UNIVERSITY
OF
1119 M a i n A d m i n i s t r a t i o n B u i l d i n g
College Park, M a r y l a n d 20742-5031
301.405.5252 TEL 301.405.8195 FAX
MARYLAND
OFFICE OF THE SENIOR VICE PRESIDENT A N D PROVOST
July?, 2015
MEMORANDUM
TO:
Jane Clark
Dean, School of Public Health
FROM:
Elizabeth Beise
Associate Provost for Academic Planning and Programs
SUBJECT:
Proposal to Modify the Bachelor of Science in Public Health Science (PCC log
no.14068)
The proposal to modify the Bachelor of Science in Public Health Science has been
administratively approved. A copy of the approved proposal is attached.
The change is effective Fall 2015. Please ensure that the change is fully described in the
Undergraduate Catalog and in all relevant descriptive materials, including the program's fouryear plan (contact Lisa Kiely at lkiely@umd.edu for more information), and that all advisors are
informed.
MDC/
Enclosure
cc:
Gregory Miller, Chair, Senate PCC Committee
Barbara Gill, Office of Student Financial Aid
Reka Montfort, University Senate
Erin Taylor, Division of Information Technology
Pam Phillips, Institutional Research, Planning & Assessment
Anne Turkos, University Archives
Linda Yokoi, Office of the Registrar
Cynthia Stevens, Office of Undergraduate Studies
Coke Farmer, School of Public Health
THE UNIVERSITY OF MARYLAND, C O L L E G E PARK
PROGRAM/CURRICULUM/UNIT PROPOSAL
•
Please email the rest of the proposal as an MSWord
attachment
to pcc-submissions@umd.edu.
•
PCC LOG NO.
14068
Please submit the signed form to the Office of the Associate Provost for Academic Planning and Programs, 1119 Main
Administration Building, Campus.
College/School: School of Public Health
Please also add College/School Unit Code-First 8 digits:
Unit Codes can be found at: https.V/hvpprod. mnd. edu/Html_Reports/units. htm
Department/Program: Public Health Science
Please also add Department/Program Unit Code-Last 7 digits:
Type of Action (choose one):
X Curriculum change (including informal
• New academic degree/award program
specializations)
• Curriculum change for an LEP Program
• New Professional Studies award iteration
0 Renaming ofprogram or formal Area of
• New Minor
Concentration
0 Addition/deletion of formal Area of Concentration
• Request to create an online version of an exi
D Suspend/delete program
program
Italics indicate that the proposed program action must be presented to the full University Senate for c
Summary of Proposed Action:
The primary purpose of this proposal is to require an upper-level course in the core area of behavioral
and community issues in public health. To accomplish this, the faculty recommend the following
changes:
1. Add HLTH366, "Behavioral and Community Issues in Public Health" to the required
curriculum (syllabus attached and the corresponding VP AC proposal is currently at the level
of the campus VP AC committee).
2. Delete HLTH130 and HLTH230 as required courses within the Public Health Science
program.
Departmental/Unit Contact Person for Proposal:
APPROVAL SIGNATURES 5- - Please
Please print
print name,
name, sign,
sign, and
and date.
date. Use
Useadditional
additional lines
linesfor
jor mu
mu
1. Department Committee Chair ir
Ki/^idm (Lt'l^i/^i'^uii
2. Department Chair
3. College/School PCC Chair iZ^ofei,,-^
'SA^VMQI-
^Ci—^
.-^Oy^y--
4. Dean
5. Dean of the Graduate School (if required)
6. Chair, Senate PCC
^ / ^ ^ ^ ^ ^ -^y
7. University Senate Chair (if required)
8. Senior Vice President and Provost
^ ^ t ^ ^ f e : , ^ ^
M- |( 3
|\
OVERVIEW
The Public Health Science Bachelor of Science degree is an interdisciplinary program designed to provide
students with the educational foundation required to effectively address local, national and global issues within
the public health arena. Currently, the required upper level classes in the health foundations area do not fully
address the social and behavioral aspects as applied to translational health within community settings. With the
addition of this 300 level course, students will emerge with the social ecological framework crucial to
understanding the context in which public health issues exist. Learning outcomes are specifically targeted
toward utilizing a behavioral, social, economic and political approach in the assessment and subsequent
implementation of public health programs at all levels but particularly the local community. Additionally, this
change will enhance student competencies as required by the accrediting body of Schools of Public Health.
RESOURCE ISSUES
No new resources are required for this proposal. The Department of Behavioral and Community Health has
graciously accommodated Public Health Science students into separate sections of the existing HLTH130 and
HLTH230 courses. The fiscal arrangements between the Dean's Office and the Department of Behavioral and
Community Health will be transferred from supporting additional students in HLTH130 and 230 to supporting
students in the new course, HLTH366.
STUDENT IMPACT
The proposed curriculum changes were specifically incorporated in order to address potential deficiencies
within the students' theoretical understanding and related application of the social and behavioral aspects of
successful public health programming within various community settings. Through this proposal, the faculty
anticipates that:
1. Public Science graduates will experience enhanced effectiveness in the assessment and
implementation of specific program initiatives within community settings. Further, program
initiatives will be characterized by factors strongly associated with long-term sustainability.
2. The Public Health Science degree will be in alignment with the national competencies as determined
by the accrediting body.
3. Students interested in pursuing a potential 3-2 degree, combining the Public Health Science degree
and the Masters in Public Health (MPH) degree, will be better situated to complete the program within
the appropriate time frame. The five core areas common to all MPH programs include health policy
and services, environmental health, epidemiology, biostatistics (all currently required in the
curriculum) as well as the behavioral, social and community aspects of public health (addressed
through this proposal). Although still in the planning stage, initial student reaction to a potential 3-2
program has been extremely enthusiastic.
CURRICULUM STRUCTURE AND PREREQUISITES
The current and proposed curriculum structure including the prerequisites is presented in the following fouryear templates. In close consultation with the Department of Behavioral and Community Health, the Public
Health Science Steering Committee (composed of faculty representatives throughout the School of Public
Health) examined the syllabi from HLTH130, HLTH230, ANTH260, SOCY100, SOCY105 and PSYC100
and determined that the completion of any one of these courses with a C- or higher would serve as an
appropriate prerequisite. It was further determined that the vast majority of students already complete one or
more of those courses as part of their general education requirements and no undue additional burden would be
placed on the associated departments.
Public Health Science Four-Year Template – General Education: CURRENT
Requirements Benchmark 1 Requirements BSCI105 and CHEM131/132 course must be completed by the end of two semesters into the major. Benchmark 2 Requirements CHEM231/232 must be completed by the end of three semesters into the major. Benchmark 3 Requirements BSCI223 must be completed by the end of four semesters into the major. Year 1: Fall Credit
ENGL101 (AW) Academic Writing MATH220 (MA/AR) Elementary Calculus I HLTH130 (HS) Public and Community Health CHEM131/132 (NL) General Chemistry I/ Laboratory I UNIV100 The Student in the University Total
14 Year 2: Fall Credit
*All students must complete two Distributive Studies courses that are approved for I‐series courses. Courses for Understanding Plural Societies and Cultural Competence may also fulfill a distributive studies requirement. 4 4 Humanities (HU)* 3 1 3 3 Total
Year 2: Spring 4 3 14 Credit Oral Communication (OC) 3 Scholarship and Practice (outside major) (SP)* 3 Humanities (HU)* 3 Elective 3 Elective 2 Elective 3 Elective 3 Year 3: Fall PHSC401 History of Public Health KNES360 Physiology of Exercise MIEH300 Environmental Health Elective 3 Total
Year 3: Spring 4 4 16 Credit Academic Writing (AW) 3 16 BSCI222 Principles of Genetics MIEH400 (UP) Introduction to Global Health HLSA300 Health Policy and Services EPIB300 (AR) Biostatistics Total
16 Credit
Year 4: Spring Credit 4 3 3 3 Year 4: Fall BSCI202 Human Anatomy and Physiology II BSCI223 General Microbiology 16 Credit
Total
CHEM231/232 Organic Chemistry I/ Laboratory I BSCI105 (NL) Principles of Biology I HLTH230 (HS) Introduction to Health Behavior 3 4 Elective Major Requirements You must earn a C‐ or higher in all major requirements. Credit BSCI201 Human Anatomy and Physiology I Total
Major Requirements BSCI105 is the prerequisite for BSCI223 and SPHL415. BSCI201 and BSCI202 are the prerequisite for KNES360. BSCI105, CHEM131/132 and CHEM231/232 are the prerequisites for BSCI222.
Year 1: Spring PHSC415 Public Health Biology EPIB301 Epidemiology 3 PHSC Option 4 3 3 3 PHSC409 Capstone 3 PHSC Option 3 3 PHSC Option 3 Elective 3 PHSC Option 3 Elective 3 4 Total
13 Total
15 TOTAL Credits= 120
Public Health Science Four-Year Template – General Education: PROPOSED
Requirements Benchmark 1 Requirements BSCI105 and CHEM131/132 course must be completed by the end of two semesters into the major. Year 1: Fall Credit
3 4 Elective 3 UNIV100 1 Humanities (HU)* 3 Elective 3 *All students must complete two Distributive Studies courses that are approved for I‐series courses. Courses for Understanding Plural Societies and Cultural Competence may also fulfill a distributive studies requirement. 14 Total
4 14 4 Oral Communication (OC) 3 Scholarship and Practice (outside major) (SP)* 3 Humanities (HU)* 3 Elective 3 Elective 2 Elective 3 Elective 3 Year 3: Fall 3 Total
Year 3: Spring 4 4 16 Credit Academic Writing (AW) 3 16 BSCI222 Principles of Genetics MIEH400 (UP) Introduction to Global Health HLSA300 Health Policy and Services EPIB300 (AR) Biostatistics Total
16 Credit
Year 4: Spring Credit 4 3 3 3 Year 4: Fall Credit BSCI202 Human Anatomy and Physiology II BSCI223 General Microbiology 16 Credit
PHSC401 History of Public Health KNES360 Physiology of Exercise MIEH300 Environmental Health HLTH366 Behav and Comm Issues Year 2: Spring 4 BSCI201 Human Anatomy and Physiology I Total
CHEM231/232 Organic Chemistry I/ Laboratory I BSCI105 (NL) Principles of Biology I Credit
Elective Major Requirements You must earn a C‐ or higher in all major requirements. 3 Year 2: Fall Total
Major Requirements BSCI105 is the prerequisite for BSCI223 and SPHL415. BSCI201 and BSCI202 are the prerequisite for KNES360. BSCI105, CHEM131/132 and CHEM231/232 are the prerequisites for BSCI222.
Credit ENGL101 (AW) Academic Writing MATH220 (MA/AR) Elementary Calculus I CHEM131/132 (NL) General Chemistry I/ Laboratory I Total
Benchmark 2 Requirements CHEM231/232 must be completed by the end of three semesters into the major. Benchmark 3 Requirements BSCI223 must be completed by the end of four semesters into the major. Year 1: Spring PHSC415 Public Health Biology EPIB301 Epidemiology 3 PHSC Option 4 3 3 3 PHSC409 Capstone 3 PHSC Option 3 3 PHSC Option 3 Elective 3 PHSC Option 3 Elective 3 4 Total
13 Total
15 TOTAL Credits = 120 Public Health Science Four-Year Template – CORE: CURRENT
Requirements Benchmark 1 Requirements BSCI105 and CHEM131/132 course must be completed by the end of two semesters into the major. Benchmark 2 Requirements CHEM231/232 must be completed by the end of three semesters into the major. Benchmark 3 Requirements BSCI223 must be completed by the end of four semesters into the major. Year 1: Fall Credit
ENGL101 (FE) Academic Writing MATH220 (FM) Elementary Calculus I HLTH130 (SB) Public and Community Health CHEM131/132 (PL) General Chemistry I / Laboratory I UNIV100 The Student in the University Total
14 Year 2: Fall Credit
BSCI201 (PL) Human Anatomy and Physiology I 4 Humanities Literature (HL)* 3 Social or Political History (SH) * CHEM231/232 Organic Chemistry I /Laboratory I BSCI105 (LL) Principles of Biology I HLTH230 (SB) Introduction to Health Behavior 4 4 Humanities of the Arts (HA)* 3 1 3 3 3 3 Total
Year 2: Spring 4 3 14 Credit BSCI202 Human Anatomy and Physiology II BSCI223 General Microbiology Other Humanities (HO or HA or HL)* 4 4 3 3 Elective 2 Elective 3 Elective 3 Year 3: Fall 16 Total
Credit
PHSC401 History of Public Health KNES360 Physiology of Exercise MIEH300 Environmental Health 3 Credit Professional Writing (PW) 3 16 16 Credit
Year 4: Spring Credit 3 Advanced Study (AS) 3 Elective 3 Year 4: Fall Year 3: Spring 16 MIEH400 Introduction to Global Health HLSA300 Health Policy and Services EPIB300 Biostatistics BSCI222 Principles of Genetics Total
4 Total
Major Requirements You must earn a C‐ or higher in all major requirements. *Students should double count distributive studies with the Diversity (D) requirement.
Credit Elective Total
Major Requirements BSCI105 is the prerequisite for BSCI223 and SPHL415. BSCI201 and BSCI202 are the prerequisite for KNES360. BSCI105, CHEM131/132 and CHEM231/232 are the prerequisites for BSCI222. Year 1: Spring 3 3 3 4 PHSC415 Public Health Biology EPIB301 Epidemiology 4 PHSC409 Capstone 3 3 PHSC Option 3 PHSC Option 3 PHSC Option 3 PHSC Option 3 Advanced Study (AS) 3 Elective 3 15 Total
13 Total
TOTAL Credits = 120
Public Health Science Four-Year Template – CORE: PROPOSED
Requirements Benchmark 1 Requirements BSCI105 and CHEM131/132 course must be completed by the end of two semesters into the major. Year 1: Fall Credit
ENGL101 (FE) Academic Writing MATH220 (FM) Elementary Calculus I CHEM131/132 (PL) General Chemistry I / Laboratory I UNIV100 The Student in the University Elective Total
Benchmark 2 Requirements CHEM231/232 must be completed by the end of three semesters into the major. Benchmark 3 Requirements BSCI223 must be completed by the end of four semesters into the major. 4 4 3 1 Humanities of the Arts (HA)* 3 3 14 4 Humanities Literature (HL)* 3 3 Total
Year 2: Spring 14 Credit BSCI202 Human Anatomy and Physiology II BSCI223 General Microbiology Other Humanities (HO or HA or HL)* 4 4 3 Elective 3 Elective 2 Elective 3 Elective 3 Year 3: Fall PHSC401 History of Public Health KNES360 Physiology of Exercise MIEH300 Environmental Health HLTH366 Behav and Comm Issues 3 Total
Year 3: Spring 16 Credit Professional Writing (PW) 3 16 MIEH400 Introduction to Global Health HLSA300 Health Policy and Services EPIB300 Biostatistics BSCI222 Principles of Genetics Total
16 Credit
Year 4: Spring Credit 4 3 3 3 Year 4: Fall PHSC415 Public Health Biology EPIB301 Epidemiology 16 Credit
Total
CHEM231/232 Organic Chemistry I /Laboratory I BSCI105 (LL) Principles of Biology I Elective BSCI201 (PL) Human Anatomy and Physiology I Social or Political History (SH) * Credit 4 Credit
Advanced Study (AS) Major Requirements You must earn a C‐ or higher in all major requirements. *Students should double count distributive studies with the Diversity (D) requirement.
3 Year 2: Fall Total
Major Requirements BSCI105 is the prerequisite for BSCI223 and SPHL415. BSCI201 and BSCI202 are the prerequisite for KNES360. BSCI105, CHEM131/132 and CHEM231/232 are the prerequisites for BSCI222. 3 Year 1: Spring 3 3 3 4 4 PHSC409 Capstone 3 3 PHSC Option 3 PHSC Option 3 PHSC Option 3 PHSC Option 3 Advanced Study (AS) 3 Elective 3 15 Total
13 Total
TOTAL Credits = 120
SUMMARY OF DEGREE REQUIREMENTS BY AREA
The following tables represent a summary of total degree requirements, including the General Education or
CORE components and the Public Health Science components. The latter are further subdivided into areas
labeled the Scientific Foundations, Public Health Scientific Foundations and Public Health Options areas.
Please refer to Appendix A for a complete list of the Public Health Science options courses.
Please see Appendix B for a key illustrating the course prefixes, numbers and titles for all courses.
University of Maryland School of Public Health - Public Health Science - B.S. Degree Requirements
General Education-CURRENT
Name_________________________________________________________UID________________________1stSemesterinMajor:__________________________
GeneralEducationProgram:(40credits)
Somecoursesmaysatisfymultiplerequirements.Studentsmustearnaminimumof
120creditstobeeligibleforgraduation.
FundamentalStudies(9credits)
_____(AW)AcademicWritingENGL101
(3)
_____(MA)Math___MATH220______
(0)
_____(ENGL39_)ProfessionalWriting
(3)
_____(AR)AnalyticReasoning____EPIB300____(0)
_____(OC)OralCommunication___________________(3)
DistributiveStudies:(25credits)
_____NaturalSciencewithlab(NL)______BSCI105____(0)
MajorRequirements(78credits)
ScientificFoundation(31credits)
_____MATH220(MA)(3)
_____BSCI105(NL)(4)
_____BSCI201(4)
_____BSCI202(4)
_____CHEM131/132(NL)(4)
_____CHEM231/232(4)
_____BSCI222(4)
_____NaturalSciencewithlab(NL)____CHEM131/132(0)
_____BSCI223(IS)(4)
_____HistoryandSocialScience(HS)___HLTH130_____ (0)
_____HistoryandSocialScience(HS)__HLTH230_______(0)
_____Humanities(HU)_____________________
(3)
_____Humanities(HU)____________________
(3)
PublicHealthScienceFoundation(35credits)
_____HLTH130(HS)(3)
_____HLTH230(HS)(3)
_____EPIB300(AR)(3)
_____ScholarshipandPractice(SP)__PHSC409________ (0)
_____ScholarshipinPractice(SPoutsidemajor)
___________________________
_____EPIB301(3)
_____MIEH300(3)
(3)
_____MIEH400(UP)(3)
I‐Series:(0credits)
_____KNES360(4)
StudentsshoulddoublecounttheirI‐Serieswithadistributivestudies
requirementand/orthediversityrequirement.
_____HLSA300(3)
_____(IS)___BSCI223_______________
(0)
_____PHSC401(3)
_____(IS)___________________________
(0)
_____PHSC415(4)
_____PHSC409orSPHL498F(SP)(3)
Diversity:(6credits)
_____(UP)_MIEH400___________________
(0)
_____(CCor2ndUP)_____________________(3)
Electives
credits/gradecourse
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
PublicHealthScienceOptions(12credits)
credits/gradecourse
____________________________________
____________________________________
____________________________________
____________________________________
University of Maryland School of Public Health - Public Health Science - B.S. Degree Requirements
General Education-PROPOSED
Name_________________________________________________________UID________________________1stSemesterinMajor:__________________________
GeneralEducationProgram:(40credits)
Somecoursesmaysatisfymultiplerequirements.Studentsmustearnaminimumof
120creditstobeeligibleforgraduation.
FundamentalStudies(9credits)
_____(AW)AcademicWritingENGL101
(3)
_____(MA)Math___MATH220______
(0)
_____(ENGL39_)ProfessionalWriting
(3)
_____(AR)AnalyticReasoning____EPIB300____(0)
_____(OC)OralCommunication___________________(3)
DistributiveStudies:(25credits)
_____NaturalSciencewithlab(NL)______BSCI105____(0)
MajorRequirements(75credits)
ScientificFoundation(31credits)
_____MATH220(MA)(3)
_____BSCI105(NL)(4)
_____BSCI201(4)
_____BSCI202(4)
_____CHEM131/132(NL)(4)
_____CHEM231/232(4)
_____BSCI222(4)
_____NaturalSciencewithlab(NL)____CHEM131/132(0)
_____BSCI223(IS)(4)
_____HistoryandSocialScience(HS)___________________(0)
_____HistoryandSocialScience(HS)____________________ (0)
_____Humanities(HU)_____________________
(3)
_____Humanities(HU)____________________
(3)
PublicHealthScienceFoundation(32credits)
_____HLTH366(3)
_____EPIB300(AR)(3)
_____EPIB301(3)
_____ScholarshipandPractice(SP)__PHSC409________ (0)
_____ScholarshipinPractice(SPoutsidemajor)
___________________________
_____MIEH300(3)
_____MIEH400(UP)(3)
(3)
_____KNES360(4)
I‐Series:(0credits)
_____HLSA300(3)
StudentsshoulddoublecounttheirI‐Serieswithadistributivestudies
requirementand/orthediversityrequirement.
_____PHSC401(3)
_____(IS)___BSCI223_______________
(0)
_____PHSC415(4)
_____(IS)___________________________
(0)
_____PHSC409orSPHL498F(SP)(3)
Diversity:(6credits)
_____(UP)_MIEH400___________________
(0)
_____(CCor2ndUP)_____________________(3)
Electives
credits/gradecourse
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
PublicHealthScienceOptions(12credits)
credits/gradecourse
____________________________________
____________________________________
____________________________________
____________________________________
University of Maryland School of Public Health - Public Health Science - B.S. Degree Requirements
CORE-CURRENT
Name_________________________________________________________UID________________________1stSemesterinMajor:__________________________
COREProgram:(46credits)
Somecoursesmaysatisfymultiplerequirements.Studentsmustearnaminimumof
120creditstobeeligibleforgraduation.AcompletedescriptionofCORE
requirementscanbefoundatwww.core.umd.edu.
FundamentalStudies(9credits)
_____(FE)ENGL101orequivalent
_____(FM)___MATH220__________
_____(ENGL39_)ProfessionalWriting
DistributiveStudies:(28credits)
HumanitiesandtheArts:
_____(HL)________________________
MajorRequirements(78credits)
ScientificFoundation(31credits)
_____MATH220(FM)(3)
(3)
(0)
(3)
_____BSCI105(LL)(4)
_____BSCI201(LL)(4)
_____BSCI202(4)
_____CHEM131/132(PL)(4)
_____CHEM231/232(4)
(3)
_____(HA)________________________
(3)
_____(HLorHAorHOorIE**)____________________
(3)
SciencesandMathematics:
_____(PLorLL)__BSCI105______________
(0)
_____(PSorPLorLSorLL)__BSCI201______________
(0)
_____BSCI222(4)
_____BSCI223(4)
PublicHealthScienceFoundation(35credits)
_____HLTH130(SB)(3)
_____HLTH230(SB)(3)
_____(PS/PL/LS/LLorMSorIE**)__CHEM131/132___(0)
_____EPIB300(3)
SocialSciencesandHistory:
_____EPIB301(3)
_____(SH)____________________________
(3)
_____MIEH300(3)
_____(SB)__HLTH130________________
(0)
_____MIEH400(3)
_____(SBorIE**)__HLTH230________
(0)
_____KNES360(4)
TakinganIEcourseisoptional.ONLYONEIEcoursemaybecountedtowardCORE
DistributiveStudies.
_____HLSA300(3)
_____PHSC401(3)
AdvancedStudies:(6credits)
____________________________________
(3)
____________________________________
(3)
HumanCulturalDiversity:(3credits)
_____(D)_____________________________
Electives
credits/gradecourse
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
(3)
_____PHSC415(4)
_____PHSC409orSPHL498F(3)
PublicHealthScienceOptions(12credits)
credits/gradecourse
____________________________________
____________________________________
____________________________________
___________________________________
University of Maryland School of Public Health - Public Health Science - B.S. Degree Requirements
CORE-PROPOSED
Name_________________________________________________________UID________________________1stSemesterinMajor:__________________________
COREProgram:(46credits)
Somecoursesmaysatisfymultiplerequirements.Studentsmustearnaminimumof
120creditstobeeligibleforgraduation.AcompletedescriptionofCORE
requirementscanbefoundatwww.core.umd.edu.
FundamentalStudies(9credits)
_____(FE)ENGL101orequivalent
_____(FM)___MATH220__________
_____(ENGL39_)ProfessionalWriting
DistributiveStudies:(28credits)
HumanitiesandtheArts:
_____(HL)________________________
MajorRequirements(75credits)
ScientificFoundation(31credits)
_____MATH220(FM)(3)
(3)
(0)
(3)
_____BSCI105(LL)(4)
_____BSCI201(LL)(4)
_____BSCI202(4)
_____CHEM131/132(PL)(4)
_____CHEM231/232(4)
(3)
_____(HA)________________________
(3)
_____(HLorHAorHOorIE**)____________________
(3)
SciencesandMathematics:
_____(PLorLL)__BSCI105______________
(0)
_____(PSorPLorLSorLL)__BSCI201______________
(0)
_____BSCI222(4)
_____BSCI223(4)
PublicHealthScienceFoundation(32credits)
_____HLTH366(3)
_____EPIB300(3)
_____(PS/PL/LS/LLorMSorIE**)__CHEM131/132___(0)
_____EPIB301(3)
SocialSciencesandHistory:
_____MIEH300(3)
_____(SH)____________________________
(3)
_____MIEH400(3)
_____(SB)____________________________
(0)
_____KNES360(4)
_____(SBorIE**)_____________________
(0)
_____HLSA300(3)
TakinganIEcourseisoptional.ONLYONEIEcoursemaybecountedtowardCORE
DistributiveStudies.
_____PHSC401(3)
_____PHSC415(4)
AdvancedStudies:(6credits)
____________________________________
(3)
____________________________________
(3)
HumanCulturalDiversity:(3credits)
_____(D)_____________________________
Electives
credits/gradecourse
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
(3)
_____PHSC409orSPHL498F(3)
PublicHealthScienceOptions(12credits)
credits/gradecourse
____________________________________
____________________________________
____________________________________
___________________________________
Appendix A: Public Health Science Options Courses
Course Prefix
Course Title
EPIB330
FMSC381
FMSC410
FMSC460
HLTH371
HLTH377
HLTH434
HLTH460
KNES334
KNES350
KNES400
KNES460
KNES461
MIEH321
MIEH309
PHSC410
PHSC412
PHSC420
PHSC491
SPHL498G
SPHL498L
SPHL498M
SPHL498V
SPHL498X
The Coming Plague: Public Health Perspectives
Poverty, Affluence, & Families
Maternal, Child, and Family Health
Violence in Families
Communicating Safety and Health
Human Sexuality
Introduction to Public Health Informatics
Minority Health
Adapted Physical Activity
Psychology of Sport
The Foundations of Public Health in Kinesiology
Physiology of Aging and the Impact of Physical Activity
Exercise and Body Composition
From Syphilis to SARS
Environmental Health Research
Public Health Program Planning & Evaluation
Food, Policy, and Public Health
Vaccines and Immunology
Public Health Internship
Public Health in the City
Fundamentals of Health Communication
Public Health in Practice
Public Health and Medical Anthropology
Genomics and Public Health
Appendix B: Public Health Science Course Prefixes, Numbers and Titles
BSCI222
BSCI223
Scientific Foundation Courses
Course Title
Elementary Calculus I
Principles of Biology I
Human Anatomy and Physiology I
Human Anatomy and Physiology II
Chemistry I - Fundamentals of General Chemistry /
General Chemistry I Laboratory
Organic Chemistry I /
Organic Chemistry Laboratory I
Principles of Genetics
General Microbiology
Course ID
HLTH130
HLTH230
EPIB300
EPIB301
MIEH300
MIEH400
KNES360
HLSA300
PHSC401
PHSC415
PHSC409
Public Health Science Foundation Courses
Course Title
Introduction to Public and Community Health
Introduction to Health Behavior
Biostatistics for Public Health Practice
Epidemiology for Public Health Practice
Introduction to Environmental Health
Introduction to Global Health
Physiology of Exercise
Introduction to Health Policy and Services
History of Public Health
Essentials of Public Health Biology
Capstone
Course ID
MATH220
BSCI105
BSCI201
BSCI202
CHEM131/132
CHEM231/232
Course ID
Public Health Science Options Courses
Course Title
Student Choice
Student Choice
Student Choice
Student Choice
Credits
3 credits
4 credits
4 credits
4 credits
3 credits/
1 credit
3 credits/
1 credit
4 credits
4 credits
31 credits
Credits
3 credits
3 credits
3 credits
3 credits
3 credits
3 credits
4 credits
3 credits
3 credits
4 credits
3 credits
35 credits
Credits
3 credits
3 credits
3 credits
3 credits
12 credits
ACCOMMODATION OF CURRENTLY ENROLLED STUDENTS (Grandfather Clause) Students entering the Public Health Science program beginning January 1, 2015, will fall under the new
curriculum. Students entering the major prior to that date will be given the option of completing the
requirements under which they were admitted.
HLTH 366–Behavioral and Community Issues in Public Health
Semester:
Classroom and Time:
Instructor:
Office:
Phone:
Email:
Fall 2015
TBD
Evelyn King-Marshall, PhD
1242W
301-405-2789
eckm@umd.edu
Office Hours: TBD
Course Description:
The purpose of this course is to promote an appreciation for the role of the social and behavioral
sciences in public health. Another aim is to explore how social and behavioral science theories and
public health concepts and methods can be applied to the health-illness experience and community
interventions.
Course Prerequisites
Any one of the following three credit courses: PSYC 100, SOCY 100, SOCY 105, HLTH130, HLTH
230, or ANTH 260
Course learning outcomes:
Upon completing this course, the student will be able to:
1. Critically describe and evaluate the state of behavioral and community health literature in public
health.
2. Describe and apply the social ecological framework used to address public health problems.
3. Demonstrate an understanding of the behavioral and social factors that affect the health of
individuals and communities.
4. Demonstrate an understanding of health inequities in the US and the underlying role of power
differentials in health disparities.
5. Understand and apply the principles of community participation in public health research and
interventions.
6. Explain how racism, the built environment and societal policies impact public health.
7. Demonstrate knowledge and skills needed to design and implement a public health information
campaign.
8. Demonstrate communication skills key to public health workforce participation and advocacy.
9. Critically describe and apply primary, secondary and tertiary intervention strategies that address
public health concerns.
10. Demonstrate an understanding of individual and community needs and strengths assessments.
11. Demonstrate improved oral and written communication skills
Program Competencies Addressed in this Course:
The following behavioral and community health and public health science competencies are
addressed in this course:
Public Health Science
1. Identify and define public health problems from an ecological and interdisciplinary
perspective.
Behavioral and Community Health
2. Identify individual and community level needs for health promotion and disease prevention.
3. Identify principles of community health that are needed for the development of effective
health promotion and disease prevention strategies.
4. Apply statistics and research methods to accurately describe the distribution and examine the
determinants of population health.
5. Describe how to plan, implement and administer short- and long-term community health
interventions.
6. Describe how to advocate for effective community health initiatives at the local, state and
federal levels.
7. Identify strategies that effectively incorporate cultural competence within health promotion
and community health initiatives.
Required Texts and Other Readings:
Edberg, M. (2015). Essentials of Health Behavior. Social and Behavioral Theory in Public Health.
Jones and Bartlett Publishers. ISBN-13: 9781449698508
1. Orsi, JM, et al. (2010). Black-White health disparities in the United States and Chicago: a 15year progress analysis. American Journal of Public Health, 100, 349-356.
2. West, J.H., Blumberg, E.J., Norman, J.K., Hill, L., Sipan, C.L., Schmitz, K.E., Ryan, S.
Clapp, J.D., & Hovell, M.F. (2010) Does proximity to Retailers Influence Alcohol and
Tobacco Use Among Latino Adolescents. J Immigrant Minority Health, 12, 626-633.
3. Collins, J.W., Wambach, J., David, R.J., & Rankin, K.M. (2009). Women’s lifelong exposure
to neighborhood poverty and low birth weight: a population-based study. Maternal and Child
Health Journal, 13, 326-333.
4. Simons-Morton, B.G. & Farhat, T. (2010) Recent Findings on Peer Group Influences on
Adolescent Smoking. J Primary Prevention, 31, 191-208.
5. Brady, S.S., Dolcini, M.M., Harper, G.W., & Pollack, L.M. (2009). Supportive friendships
moderate the association between stressful life events and sexual risk taking among African
American adolescents. Health Psychology, 28, 238-248.
6. Richman, LS, et al.(2010). The effects of perceived discrimination on ambulatory blood
pressure and affective responses to interpersonal stress modeled over 24 hours. Health
Psychology, 29, 403-411.
7. Vallone, D.M., Niederdeppe, J., Richardson, A.K., Patwardhan, P., Niaura, R., Cullen, J.
(2011) A National Mass Media Smoking Cessation Campaign: Effects by Race/Ethnicity and
Education. American Journal of Health Promotion, 25.
8. LaVeist, T.A. & Nuru-Jeter, A. (2002). Is doctor-patient concordance associated with greater
satisfaction with care? Journal of Health & Social Behavior, 43, 296-306.
9. Talen, M.R., Grampp, K., Tucker, A., Schultz, J. (2008). What Physicians Want From Their
Patients: Identifying What Makes Good Patient Communication. Families, Systems, &
Health, 26, 58–66.
10. Reyna, V (2008). A theory of medical decision making and health: Fuzzy Trace Theory.
Medical decision Making, 28, 850-865.
11. Eakin, E.G. et al. (2007). Resources for health: A primary-care-based diet and physical
activity intervention targeting urban Latinos with multiple chronic conditions. Health
Psychology, 26, 392- 400.
12. Kozminski, MA et al, (2011). How long and how well: oncologists’ attitudes toward the
relative value of life-prolonging v. quality of life-enhancing treatments. Medical Decision
Making, 31, 380-385.
13. Hafetz, J. & Miller, V.A. (2010) Children and parent perceptions of monitoring in chronic
illness management: a qualitative study. Child Care Health and Development. 36, 655-662.
14. Dorff, E.N. (2005). End-of-Life: Jewish perspectives. Lancet, 366, 862-865
15. Gorman, DM, Conde, E (2009). The making of evidence-based practice: the case of Project
Alert. Children and Youth Services Review, 32, 214-222.
Course Requirements:
This course provides students with an overview of behavioral and social science concepts, principles
and theories in public health. A variety of instructional methods will be implemented to address
course aims, including lectures, structured discussions, group projects, class presentations, reaction
papers and other in-class activities. The success of the course will depend heavily upon active
participation by the students--you are strongly encouraged to feel free to present your ideas and to
listen respectfully to the ideas of others. One hundred percent attendance is expected.
Major Graded Assignments:
Reaction Posts: Each week (as specified in the course schedule) you are required to submit a reaction
post to the Canvas website. These are NOT a summary of the readings. This is a chance to think
critically about the reading and or class material and write about that. There are 11 posts for which
you must complete 10 worth 2.5 points each. You may miss one post throughout the semester. If you
miss more than one post you will lose points. When you choose to skip ONE post is your choice and
does not require notification. Posts should be structured as individual responses to the reading and or
class lecture, not responses to each other’s posts. A detailed rubric will be provided on Canvas (10 @
2.5 points = 25 points).
Group Challenge: Several complex public health issues will be identified in class. Two groups will
be assigned to each issue and asked to research and defend opposing views. These views will be
presented briefly in class. Issue defense may include short video (<2 minutes) or pictures, no written
material (reports or PowerPoint) allowed. The class will vote on the group winner at the end of each
class for a small prize. A detailed rubric will be provided on Canvas (25 points).
Exams: Three exams will be held throughout the semester. Each exam will be worth 50 points and
will contain 22 multiple choice items at 1 point each, 6 short answer items at 3 points each and 1 10essay question (3 @ 50 points = 150 points)
Prevention Project: The purpose of this project is to prepare students to think through the processes
they would employ when developing a public health behavioral intervention. Specifically, students
will: (a) Identify the major health indicators associated with negative health outcomes in the US; (b)
Identify multilevel causal factors that contribute to the occurrence of the indicator; (c) Identify
appropriate theoretical perspectives that might guide a prevention intervention; and (d) Develop an
appropriate prevention intervention to target the health indicator in a specific subpopulation.
The class will use behavioral indicators listed in the Healthy People 2020 report
(www.healthypeople.gov) as a starting point for this major course assignment. Students will be
grouped and randomly assigned to a prevention level (primary, secondary, or tertiary) and will
receive notification of their assigned level during the second week of the course. The selected
behavioral indicators include: 1) Immunization and Infectious Diseases; 2) Injury and Violence
Prevention; 3) Mental Health and Mental Disorders; 4) Nutrition and Weight Status; 5) Sexually
Transmitted Diseases; 6) Substance Abuse; and 7) Tobacco Use. Groups will have the opportunity to
select from the 7 behavioral indicators through an online sign-up sheet (each indicator will have a set
number of slots). Students will receive notification of when the sign-up process will occur as well as
directions for how to sign-up. Each group will focus on their behavioral indicator and their level of
prevention for the entire semester and all prevention project worksheets. This three part project is
worth 100 total points.
A. Part 1: Prevention project worksheets. Six worksheets (6) have been designed to help you
answer essential questions concerning your prevention project and help you move towards
developing a prevention intervention appropriate for your selected health topic and level of
prevention. Each worksheet will be completed in-class within your groups. These worksheets
will be reviewed and feedback will be provided for your final presentation (5 points each for a
total of 30 points).
B. Part 2: Prevention project oral presentation. Each group will make an in-class presentation
on their final group intervention, describing their problem, health indicator, causal factors,
and theoretical perspective. Additionally, each group member will describe her/his proposed
intervention. These presentations will occur at the end of the semester. Grades will be based
on expert, peer, and instructor review. A detailed rubric will be provided on Canvas (20
points).
C. Part 3. Prevention project final paper. The final paper (7-10 pages not including references,
double spaced, font size 12, with one inch margins all around) includes four sections: (a)
epidemiology of the health indicator; (b) multiple levels of causal factors; (c) description of
your population; and (d) your proposed intervention. A detailed rubric will be provided on
Canvas (30 points).
Course and University Policies:
Email – The Official University Correspondence:
Verify your email address by going to www.my.umd.edu. All enrolled students are provided access
to the University’s email system and an email account. All official University email communication
will be sent to this email address (or an alternate address if provided by the student). Email has been
adopted as the primary means for sending official communications to students, so email must be
checked on a regular basis. Academic advisors, faculty, and campus administrative offices use email
to communicate important and time-sensitive notices.
Students are responsible for keeping their email address up to date or for redirecting or
forwarding email to another address. Failure to check email, errors in forwarding email, and
returned email (from “full mailbox” or “unknown user” errors for example), will not excuse a
student from missing University announcement, messages, deadlines, etc. Email addresses can be
quickly and easily updated at www.my.umd.edu or in-person at the Student Service Counter on the
first floor of the Mitchell Building. For technical support for University email:
www.helpdesk.umd.edu or call 301-405-1400.
Absence Policy:
In accordance with University policy if you are absent for a single (1) lecture due to illness or some
form of personal or family emergency, this absence will be considered “excused” and the instructor
will accept a note from you attesting to the date of the illness/incident, along with an
acknowledgement that the information is true. Whenever feasible, you should try to contact the
instructor in advance.
Multiple or prolonged absences, and absences that prevent attendance at a major scheduled grading
event (like an exam or test) will require written documentation from an appropriate health care
provider/organization. A link to pull information on the new policy covering absences from class can
be found at http://www.president.umd.edu/policies/v100g.html
Inclement Weather / University Closings:
In the event that the University is closed for an emergency or extended period of time, the instructor
will communicate to students regarding schedule adjustments, including rescheduling of
examinations and assignments due to inclement weather and campus emergencies. Official closures
and delays are announced on the campus website (http://www.umd.edu) and snow phone line (301405-SNOW), as well as local radio and TV stations.
Late work and Missed Exams / Assignments:
All assignments are due as stated in the syllabus /canvas. Any work not turned in by the due date and
time will have a 5% deduction for each day it is late unless arrangements have been made ahead of
the due date with the instructor. Assignments will be accepted up to 3 days late (15% point
deduction). In class assignments may not be made up. Exams can only be made up in the event of
written excuse in advance of the scheduled exam except in a case of emergency (sickness etc).
Course Evaluations
The University, the School of Public Health, and the Department of Behavioral and Community
Health are committed to the use of student course evaluations for improving your experience, the
course, curriculum delivery, and course instruction. Your evaluations will help improve this course,
help current and future students decide on classes, and help administrators determine merit pay,
renewal of contracts, and tenure and promotion decisions. You will receive an email announcing
when the new Blue Xplorance evaluation system will open. For information regarding course
evaluations, please visit https://www.irpa.umd.edu/Assessment/CourseEval/FacFastFacts.html.
Available Support Services:
If you are experiencing difficulties in keeping up with the academic demands of this course, contact
the Learning Assistance Service (301-314-7693). Their educational counselors can help with time
management, reading or math learning skills, note taking and exam preparation skills. All their
services are free to UM students. If you are ill or encountering personal difficulties, please let me
know as soon as possible and contact the Student Health Center (301-314-8180) and or the
Counseling Center (301-314-7651) for assistance. If you have a documented disability and wish to
discuss academic accommodations for test taking or other needs, you will need documentation from
Disability Support Service (301-314-7682).
Religious Observances:
The University System of Maryland policy provides that students will not be penalized because of
observances of their religious beliefs; students will be given an opportunity, whenever feasible, to
make up within a reasonable time any academic assignment that is missed due to individual
participation in religious observances. It is the student’s responsibility to inform the instructor in
advance of any intended absences for religious observance.
Academic Integrity:
The University's code of academic integrity is designed to ensure the principle of academic honesty is
upheld. Any of the following acts, when committed by a student, constitutes academic dishonesty:
❏ CHEATING: intentionally using or attempting to use unauthorized materials, information, or
study aids in an academic exercise.
❏ FABRICATION: intentional and unauthorized falsification or invention of any information or
citation in an academic exercise.
❏ FACILITATING ACADEMIC DISHONESTY: intentionally or knowingly helping or
attempting to help another to violate any provision of this code.
❏ PLAGIARISM: intentionally or knowingly representing the words or ideas of another as
one's own in any academic exercise.
For more information please see: http://www.shc.umd.edu/code.html. Please write the Honor Pledge
by hand and sign it on examinations, papers, or other academic assignments. The Pledge reads:
I pledge on my honor that I have not given or received any unauthorized assistance on this
assignment/examination.
The University of Maryland, College Park has a nationally recognized Code of Academic Integrity,
administered by the Student Honor Council. This Code sets standards for academic integrity at
Maryland for all undergraduate and graduate students. As a student you are responsible for
upholding these standards for this course. It is very important for you to be aware of the
consequences of cheating, fabrication, facilitation, and plagiarism. For more information on the Code
of Academic Integrity or the Student Honor Council, please visit http://www.shc.umd.edu.
Grading Procedures:
Assignment
Points
Due Date
Reaction posts
25
Ongoing
Group challenge
25
Ongoing
Exam 1 (Lesson 1-5)
50
10/5
Exam 2 (Lesson 6-10)
50
11/9
Exam 3 (Lesson 11-15)
50
Dec. 14-19th
Project worksheets
30
Ongoing
Oral presentation
20
12/7th
Final paper
50
12/7th
Student Exams
Prevention Project
Total: 300
Grading Scale:
Grade
Percent
Points
Grade
Percent
Points
A+
97
291-300
C
73
219-230
A
93
279-290
C-
70
210-218
A-
90
270-278
D+
67
201-209
B+
87
261-269
D
63
189-200
B
83
249-260
D-
60
180-188
B-
80
240-248
F
<59
<179
C+
77
231-239
Course Outline / Course Calendar:
Course Schedule Summary
Session
Date
Topic
Assignments
# 1
8/31
Introduction: Health, illness and disease and SBS
perspectives
R. post 1
# 2
9/7
Macro level explanations: theory and practical
applications
R. post 2
Worksheet 1
# 3
9/14
Communities and community level: theory and
practical applications
R. post 3
Group challenge
# 4
9/21
Social and interpersonal level explanations: theory and
practical applications
R. post 4
worksheet 2
# 5
9/28
Individual level explanations: theory and practical
applications
R. Post 5
Exam Review
# 6
10/5
Major Concepts: Stress, Coping, and Social Support
Exam 1
# 7
10/12
Part 1: Primary Prevention: How can we promote
health?
R. Post 6
worksheet 3
# 8
10/19
Community assessments & Communications
campaigns
R. Post 7
worksheet 4
# 9
10/26
Within the healthcare system: Seeking Care & the
Patient Experience
R. Post 8
Worksheet 5
# 10
11/2
Part 2: Secondary Prevention: How can we promote
health?
R. Post 9
Exam Review
# 11
11/9
Within the healthcare system: Doctor-Patient
Communication / Treatment decision making
Exam 2
# 12
11/16
Part 3: Tertiary Prevention How can we promote
health? Quality of Life
Happy
Thanksgiving
# 13
11/23
Within the healthcare system: Managing chronic
disease; Dying and Death
R. Post 10
Worksheet 6
# 14
11/30
Where we have been and where we are going:
Assessing our progress in promoting health
R. Post 11
Group challenge
# 15
12/7
Wrap up the semester.
Class
presentations
Exam
Wk
12/1412/19
Exam 3 Lessons 11-15
Exam 3
Required Session Outline*
Session 1
8/31
Topic: What are health, illness, and disease? SBS perspectives
Learning Outcomes: 1
Readings: Edberg chapters 1 & 3
Assignments: Reaction Post 1, Group and topic assignments.
Session 2
9/7
Topic: Multilevel frameworks: Macro level explanations
Learning Outcomes: 1, 2, 3 Program Competencies: 3, 4, 6, 7
Readings: Edberg chapter 6; (1) Orsi, JM et al. (2010). Black-White health disparities in the
United States and Chicago: a 15-year progress analysis. American Journal of Public Health,
100, 349-356.
Assignments: Reaction post 2 and worksheet 1
Session 3
9/14
Topic: Multilevel frameworks: Communities and community level explanations
Learning Outcomes: 1, 2, 3 Program Competencies: 3, 4, 6, 7
Readings: (2) West, J.H., et al. (2010) Does proximity to Retailers Influence Alcohol and
Tobacco Use Among Latino Adolescents. J Immigrant Minority Health, 12, 626-633; (3)
Collins, J.W., Wambach, J., David, R.J., & Rankin, K.M. (2009). Women’s lifelong exposure
to neighborhood poverty and low birth 8 weight: a population-based study. Maternal and Child
Health Journal, 13, 326-333.
Assignments: Reaction post 3 and Group Challenge
Session 4
9/21
Topic: Multilevel frameworks: Social and interpersonal level explanations
Learning Outcomes: 1, 2, 3 Program Competencies: 3, 4
Readings: Edberg chapter 5; (4) Simons-Morton, B.G. & Farhat, T. (2010) Recent Findings on
Peer Group Influences on Adolescent Smoking. J Primary Prevention, 31, 191-208.
Assignments: Reaction post 4 and Worksheet 2
Session 5
9/28
Topic: Multilevel frameworks: Individual level explanations
Learning Outcomes: 1, 2, 3 Program Competencies: 3, 4
Readings: Edberg chapter 4; (4) Hankonen, N., Vollmann, M., Renner, B., Absetz, P. (2010)
What is setting the stage for abdominal obesity reduction? A comparison between personality
and health-related social cognitions. Journal of Behavioral Medicine, 33, 415-422.
Assignments: Reaction post 5; Exam review
Session 6
10/5
Topic: Major Concepts: Stress, Coping, and Social Support
Learning Outcomes: 3 Program Competencies: 4
Readings: (5) Brady, S.S., Dolcini, M.M., Harper, G.W., & Pollack, L.M. (2009). Supportive
friendships moderate the association between stressful life events and sexual risk taking among
African American adolescents. Health Psychology, 28, 238-248.; (6)Richman, LS et al.
(2010). The effects of perceived discrimination on ambulatory blood pressure and affective
responses to interpersonal stress modeled over 24 hours. Health Psychology, 29, 403-411.
Assignments: Exam 1 (Classes 1-5)
Session 7
10/12
Topic: Part 1: Primary Prevention. How can we promote health?
Learning Outcomes: 9 Program Competencies: 1, 2, 6, 7
Readings: Edberg, chapters 8, 9
Assignments: Reaction Post 6 and Worksheet 3
Session 8
10/19
Topic: Community assessments & Communications campaigns
Learning Outcomes: 5, 7, 8, 10 Program Competencies: 2
Readings: Edberg, chapter 11; (7) Vallone, D.M., et al. (2011) A National Mass Media
Smoking Cessation Campaign: Effects by Race/Ethnicity and Education. American Journal of
Health Promotion, 25.
Assignments: Reaction post 7 and Worksheet 4
Session 9
10/26
Topic: Within the healthcare system: Seeking Care & Patient Experiences
Learning Outcomes: 4, 6 Program Competencies: 4
Readings: Edberg, chapter 14; (8) LaVeist, T.A. & Nuru-Jeter, A. (2002). Is doctor-patient
concordance associated with greater satisfaction with care? Journal of
Health & Social Behavior, 43, 296-306.
Assignments: Reaction post 8 and Worksheet 5
Session 10
11/2
Topic: Part 2: Secondary Prevention. How can we promote health?
Learning Outcomes: 9 Program Competencies: 1, 2, 6, 7
Readings: Edberg, chapter 13; (9) Fisher, JD et al. (2010). Secondary prevention of HIV in the
United States; past, current, and future perspectives. Acquired Immune Deficiency Syndrome,
55, S106-S115.
Assignments: Reaction post 9 and Exam Review
Session 11
11/9
Topic: Within the healthcare system: Doctor-Patient Communication
Learning Outcomes: 4, 6 Program Competencies: 4
Readings: (10) Talen, M.R., Grampp, K., Tucker, A., Schultz, J. (2008). What Physicians Want
From Their Patients: Identifying What Makes Good Patient Communication. Families,
Systems, & Health, 26, 58–66. (11) Reyna, V (2008). A theory of medical decision making and
health: Fuzzy Trace Theory. Medical decision Making, 28, 850-865.
Assignments: Exam 2 (Classes 6-10)
Session 12
11/16
Topic: Part 3: Tertiary Prevention. How can we promote health? Quality of Life
Learning Outcomes: 9 Program Competencies: 1, 2, 6, 7
Readings: (12) Eakin, EG et al. (2007). Resources for health: A primary-care-based diet and
physical activity intervention targeting urban Latinos with multiple chronic conditions. Health
Psychology, 26, 392-400. 2. (13) Kozminski, MA et al, (2011). How long and how well:
oncologists’ attitudes toward the relative value of life-prolonging v. quality of life-enhancing
treatments. Medical Decision Making, 31, 380-385.
Assignments: Happy Thanksgiving
Session 13
11/23
Topic: Within the healthcare system: Managing chronic disease; Dying and Death
Learning Outcomes: 3 Program Competencies: 4, 6, 7
Readings: (14) Hafetz, J & Miller, VA (2010). Child and parent perceptions of monitoring in
chronic illness management; a qualitative study. Child: care, health and development, 655662.; (15) Dorff, EN (2005). End-of-Life: Jewish perspectives. Lancet, 366, 862-865
Assignments: Reaction Post 10 and Worksheet 6
Session 14
11/30
Topic: Where we have been and where we are going: Assessing our progress in promoting
health
Program Competencies: 5, 6, 7
Readings: Edberg, Chapter 14; (16) Gorman, DM & Conde, E (2009). The making of evidencebased practice: the case of Project Alert. Children and Youth Services Review, 32, 214-222.
Assignments: Reaction post 11 and Group challenge
Session 15: Last week
12/7
Topic: Course Wrap. Class Presentations
Learning Outcomes: 11 Program Competencies: 1, 5, 6, 7
Readings: None
Assignments: Final Paper and Class Presentations
*Note: Numbers listed after “learning objectives and program competencies” show the linkage
between material covered in each session and the numbered learning objectives and program
competencies identified on page 1 and 2 of this syllabus.