackboard System and be
properly registered into the CHSC 400 course. Access to the course
Blackboard site will be processed a few days before the course begins
for most registrants. Late registrants will have their access processed
within a few days after registering for the course. (Students who do
not yet have a UIC computer and e-mail account and those who do not use
their current UIC e-mail address should review the information provided
at the CHSC
400 Help site!)
- A conference site entitled "Office Hours" has been
established within the Blackboard course site (see below). Your
instructors and TAs are also available by phone, e-mail, and personal
appointment. Since this is a completely online course, there are no
mandatory face-to-face meetings, but don't be reluctant about dropping
by or setting up a meeting to add a more personal touch to the course.
Please communicate any technical problems to your instructors and TAs
via the Office Hours conference site so that other learners experiencing
the same problem or learners who have already found a fix for that
problem can share their insights and information. This will help us
interact more effectively and promote collective communications.
- There are several sources for assistance with
technical problems---whether you are a novice with computer-mediated
communications or an experienced user. These include campus computer
support services as well as your instructors and TAs.
Posting Messages and Assignments
- Where and how to post messages and assignments on
the course discussion boards can appear a bit daunting at first. But it
is really not very complicated after you have done it once or twice!
Each learner can communicate with course instructors and with other
course participants. The conferencing sites (discussion boards) used in
this course include:
- Office Hours: this site is available for any questions, concerns,
or suggestions regarding the course---including any technical problems
you may encounter. This conferencing site is accessed by everyone in
the course. You may post a new message or reply to a message from
someone else at this site.
- Conferencing Exercise sites: each module includes a conferencing
exercise site at which all learners in the completely online section
of the course will participate in a classwide discussion. Instructions
for when and how you will participate are provided for each
module.
- Group sites: All learners must participate in a group and each
group will have access to a private group discussion board and work
space via the Blackboard "Groups" site.
- Special discussion boards will be used occasionally. For example,
early in the course there will be a discussion board for everyone to
introduce themselves (Who's Who in CHSC 400?).
- Exercise Submission: one member representing the
entire group will submit the group's response to the group exercise
required in each module. The preferred method for posting responses for
the individual exercises is to develop your submission as a separate
document, then submit it as an attachment. The link for submitting
assignments will be clearly
identified for each module of the course.
Grading for the Course
Final grades are based on completion of the learning activities and
exercises detailed for each module of the course. A total of 500 points
can be earned in the course (300
points based on individual performance and 200 points based on group
performance). The course instructor may authorize learners to earn up to
10 additional points for optional activities as described below. CHSC 400
has several TAs evaluating student submissions. TA responsibilities are
rotated throughout the semester so that any variability in TA scoring
patterns will equally affect all students and groups.
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Conferencing Exercises -- 175 points
(individual)
Module Exercises -- 240 points (40 individual, 200
group) Other Required
Activities -- 85 points (individual)
Optional Additional Points -- 10 points
(individual) |
- Classroom Discussions and Conferencing Exercises (maximum: 25 x 7 =
175 points):
online section learners
are expected to participate in multi-learner discussions through
participation in the conferencing exercises, while students in the
blended sections of the course will participate in classroom
discussions. Individual participation
will be evaluated based on several criteria that assess the extent to
which responses are submitted in a timely manner and respond in a clear
and concise manner to all questions with germane content that relates to
the readings, course resources, and topics for that module of the
course. Consistent use of resources above and beyond the basic readings
and course materials and demonstration of critical thinking skills
and/or inclusion of thoughtful insights will be viewed positively when
submissions are evaluated (see scoring
criteria guidelines for details). The classroom discussion/conferencing exercises for
each of the seven modules are worth 25 points. Satisfactory
participation/submissions will receive 20-25 points. Late submissions
for any conferencing exercise will receive at least a 5-point
deduction. No points will be awarded more than 1 week after the
due date. Please note that each learner is required to attend a Board of
Health meeting in order to prepare for the conferencing exercise
associated with Module 5. Students in the in-class sections who miss a
class will be required to complete the conferencing exercise for that
module. Similarly, online students who attend a class session will be
evaluated based on their participation for that session and will not
be required to participate in the online conferencing exercise.
Students should notify the instructor if they intend to make this
switch for one or more modules.
- Module Exercises (maximum: 40 x 6 = 280 points): the
major exercise for each module will focus on the competency expectation
around which that module is organized and requires learners working in
groups to demonstrate proficiency in meeting that competency
expectation. Submissions will be evaluated based on the extent to which
they are submitted in a timely manner and respond in a clear and concise
manner to all questions with germane content that relates to the
readings, course resources, and topics for that module of the course.
Consistent use of resources above and beyond the basic readings and
course materials and demonstration of critical thinking skills and/or
inclusion of thoughtful insights will be viewed positively when
submissions are evaluated (see scoring
criteria guidelines for details). Satisfactory submissions will receive 32-40 points.
Note that the Module 1 and Module 7 Exercises will be
completed by individuals (not by groups).
Late and/or incomplete and/or off target (i.e., not related to readings
and other course resources) will receive significant point deductions
(at least 8 points).
- Group Participation: as previously noted, each learner will work
as part of a group in completing the module exercises. One member of
the group will submit for the entire group indicating the group number
and names of group members contributing to the group submission. Each
group member will then receive the same score for the submission.
There are group exercises for Modules 2-6. There will be a formal evaluation of
each group member's participation and contribution to the group
activities at the end of the semester! At that time, module exercise
scores may be adjusted based on the consistency and quality of each
member's contributions to the group work over the entire semester.
- Other Required Activities (maximum: 5 x 17 = 85 points): Over the course of
the semester, 17 additional activities are
required for each learner. These include submitting a brief biosketch onto
the Who's Who in CHSC 400 Discussion Board (Module 1), completing the
Blackboard Practice Skills activity and Orientation Quiz (Module 1), completing review
quizzes for Modules 1-7, completing five tutorials/simulations/public health games associated with Modules
4-7, completing a mid-course survey, and completing a self and peer
assessment of group participation. Completion of each of
these activities is required. Each is worth a maximum of 5 points. For
the 9 quizzes among these 17 activities, the actual points earned will be awarded. For the other activities, the full 5 points will be awarded if the activity is
completed and a satisfactory response submitted by the due date.
- Additional Points for Optional Activities (maximum: 10 points):
Additional points for
optional activities can be accrued during the semester and may be
considered in the determination of the final grade. Three
opportunities are available during the semester. Students can accrue no
more than 10 points from
any combination described below:
- Course registrants attending SPH sponsored public health
presentations such as Public Health Grand
Rounds, Dean's Forum presentations, or the annual meetings of either the American Public Health
Association (Fall) or Illinois Public Health
Association (Spring) may receive one additional
point per presentation
up to a maximum of 5 points. (Students attending these sessions must
personally check-in with Dr. Turnock or his designee for these
sessions.)
- Completing the Community Priority Setting simulation included in
Module 5 will earn 5 points.
- Contributing 5 or more times during the semester to the CHSC 400
Course Wiki Project. Details will be provided in the information
materials for the course wiki project.
Determination of Final Grades: Based on the sub-scores described above,
the final grade for each learner will be determined based on a maximum
base point total of 500 points. Generally, total scores of 450 or more points will earn a final grade
of "A" for the course. If a student's point total is 440-449,
the number of additional points accrued for the optional activities
described above will be
considered and added to the base point in order to determine the final
point total and final grade. Total scores of 400-449 points will earn a
grade of "B" and fewer than 400 points will earn a grade of "C" or lower.
Learners are reminded that late submissions will result in significant
point deductions.
Progress Reports: Scores for the various activities within each module
will be posted after they are evaluated by the instructors. Scores can be
viewed using the "View Grades"/Gradebook feature in Blackboard.
Academic
Integrity
Academic dishonesty is considered a serious matter and an
offense against the University. Instructors are obligated to report any
incident to the Associate Dean for Academic Affairs in the School of
Public Health. Academic dishonesty includes (but is not limited to):
cheating or assisting someone else in academic dishonesty, plagiarism,
unauthorized possession of class materials (e.g., tests, reserve
materials), and unauthorized changing of grades. To assist in
understanding proper procedures for referencing citations and quotation
from source documents, students may consult the instructor or reference
websites on properly citing material and ideas of others (such as the University
of Illinois Library's Guide to the Research Process, Indiana University's tutorial on How
to Recognize Plagiarism or Purdue
University's Avoiding Plagiarism site). Students are also strongly
encouraged to review the UIC Guidelines on
Academic Integrity and the School
of Public Health's Student Honor Code.
Disability
Statement
Students needing special accommodations because of a
disability should register with the Office of Disability Services at UIC.
Students who have emergency medical information to share with the course
instructor, or needing special arrangements in case the building must be
evacuated, should inform the instructor immediately. Please contact
instructors privately, stop by the office, or call or email.
Mutual Tolerance and
Respect
Public health deals with controversial issues from multiple
perspectives, and consideration of these issues may cause disagreements
and/or evoke strong personal feelings, depending on our individual
experience, histories, identities and world views. Therefore, in all
interactions and communications, course participants are expected to
exhibit mutual respect and tolerance for one another and for any course
guests and members of the community with whom we come into contact. If you
feel you have been offended by any content or interactions, you are
encouraged to discuss this with the instructor or another faculty member.
Readings
Reading assignments are derived from Public Health:
What It Is and How It Works, 4th Edition: BJ Turnock, Jones and
Bartlett Publishers, 2009. Other readings and materials are identified in
the instructions provided for each module of the course. The text is
available from the UIC Medical Center bookstore, several online
bookstores, as well as directly from the publisher.
CHSC 400 Course Schedule: Fall 2008
Semester
| Modules |
Learner Responsibilities |
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Module 1
What Is Public Health?
Aug 25 - Sept 4 |
- Register for
Course
- Obtain
Textbook
- Access Blackboard
Course Web Site
- Review Module 1
Learning Activities including Preface & Chapter 1
- Optional for Online Students - Attend orientation
session (will be offered on Monday 8/25, 3-4 pm)
- Required - Complete Module 1
Practice Exercise (Who's Who in CHSC 400?), due 8/28
- Required - Complete Module 1
Blackboard Skills Practice Exercise, due 8/28
- Required - Complete Orientation
Quiz, due 9/4
- Required - Attend Module 1 Class
Session on Monday 8/25 or Complete Module 1
Conferencing Exercise, due 9/4
- Required - Complete Module 1
Review Quiz, due 9/4
- Plan to attend a Board of Health
meeting within next 1-2 months
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Module 2
Understanding & Measuring Health
Sept 5 - Sept 18 |
- Review Module 2
Learning Activities including Chapter 2
- Plan to attend a Board of Health
meeting
- Required - Attend
Module 2 Class Session 9/8 or Complete
Module 2 Conferencing Exercise, due 9/11
- Required - Complete Module 2 Group Exercise, due
9/18
- Required - Complete Module 2 Review
Quiz, due 9/18
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Module 3
Public Health & Health Services
Sept 19 - Oct 2 |
- Review Module 3
Learning Activities including Chapter 3
- Plan to attend a
Board of Health meeting
- Required - Attend Module 3 Class
Session 9/22 or Complete Module 3 Conferencing
Exercise, due 9/25
- Required - Complete Module 3 Group Exercise, due
10/2
- Required - Complete
Module 3 Review Quiz, due 10/2
- Optional - Attend Grand Rounds
on 9/25, 3:00-4:30 pm
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Module 4
Law, Government & Public Health
Oct 3 - Oct 16 |
- Required - Complete Mid-Semester Survey
- Review Module 4 Learning Activities
including Chapter 4
- Attend Board of Health
meeting
- Required - Attend Module 4 Class
Session 10/6 or Complete Module 4 Conferencing
Exercise, due 10/9
- Required - Complete Outbreak at
Watersedge Simulation, due 10/16
- Required - Complete Module 4 Group Exercise, due
10/16
- Required - Complete Module 4 Review
Quiz, due 10/16
- Optional - Attend Dean's Forum
Presentation on 10/8, noon-1 pm
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Module 5
Core Functions, Essential Services & Public Health
Infrastructure
Oct 17 - Oct 30
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- Review Module 5
Learning Activities including Chapters 5 & 6
- Required - Attend
Module 5 Class Session 10/20 or Complete
Module 5 Conferencing Exercise, due 10/23
- Required -
Complete Disaster in Franklin County Simulation, due 10/30
- Required - Complete Module 5 Group Exercise, due
10/30
- Required - Complete
Module 5 Review Quiz, due 10/30
- Optional - Attend Grand Rounds
on 10/23, 3:00-4:30 pm
- Optional - Complete Community
Priority Setting simulation, due 10/30
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Module 6
Public Health Interventions
Oct 31 - Nov 20 |
- Review Module 6
Learning Activities including Chapter 7
- Required - Attend
Module 6 Class Session 11/10 or Complete
Module 6 Conferencing Exercise, due 11/13
- Required -
Complete the POD Game, due 11/20
- Required - Complete Special Studying
a Study Quiz, due 11/20
- Required - Complete Module 6 Group
Exercise, due 11/20
- Required - Complete
Module 6 Review Quiz, due 11/20
- Optional - Attend Grand Rounds
on 11/20, 3:00-4:30 pm
|
|
Module 7
Public Health Preparedness
Nov
21 - Dec 4 |
- Review Module 7
Learning Activities including Chapter 8
- Required - Attend
Module 7 Class Session 11/24 or Complete
Module 7 Conferencing Exercise, due 11/26 (Wednesday before
Thanksgiving)
- Required -
Complete Bioterrorisk Simulation, due 12/4
- Required - Complete Module 7
Individual Exercise, due 12/4
- Required - Complete Module 7 Review
Quiz, due 12/4
- Required - Complete
Peer and Self Evaluation for Group Work, due 12/4
- Requested -
Complete SPH Course Evaluation Questionnaire
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CHSC 400 Course Syllabus last revised October 10, 2008
(bturnock) |