People, Policy, and the Environment PHUN-400

Course Data

Number: PHUN-400Title: People, Policy, and the Environment Credit-hours: 3Department: Undergraduate StudiesSchool/College: School of Public Health and Information SciencesType: Lecture (1.5-hour classes)

Catalog Description

People, policies, and the environment are all central topic areas for studies in public health. These are each highlighted throughout the course, but in particular, ways they are systemically related.

Course Description

The course explores how people, policy, environment, and their interactions affect public health and approaches for increasing the beneficial effects and decreasing the detrimental effects. Topics include health behavior and promotion, socioeconomic status and income inequity, health and social policy, health advocacy and policy-making, health and the built environment, health and environmental policy, and climate change and sustainability.Course Objectives

At the completion of the course, the successful student is able to:

Categorize effects on public health of each of people, policy, and environment [C3] Predict outcomes of approaches to modifying effects on public health of each of people, policy, and

environment [C3] Categorize effects on public health of each combination of people, policy, and environment [C3]Develop

strategies for integrating health considerations into local planning and policy-making. [C5] Predict outcomes of approaches to modifying effects on public health of each combination of people, policy, and

environment [C3] Illustrate the concept environmental justice [C5] Illustrate the concept of social justice [C5]

Prerequisites

Enrolled in BS/BA program in public health.

Course Instructors

Name Office Phone Email Office HoursTBDCourse Director ⟨office⟩ ⟨phone⟩ ⟨email⟩ ⟨⍆ day⟩, ⟨hours⟩⍅ ¦

by appointment⟨⍆ name⟩, ⟨degrees⟩⁅Section Director⁆ ⟨office⟩ ⟨phone⟩ ⟨email⟩ ⟨⍆ day⟩, ⟨hours⟩⍅ ¦

by appointment ⍅TBDTeaching Assistant ⟨office⟩ ⟨phone⟩ ⟨email⟩ ⟨⍆ day⟩, ⟨hours⟩⍅ ¦

by appointmentTBDTeaching Assistant ⟨office⟩ ⟨phone⟩ ⟨email⟩ ⟨⍆ day⟩, ⟨hours⟩⍅ ¦

by appointment

The course may be divided into sections in each semester it is offered. The syllabus is identical for each section.

The course instructors welcome conversations with students outside of class. Students may correspond with an instructor by email or set up appointments by contacting her or him

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

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People, Policy, and the Environment PHUN-400

Definitions

People: Individuals, persons, and populations. People are organized into societies, and these groups are defined by concepts such as culture, technology, demographics, and geography and/or resource availability. People are the motivation for public health initiatives, and their health is affected by each of the aforementioned concepts, and more.

Policy: Policy can be defined as a protocol or guiding principle to achieve rational outcomes. As policy is related to health, health policy can be defined as the "decisions, plans, and actions that are undertaken to achieve specific health care goals within a society.” (WHO, 2011)

Environment: The definition for environment varies greatly depending upon contextual use of the word. It can mean nature as a whole, within a specific geography, or otherwise determined limit, such as indoor or outdoor, microscopic or macroscopic. The environment is where we live and what sustains us, both as individuals and as a population. There is a synergistic effect to the environment and people, and both the biotic and abiotic world around us drives survival, development, and evolution.

Course Topics and Schedule

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

Mod Name Mod Class TopicGraded Activities Reading before

Class (pp.)before Class in Class BEFORE next Class

Syllabus 0 1 Learning, course, and expectations JITTE Syllabus quiz Syllabus (16)Intro 1 2 Introduction JITTE Class analysis Riegelman, pp. 3-

38 (35)

People2

3 Society and Foundations for Public Health JITTE Class analysis Concept

map Edberg, HCD, Ch.2,

pp.9-20 (11)4 Social Capital and Wellness JITTE Class analysis Link Provided 5 Social Justice and Population Health JITTE Class analysis Link Provided

6 Public Health Infrastructure, Interventions, and Health Promotion JITTE Class analysis

Concept map

SEE-I

Edberg, HB, Ch.1-2, pp.3-23 (20)

Policy

3

7 Ethics, Politics, Policy, and Law JITTE Class analysis Bernheim et al., Ch.1, pp. 3-19 (17)

8 Leadership and Advocacy JITTE Class analysis Edberg, MLPH,

Ch.2-3, pp.7-38 (31)

9 Policy Development JITTE Class analysis Concept map

Teitelbaum, Ch.1-3, pp. 3-44 (41)

10 Case Studies in Policy JITTE Class analysis SEE-I Bernheim et al.,

Ch.3, pp. 45-71 (26)

Environment4

11 Climate Change JITTE Class analysis Link Provided Link Provided

12 The Tragedy of the Commons JITTE Class analysis Concept map Link Provided

13 The Built Environment JITTE Class analysis SEE-I Link Provided Review I 5 14 Synthesis and Review JITTE Class analysis

15 MIDTERM EXAMPeople and

Policy

6

16 Public Health Surveillance JITTE Class analysis Concept map

Bernheim et al., Ch.5, pp. 97-117 (20)

17 Food and Consumer Safety JITTE Class analysis Friss, EH Ch. 11, pp. 279-317 (38)

18 The Affordable Care Act with Case Study JITTE Class analysis SEE-I Teitelbaum, Ch.9, pp. 159-181 (22)

7 19 Effects of the Built Environment JITTE Class analysis Link Provided

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People, Policy, and the Environment PHUN-400

Mod Name Mod Class TopicGraded Activities Reading before

Class (pp.)before Class in Class BEFORE next Class

People and the

Environment

20 Air Pollution JITTE Class analysis Concept map

Friss, EH Ch. 10, pp. 243-276 (33)

21 Water Safety JITTE Class analysis SEE-I Friss, EH Ch. 9, pp. 207-240 (33)

Policy and the

Environment8

22 Climate Change JITTE Class analysis Link Provided Link Provided

23 Air and Water Quality Considerations with Case Studies JITTE Class analysis Concept

map Link Provided

24 Brownfields and Regulatory Considerations with Case Studies JITTE Class analysis SEE-I Link Provided

Link Provided People,

Policy and the

Environment 9

25 Epidemiology JITTE Class analysis Friis, EH Ch. 2, pp. 27-47 (20)

26 Environmental Health Law JITTE Class analysis Friis, EH Ch. 4, pp. 67-90 (23)

27 Law and Zoning with Case Study JITTE Class analysis Concept

map SEE-I

Link Provided Link Provided Link Provided

Review II 10 28 Synthesis and Review JITTE Class analysisFinals FINAL EXAM

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 Texts

Published Course Text from the Jones & Bartlett Learning Series

Links and/or articles provided in reading list, and on Blackboard.

Other Required Reading

Student syllabus for the course (available in Blackboard).

Walton, P. L., “Concept Mapping Guidelines,” unpublished (available in Blackboard).

Additional Suggested Reading

Paul, R., Elder, L. (2009) The Miniature Guide to Critical Thinking: Concepts and Tools. Dillon Beach, CA: Foundation for Critical Thinking. (“Mini-Guide”)

Required Equipment and Software

i>Clicker 1, 2, or Go

Access to and facility with one of the following spreadsheet software packages:

Excel Windows 2003 or above Excel Mac 2008 or above OpenOffice Calc 4.0 or above (available free at http://www.openoffice.org/download/)

Access to and facility with the following concept mapping software package:

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People, Policy, and the Environment PHUN-400

CmapTools 5.05.01 or above (available free at http://cmap.ihmc.us/)

Access to and facility with the Internet, including:

Navigation Searching

Access to and facility with Email, including:

Forwarding UofL email account to preferred account, if different Inclusion of email subject

Access to and facility with Blackboard, including:

Navigation Test-taking Assignment submission Tegrity recordings

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

A student is responsible for his or her own learning. Instructors can only provide opportunities to learn. Students read the required materials prior to each class to prepare for class work and discussions. A learner participates by attending every class possible and by taking responsibility for course material when

attendance is impossible. Participation includes being actively engaged in class discussions, assignments, and activities. A student checks email and Blackboard regularly for homework assignments and other course-related

communications. A student completes assignments by the due dates that are communicated in class and posted on Blackboard.

Late assignments are accepted with a penalty of 10% of the points for the assignment for each day or part thereof late.

A participant acts with integrity, including students, guests, and instructors. Students abide by the policy for academic honesty (below under Other Policies). Examples of violations of

academic honesty are plagiarism, authoring another student’s assignment, having another person author your assignment, and fabrication of reasons for tardy submission of assignments.

Classes start at the time scheduled, so a student is on time to avoid class disruption. If the instructor is delayed past the start of class, he or she makes best effort to notify students of both the delay and estimated class start time. A student waits in class for at least 15 minutes after the instructor’s estimated start time or scheduled start if no notice is given.

iClicker registration

Students MUST register their iClickers in Blackboard for class participation scoring.

iClicker registration is easy and can be done under Start Here & Stuff Needed in Blackboard.

Excused Absences, Make-Ups, and Late Submissions

In the following three paragraphs, an “approved source” refers to a person who is engaged in a service connected with the reason for the student’s absence and is qualified to provide official documentation for the reason for the student’s

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People, Policy, and the Environment PHUN-400

absence. Examples of approved sources are, without limitation, physicians, nurse practitioners, licensed therapists, licensed funeral directors, university athletic directors and designees, and university administration.

A student is excused from the graded activities of just-in-time-teaching experiences and class analyses provided he or she presents written documentation from an approved source that provides a valid reason for the student to have been unable to perform or be present for the graded activity. The documentation must cover the timeframe for the activity: for a just-in-time-teaching experience, between 4 PM and 11:59 PM on the day it is due; and for a class analysis, the class in which it was staged. No make-up is available for these two activities but the student’s score for either is not affected by his or her excused absence.

A student is allowed to make up the graded activities of syllabus quiz, midterm exam, and final exam provided he or she presents written documentation from an approved source that provides a valid reason for the student to have been unable to be present at the time the graded activity was staged. If the absence is not due to illness, sudden emergency, or other unexpected event, the student is expected to present the documentation in time to arrange for a make-up prior to the graded activity’s scheduled occurrence.

A student is not penalized for late submissions of the graded activities of concept maps and homework provided he or she presents written documentation from an approved source that provides a valid reason for the student to have been unable to perform and submit the graded activity on time.

Student Evaluation

The components of student evaluation are:

1. Syllabus quiz (5% of final grade)

A short, multiple-choice quiz is given at the end of class 1 to assess students’ understanding of how the course proceeds, what their responsibilities are, and how grading is handled. Students who read this syllabus and participate in class 1 are expected to do well on the quiz.

2. Just-in-time-teaching experiences (JITTEs) (15% of final grade)

Prior to indicated classes, a short test is posted on Blackboard. The purpose of a JITTE is for the instructors to gauge the level of understanding the night before the class in order to adapt the topics and emphases of the class. A JITTE may be cancelled; if not, it is posted before 4 PM on the day it is due by 11:59 PM. In either case – posted or cancelled – students are notified by a Blackboard announcement with email.

There are 27 classes with JITTEs scheduled prior to them. Each JITTE is worth 10 points on an “all-or-none” basis: a student receives 10 points for a JITTE if he or she submits it on time and answers all its questions; otherwise the student receives a 0. The final score for this component is 10 times the student’s full-credit JITTE count divided by 85% of the student’s available JITTE count. Available JITTE count is the number of JITTEs posted minus the number of JITTEs for which the student has excused absences.

Example: A student had no excused absence from a JITTE, and four JITTEs are cancelled by the instructor, resulting in 23 available JITTEs for the student. The student submitted 22 JITTEs, of which 21 were full-credit. The student’s final score is:

Final score= 10 × student ' s full -credit JITTE count0.85× studen t ' s available JITTE count

= 10 × 210.85 × 23

=10.74

Note that it is possible to earn a final score greater than 10.

No make-up is available for a missed JITTE. A student is excused from a JITTE according to the course’s excused absence policy, above.

3. Class participation (5% of final grade)

Important note: Students MUST register their iClickers in Blackboard for class participation scoring.

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People, Policy, and the Environment PHUN-400

Class participation is based on a student’s iClicker participation. iClickers are used during each class, and all student responses are recorded. A student’s participation score for a class is the number of the student’s iClicker responses divided by 90% of the number of iClicker responses that are possible during class. The content of the responses is not taken into account. Once class scoring has been done, student responses are de-identified for potential use in the instructors’ post-class analysis. The purpose of this component is for the instructors to gauge how the class is proceeding to determine if real-time adjustments are appropriate.

There are 28 classes with iClicker use. Each class participation instance is worth 5 points. A student’s final score for this component is the sum of all participation scores for the student divided by 85% of instances available for the student to have participated. Instances available are the number of classes in which iClickers are actually used minus the number of classes for which the student has excused absences.

Final score= ∑ student ' s participation scores0.85× participation instancesavailable

Example: A student has an excused absence from one class, and in two other classes iClickers are not used. The student participated with his or her iClicker in 22 classes, whose participation scores totaled 65.

Participation instancesavailable= ( (28−2 )−1 )=25

Final score= 650.85 × 25

= 6521.25

=3.06

Note that the student’s average for all participation instances available in is 2.60. Also note that it is possible to earn a final score of more than 3.

No make-up is available for a missed participation instance. A student is excused from a participation instance if excused from its class according to the course’s excused absence policy, above.

4. Class analyses (CAs) (15% of final grade)

At the end of each class, a student has six minutes to write and submit one of the following, as determined for each class by the instructor:

Analysis of the class that addresses the following question and is done without books, notes, or electronics:

“What is the most important point on the module’s topic you learned in class today?”

Answer to a question posed by the instructor that is done with open books and notes but not electronics and may require writing down formulas with numeric values replacing variables but not require calculations or computations beyond basic arithmetic.

A student writes his or her analysis using the paper form provided. An instructor scores the student’s class analysis and enters the scores on the form for the student to review when returned the next class.

Class analyses are scheduled in 27 classes, each analysis with a maximum score of 20. A student’s final score for this component is the sum of all CA scores for the student divided by 85% of CAs available for the student to take. CAs available are the number of CAs actually staged in class minus the number of classes with CAs for which the student has excused absences.

Final score=∑ student ' sscores on all CAs0.85 ×CAs available

Example: A student has an excused absence from one class and missed two classes with CAs, and two other CAs are cancelled by the instructor. The student completed 22 CAs, whose scores totaled 350.75.

CAs availabl e= ( (27−2 )−1 )=24

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People, Policy, and the Environment PHUN-400

Final score= 350.750.85 × 24

=350.7519.55

=17.19

Note that the student’s average for all available CAs is 14.61. Also note that it is possible to earn a final score of more than 20.

No make-up is available for a missed CA. A student is excused from a CA if excused from its class according to the course’s excused absence policy, above.

Each class analysis is evaluated using the following rubrics (see also Intellectual Standards, below):

Rubric for Evaluating Class Analysis

Item4

Exceeds Standard

3Meets

Standard

2Partially Meets

Standard

1Does Not Meet

Standard0

Fails to Try Scor

e

x W

t =

Poin

ts

What is the most important point on the module’s topic you learned in class today?

OR

Your answer to the question posed by the instructor.

CLARITYPolished crystal Clear Slightly hazy Completely

cloudyNothing to consider 1.5

ACCURACYThe real deal! Right on! Are you sure? That’s just not

right!Nothing to consider 1.5

RELEVANCE

Bull’s-eye On-target Edge of target Off-target Nothing to consider 1.0

SIGNIFIANCE

Jackpot Significant Some but limited value

Inconsequential Nothing stated 1.0

Class analysis score = ∑ (item scores for standards x weight) (maximum of 20) Score =

Compressed image of the class analysis form:

5. Partnership SEE-Is (10% of final grade)

In each of the seven non-introduction, non-review course modules, each partnership develops and submits a SEE-I on a concept relevant to the module and randomly assigned by the instructor.

The list of potential SEE-I concepts in a module comes from course archives (including the instructor’s experiences) and included in the Essentials for the module.

Briefly, a SEE-I is a method for exploring and describing a concept. The acronym stands for:

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People, Policy, and the Environment PHUN-400

S = State the concept in at most two sentences in your own words.E = Elaborate on the concept in your own words.E = Exemplify the concept with examples and, if useful, counter-examples.I = Illustrate the concept by analogy with a metaphor, drawing, diagram, or picture that is not directly

related to the concept and not just another example.

See module 0 reading, posted on Blackboard, for the article on the SEE-I method.

The partnership SEE-I is due and electronically submitted in the module’s assignment in the partnership’s group site in Blackboard using a SEE-I form provided with the assignment.

Both members of the partnership get the same score for the SEE-I. A partner who does not substantially contribute to the development of the SEE-I gets a 0 for the SEE-I.

The SEE-I document is evaluated using the following rubric (see also Intellectual Standards, below):

Rubric for Evaluating SEE-I Document

Item

5Exceeds

Standard

4Meets

Standard

3Close to Meeting Standard

2Partially Meets

Standard

1Does Not Partially

Meet Standard

0Fails to Try

Score x Wt = Points

S = State the concept in at most TWO sentences.

CLARITY (Think of a wine glass.)Polished crystal! Clear A bit hazy Hazy Completely

cloudyNothing to consider 2.14

ACCURACY (Think of archery.)Bull’s-eye! On-target Grazed the

targetNot too far off target What target? Nothing to

consider 1.43

LOGIC (Think of a chess player.)Grandmast

er!Masterful

playAdvanced

playIntermediat

e playUnsure of the game

Nothing to consider 1.43

E = Elaborate on the concept in your own words.

CLARITY (Think of a wine glass.)Polished crystal! Clear A bit hazy Hazy Completely

cloudyNothing to consider 2.14

ACCURACY (Think of archery.)

Bull’s-eye! On-target Grazed the target

Not too far off target What target? Nothing to

consider 1.43LOGIC (Think of a chess player.)

Grandmaster!

Masterful play

Advanced play

Intermediate play

Unsure of the game

Nothing to consider 1.43

E = Exemplify the concept with examples and, if useful, counter-examples.

CLARITY (Think of a wine glass.)Polished crystal! Clear A bit hazy Hazy Completely

cloudyNothing to consider 2.14

ACCURACY (Think of archery.)Bull’s-eye! On-target Grazed the

targetNot too far off target What target? Nothing to

consider 1.43LOGIC (Think of a chess player.)

Grandmaster!

Masterful play

Advanced play

Intermediate play

Unsure of the game

Nothing to consider 1.43

I = Illustrate the concept by analogy with a metaphor, drawing, diagram, or picture that is not directly related to the concept.

CLARITY (Think of a wine glass.)Polished crystal! Clear A bit hazy Hazy Completely

cloudyNothing to consider 2.14

ACCURACY (Think of archery.)Bull’s-eye! On-target Grazed the

targetNot too far off target What target? Nothing to

consider 1.43LOGIC (Think of a chess player.)

Grandmaster!

Masterful play

Advanced play

Intermediate play

Unsure of the game

Nothing to consider 1.43

Raw SEE-I document score = ∑ (item scores for standards x weight) [max. of 100]) SEE-I document score =

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

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Rubric for Evaluating SEE-I Document

Item

5Exceeds

Standard

4Meets

Standard

3Close to Meeting Standard

2Partially Meets

Standard

1Does Not Partially

Meet Standard

0Fails to Try

Score x Wt = Points

Final SEE-I document score = raw SEE-I document score – late penalty Final SEE-I document score =

6. Concept maps (Cmaps) (20% of final grade)

In each module after module 1, after the first class of the module and before the second class, each student develops and submits a concept map according to the specifications in the concept map assignment posted on Blackboard. The specifications include a list of concepts to be connected, a list of linking phrases to connect the concepts, and optionally a base concept map into which the listed concepts are to be integrated. Concept maps are submitted in Blackboard in Cmap file format.

Eight concept map assignments are scheduled, each with a maximum score of 20 (excluding extra-credit points). The final score of this component is the average score of the seven highest scoring Cmaps.

Discussions a student has with others on concept map matters do not violate academic honesty provided the student works through and constructs a Cmap entirely on his or her own. If asked, the student must be able to fully explain his or her Cmap.

Each concept map assignment has a benchmark Cmap that was constructed by an instructor. A Cmap submission is analyzed and scored using the following rubric embedded in an instructor’s Excel workbook. A report is generated by the method that is returned to the student and explains the details of the scoring.

Rubric for Scoring Concept MapsRaw Points

Item

5Exceeds

Standard

4Meets

Standard

3Nearly Meets

Standard

2Partially Meets

Standard

1Does Not Partially

Meet Standard

0Not a

Thought-ful Effort Sc

ore

x W

t. =

Poin

ts

Significant propositions(% of weighted benchmark)† [90, 100] [80, 90) [70, 80) [60, 70) [50, 60) [0, 50) 3.0

Implausible propositions 0 1 2 3 4 - 5 ≥ 6 1.0

Raw Points = ∑ item points [maximum of 20] Raw points =Extra Credit Points

Relevant propositions (plausible but not in benchmark) 1 point for each to maximum of 5 Extra credit points =

Penalty Points

Item0 -1 -2 -3 -4 -5 Penalty

PointsCount of ItemUnconnected or missing concepts 0 1 2 3 4 5Duplicated concepts 0 1 2 3 4 5Unlabeled links 0 1 2 3 4 5Directionless links 0 1 2 3 4 5Modifications of benchmark 0 1 2 3 4 5Late penalty = 2 points per day or part thereof late Days Late x -2 =Penalty Points = ∑ item penalty points Total Penalty Points =Final Score = Raw Points + Extra-Credit Points - Total Penalty Points Assessed [minimum of 0] Final Score =

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† Percentage ranges for significant propositions use interval notation, described in the section on grading, below.

7. Midterm exam (15% of final grade)

The midterm exam is done in class with open books and notes but not electronics and is conducted and structured as for the final exam, below.

8. Final exam (15% of final grade)

The final exam is done in class with open books and notes but not electronics. The exam consists of multiple choice questions and scenario-based examples.

Scenarios on the final exam may involve the selection of key concepts to consider and best courses of action. Scenarios may include the assessment of figures and/or concept maps.

Make-up of the final exam is available provided the student is excused from the original final exam according to the course’s excused absence policy, above. The make-up exam may not include any questions or problems from the original exam.

Grading

The components of student evaluation are weighted as follows:

1. Syllabus quiz 5%2. Just-in-time-teaching

experiences15%

3. Class Participation4. Class analyses5. Partnership SEE-Is

5%15%10%

7. Concept maps 20%8. Midterm exam 15%9. Final exam 15%

Calculation of Final Points

Evaluation Component Scoring Methodology Instances Max. Score Weight Actual

Score x Factor† = Points

1. Syllabus quiz individual score 1 10 5% x 0.50 =2. Just-in-time-teaching

experiences described in JITTEs section, above ≤ 27 10+ 10% x 1.00 =

3. Class Participation described in class participation section, above ≤ 27 5 5% × 1.00 =

4. Class analyses described in CA section, above ≤27 20+ 15% x 0.75 =5. Concept maps average score of highest-scoring 7 8 20+ 15% x 0.75 =6. SEE-Is described in SEE-I section, above 7 100 10% ×0.15 =7. Midterm exam score 1 100 15% x 0.15 =8. Final exam score 1 100 15% x 0.20 =Final points = ∑ (actual component score x weight) [max of 100+] Final points =

† Factor is calculated as: ( Weight x 100 ) / Max. Score.

Grading is on ABCDF+/- basis.

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.”

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Final Grade Final Points Final Grade Final Points

A+ 98-100+ C 73-|77

A 93-|97 C- 70-|73

A- 90-|93 D+ 67-|70

B+ 87-|90 D 63-|67

B 83-|87 D- 60-|63

B- 80-|83 F 0-|60

C+ 77-|80

People, Policy, and the Environment PHUN-400

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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 Assessmentsi

Std Parallels Opposites Assessment Rubric Analogy StdRubric Phrase

Clar

ity

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

Clarity

ClearStraightforwardObviousPerceptibleTransparentUnambiguousExplicitWell-defined

UnclearVagueObscureIncomprehensibleCloudyAmbiguousFuzzyFoggy

5Exceeds Standard Polished crystal

4Meets Standard Clear

3Nearly Meets Standard A bit hazy

2Partially Meets Standard Hazy

1Does Not Partially Meet

StandardCompletely cloudy

Accu

racy

Definition: Condition or quality of being true, correct, or exact; freedom from error or defect; precision or exactness; correctness. Think of archery.

Accuracy

AccurateTrueDefinitiveCredibleReliableCorrectFactualVerifiableUndisputable

InaccurateQuestionableWrongIncorrectMistakenFaultyDoubtfulErroneousFlawed

5Exceeds Standard Bull’s-eye!

4Meets Standard On-target

3Nearly Meets Standard Grazed the target

2Partially Meets Standard Not too far off-target

1Does Not Partially Meet

StandardWhat target?

Rele

vanc

e

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

Think of attending a baseball game.

Relevance

RelevantPertinentAppositeCogentSuitableUsefulGermaneApplicableFitting

IrrelevantImpertinentImmaterialUnrelatedInapplicableExtraneousPeripheralUnconnected

5Exceeds Standard In the clubhouse!

4Meets Standard Has a box seat

3Nearly Meets Standard In the ballpark

2Partially Meets Standard In the vicinity

1Does Not Partially Meet

StandardWhereabouts unknown

Sign

ifica

nce

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

Think of a vacation just taken. Significance

SignificantImportantMajorEssentialCrucialVitalValuableFundamental

InsignificantUnimportantTrivialUnessentialImmaterialInconsequentialValuelessNegligible

5Exceeds Standard Priceless!

4Meets Standard Prized

3Nearly Meets Standard Worthwhile

2Partially Meets Standard Mostly OK

1Does Not Partially Meet

StandardOf little value

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Intellectual Standards and Their Meanings and Assessments

Std Parallels Opposites Assessment Rubric Analogy StdRubric PhraseCo

mpl

eten

ess

Definition: Having everything that is needed, lacking nothing essential; to make whole or entire. Think of your stomach. Com

pleteness

CompleteWholeEntireInclusiveComprehensive

IncompletePartialLimitedDeficientInadequate

5Exceeds Standard Stuffed!

4Meets Standard Just right

3Nearly Meets Standard A bit hungry

2Partially Meets Standard Starving

1Does Not Partially Meet

StandardFamished

Logi

c

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

Logic

LogicalSensibleReasonableConsistentSoundRational

IllogicalFoolishUnreasonableInconsistentUnsoundIrrational

5Exceeds Standard Grandmaster!

4Meets Standard Masterful play

3Nearly Meets Standard Advanced play

2Partially Meets Standard Intermediate play

1Does Not Partially Meet

StandardUnsure of the game

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 four standards of clarity, accuracy, relevance, and significance are used in scoring class analyses. 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.”

Accuracy of statements is required to effectively assess relevance and significance. A statement may sound relevant or significant but cannot achieve a useful level unless it is accurate. “Your stating that some people get the flu from their flu shots would be worth considering if it were accurate -- it isn’t.”

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?!”

Significance aims at the notions of urgency and importance. As with relevance, not paying attention to significance in public health activities risks people and wastes money by not focusing on priorities; however, something can be relevant but not significant. “In the midst of an influenza outbreak, it’s too late to focus on prevention; focus on control.”

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The standard of logic becomes part of evaluation with the SEE-I, which is aimed at the exploration and understanding of a concept. Doing so requires accuracy: if facts are wrong, exploration and understanding are doomed. “We’ll never figure out what’s going on! Your reported timeline and incidence numbers are all wrong!”

Logic is needed to put together accurate information in a way that is consistent with critical thinking, i.e., not fooling yourself. “How can you justify predicting a Salmonella outbreak is likely soon based on our being ‘overdue’?”

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?”

Student Learning Outcomes

General Education Learning Outcomes

Other Policies

Expected Student Effort Out of Class

Students are expected to spend an average at least 2-1/2 hours per week per credit hour on the course exclusive of class time. This time includes but is not limited to reading, research, preparations for class, team or group meetings (electronic or otherwise), and course deliverables.

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 (www.louisville.edu) and telephone information line (502-852-5555) also broadcast delays or closings.

Grievances

A student who has grievances regarding the course should seek to have the matter resolved through informal discussion and through administrative channels, such as the course director, chair of the course’s department, associate dean for student affairs, and university grievance officer. If the issue remains unresolved, the student may file a formal grievance. More information is located at Summary of SPHIS Student Academic Grievance Procedure in Student Academic Grievance Committee (https://sharepoint.louisville.edu/sites/sphis/cbg/sagc/).

Disabilities

In accordance with the Americans with Disabilities Act, students with bona fide disabilities are afforded reasonable accommodation. The Disability Resource Center certifies a disability and advises faculty members of reasonable accommodations. More information is located at http://louisville.edu/disability.

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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 at https://sharepoint.louisville.edu/sites/sphis/policies.

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 at https://sharepoint.louisville.edu/sites/sphis/do/aa/coip. 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 Catalog (https://sharepoint.louisville.edu/sites/sphis/do/aa)SPHIS Policies and Procedures (https://sharepoint.louisville.edu/sites/sphis/policies)UofL Undergraduate Catalog (http://louisville.edu/undergraduatecatalog)

v2013.12.27

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Course History

Version 2014.02.06

Course HistoryVersion Submitted Approved Change Summary Author(s)

2014.02.06 pending pending Initial version David A Johnson, PhD(c)

Notes and Readings:

Social Capital Article for People Module (or People and the Environment), Walkability of Neighborhoods: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1448008/pdf/0931546.pdf

Tragedy of the Commons Article: http://deepblue.lib.umich.edu/bitstream/handle/2027.42/83704/De_Young_(1999)_Tragedy_of_the_commons,_EES_(601-602).pdf?sequence=1

Built Environment Article for Environment Module:http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1447991/Built Environment Article for People and Environment Module:Pediatrics Study, Physical Activity Resources and Obesity:

http://pediatrics.aappublications.org/content/117/2/417.full.pdf+html

Climate Change for Environment Module:NASA Article 01-21-2014: http://climate.nasa.gov/news/1029EPA Article (Southeast Region): http://www.epa.gov/climatechange/impacts-adaptation/southeast.html

Climate Change for Environment and Policy Module:EPA Policy Review: http://www.epa.gov/climatechange/EPAactivities.htmlWhitehouse Action Plan: http://www.whitehouse.gov/share/climate-action-plan

Link to Louisville Air Pollution Control District (APCD)Monitoring, Permits and Compliance, Laws and Regulations, Programs: http://www.louisvilleky.gov/apcd/

Social Justice and Population HealthWhat is population health?: http://ajph.aphapublications.org/doi/pdf/10.2105/AJPH.93.3.380For social justice, another reading?

Brownfield Links: Papa John’s Stadium PPT:https://louisville.edu/dehs/trainingdocs/univ%20of%20louisville%20PJCS%20Brownfieldpresentation.ppt/

at_download/fileWikipedia: http://en.wikipedia.org/wiki/Papa_John's_Cardinal_Stadium

Rubbertown Links:Wikipedia: http://en.wikipedia.org/wiki/Rubbertown,_LouisvilleWFPL Series: http://wfpl.org/post/rubbertown-and-health-whole-series-0

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APCD Air Toxics Risk Assessment: http://www.louisvilleky.gov/APCD/STAR/AirToxicsRiskAssessment.htmLink to the book Susan Recommended as a Text, FYI:

http://www.islandpress.org/ip/books/book/islandpress/U/bo3558843.html

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i 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.