IUPUI Form for Creation of a New Minor
I. School __IU Richard M. Fairbanks School of Public Health__
II. Proposed Minor _Population Health Science ___________________________________
III. Related Major __Public Health______________________________________________
IV. Projected Date of Implementation ___August of 2014___________________________
V. List the major objectives of the proposed minor and describe its chief features briefly.
Population health science focuses on health outcomes of groups of individuals, including the
distribution of such outcomes within the group. The field of population health science is a
research strategy within public health that studies patterns of health determinants in
populations. The overall goal of population health science is to maintain and improve health and
reduce health inequities between population groups. Results from population health research
drive the development and implementation of policies and actions to improve the well-being of
populations. Kindig defines population health science as the aggregate health outcome of
health adjusted life expectancy (quantity and quality) of a group of individuals, in an economic
framework that balances the marginal returns from the multiple determinants of health (Kindig,
1997). Details regarding references in the proposal appear on page 10.
The Fairbanks School of Public Health will offer the minor in population health sciences that
highlights the social, economic, behavioral, biological, and environmental influences that
provide measurable improvements in the health of entire populations. Courses to be included
in the Population Health Science Minor include:
1.
2.
3.
4.
5.
PBHL H320 Health Systems Administration or H330 Global Public Health
PBHL E322 Principles of Epidemiology
PBHL S315 Community Health
PBHL B300 Introduction to Biostatistics
PBHL A316 Environmental Health Science
The minor in Population Health Science is comprised of 15 credits. Students must obtain an
average cumulative GPA of 2.50 in the five courses for the minor. A grade of “C” or better is
required in each of the five courses in the minor.
VI. Why is the minor needed?
For the latter part of the 20th century, population health science was not viewed as a priority
health area by the general public and policymakers. The events of the last decade have
dramatically changed this perception and demonstrated the value and need for a strong public
health system. The Affordable Care Act has increased the demand for population health
sciences, thus a minor in this area will complement a wide array of undergraduate majors to
create a unique set of skills and expertise for many students on the Health and Life Sciences
campus. There is a growing need to integrate public health into multiple professions and this is
being driven by several interrelated factors:
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IUPUI Form for Creation of a New Minor
1. The first is the changing face of disease in the U.S. The focus of healthcare has shifted to
management of chronic diseases and to preventive health. As the lifespan of the typical
American has increased, chronic diseases such as cardiovascular disease, obesity, diabetes,
and pulmonary disease have become far more prevalent (Institute of Medicine [IOM], 2003;
Maeshiro, 2010). While drugs and medical interventions can be helpful sources of
treatment, knowledge of population health science can help us better understand the
various social determinants of health, as well as the policies and environmental changes
that will influence their patients to make healthier lifestyle choices (Fineberg, 2011;
Monroe, 2011). The provision of preventive services is even more important, since it avoids
many of the complications of both communicable and chronic diseases.
2. The second factor is the soaring cost of healthcare in the United States. The amount spent
on healthcare in the U.S. reached $2.6 trillion in 2010, with much of this due to the burden
of treating chronic disease. In spite of these expenditures and advances in medicine, the
rates of chronic disease have continued to rise. In order to contain costs and reduce the
prevalence and impact of chronic disease, we will need to embrace a population health
approach to treatment. Such an approach will allow us to look at health in a broader
context so we can work to impact bigger segments of the population through changing
public policy, altering social norms and behaviors, and changing the overall environment in
which health occurs (Jarris, 2011; Monroe, 2011).
3. The third factor driving the need for population health sciences is the initiative to reform the
US healthcare system and focus more intently on disease prevention and population health.
The Affordable Care Act National Prevention and Health Promotion Strategy is an example
of this change in priorities, and patient and population long-term outcomes have become
essential measures of the success of new innovative health programs. The National
Prevention Strategy (National Prevention Council, 2010) is focusing on seven goals:
 tobacco free living
 preventing drug abuse and excessive alcohol use
 healthy eating
 active living
 injury prevention and violence free living
 reproductive health and sexual health
 mental and emotional well-being.
Graduates in many disciplines will need to understand and embrace population health
science in order to help this prevention initiative move forward (Monroe, 2011).
Indiana is strongly affected by all three factors, and, in comparison to other states, has even
more severe challenges to its medical and public health systems. Indiana’s chronic disease
rates rank among the worst third of the US. The United Health Foundation’s America's
Health Rankings reports the following rankings for Indiana: overall -38th, determinants-41st,
smoking -41st, diabetes -36th, and obesity-37th. The incidence of lung cancer for the State
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IUPUI Form for Creation of a New Minor
is 15% higher than the US average. In the last five years, diabetes increased from 8.3 % to
9.8 % of the population. In the past year, the rate of preventable hospitalizations increased
from 75.6 to 78.4 discharges per 1,000 Medicare enrollees, indicating a need for care
management programs that bridge the gap between public health programs and clinical
medicine. Indiana also ranks among the bottom 20 states for all of the maternal and child
health indicators measured with the America’s Health Rankings including infant mortality
(31), low birth weight births (30), preterm births (33), early prenatal care utilization (40),
teen birth rates (31), childhood immunization (34), and number of children in poverty (43).
The percentage of children in poverty increased from 18.6 % to 25.2 % in the last five years.
Indiana’s infant mortality rates have declined in the past 20 years, but its current infant
mortality rate of 7.3 per 1,000 live births is still higher than the national rate of 6.7. Indiana
has higher percentages of preterm births (11.7%) and low birth weight births (8.3%) than
the national average. The teen birth rate has remained relatively stable over the past 5
years, but is still higher than the national rate. Prenatal smoking, which can cause significant
maternal and fetal complications, has an average rate of 19% in Indiana, compared to 11%
nationally. The State has seen improvements in the majority of these indicators over the
past five years, but public health agencies are overwhelmed and underfunded. Minors in
population health science would enable graduates of IUPUI to help address these issues.
There are also serious health disparities in minority populations in the State. Minorities
comprise almost 15% of the State population of 6.5 million. The Indiana Minority Health
Coalition (IMHC) is a statewide network of non-profit organizations focused on reducing
health disparities. IMHC reports that in Indiana:
•
•
•
•
•
Blacks are more than twice as likely to die from diabetes, as compared to Whites.
Stroke deaths among Blacks are 1.4 times higher as compared to Whites.
Asian/Pacific Islanders are almost twice as likely to die from stomach cancer compared
to Whites.
Cancer and heart disease deaths among Blacks are 1.2 times higher as compared to
Whites
Infant mortality rates for Blacks are two times higher as compared to Whites.
The Fairbanks School of Public Health has had a close partnership with the Indiana Minority
Health Coalition in investigating social determinants of health that relate to these statistics, but
these research findings need to be more widely applied by individuals in multiple disciplines.
Knowing the determinants and risk factors for particular diseases can help physicians offer more
preventive guidance to their patients. The leading cause of death in Indiana is heart disease,
which can be treated clinically, but can also be prevented since public health has identified risk
factors and interventions that can reduce a patient’s long-term risk. As an example, statistics
from the 2010 Indiana Behavioral Risk Factor Surveillance System (BRFSS) show that education
and income are highly correlated with a number of chronic conditions, including stroke. This
information should inform and guide our preventive strategies in the state.
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IUPUI Form for Creation of a New Minor
The costs of chronic diseases have had a profound impact on Indiana. In addition to direct expenditures
for medical conditions, national corporations have found that chronic disease conditions in the State
have led to serious economic implications for their businesses, such as higher insurance premiums and
lost productivity. Indiana is ranked 33rd in premature death by the United Health Foundation report,
which significantly impacts the State economy in several ways. National corporations have reported
that their Indiana workforce has some of the highest costs from chronic diseases in the nation. Indiana
businesses are now very supportive of the inclusion of more preventive measures to curb the rate of
long-term complications from chronic diseases.
As indicated by the Institute of Medicine (IOM, 2003), in today’s world, all public health is global and our
students need to have a much more expansive vision of their “community” – one that encompasses the
world. To achieve these IOM goals, along with the strategic goal of IUPUI to positively impact the
community, IUPUI students require population health education that is integrated into their
undergraduate curriculum. As a School of Public Health, it is critical to educate students to understand
the myriad causes of good or poor health so they, in turn, can positively affect the health of our state,
our nation, and the world.
Because this minor can accompany many majors both within and outside the health and life sciences
degree programs, the job projections in Indiana are strong. The need for Public health, health
administration, primary care and other clinically trained providers is projected to grow faster than
national averages for non-health related industries. National growth projections for most health careers
supported by a Minor in Population Health Sciences ranges from 16-28% by 2020. Careers such as
primary care physicians, physician assistants, nurse practitioners, dental hygienists, and medical
administrators are included in these projected growth areas. (www.onetonline.org)
The minor in Population Health Science will complement a wide variety of IUPUI undergraduate majors
by strengthening students’ skill sets and improving their competitiveness when they apply for jobs or
pursue graduate and professional programs. This minor will develop a broad range of students with an
understanding and appreciation of population health science. Students with this minor will be able to
discuss and analyze health issues from a population perspective, regardless of their major. Whether
they are majoring in one of the basic sciences, liberal arts, social sciences, or other disciplines, the
population health science minor broadens their perspective on the socioeconomic factors that influence
their own health as well as the health of populations.
This minor will prepare students to integrate new knowledge related to achieving a healthier Indiana
(and society) into their own lives as well as those around them. The principles in the Population Health
Science Minor are the underpinning for a healthier society, no matter where a student lives or works.
VII. Describe the student population to be served and market to be targeted.
It is anticipated that students who major in the basic sciences, liberal arts, social sciences, and other
disciplines will be well-served by the population health science minor.
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IUPUI Form for Creation of a New Minor
VIII. How does this minor complement the departmental and campus missions? Address how it
conforms with IUPUI’s Principles of Undergraduate Learning.
This minor will complement the department, school, and campus missions by offering students the
opportunity to acquire the competencies that will encourage them to master the knowledge and skills
necessary for informed public health practices in a variety of professions.
All students receiving a Population Health Science Minor in will be expected to acquire the following
skills and/or knowledge on the following IUPUI Principles of Undergraduate Learning:
PUL1 Core Communication and Quantitative Skills:
 Express ideas effectively in variety of formats, written, oral and visual.
 Make use of information resources and technology as related to population health science
PUL 2 Critical Thinking:
 Solve problems, make decisions, identify risks and demonstrate professional competence as
related to population health
 Use and analyze data as related to strategy, assessment, and application.
PUL 3 Integration and Application of Knowledge:
 Use information and knowledge from public health, healthcare management, and study of
disease to develop appropriate responses for health related practice
 Participate in project based learning
PUL 4 Intellectual Depth, Breadth, and Adaptiveness
 Demonstrate substantial knowledge and understanding in the area of population health
science
PUL 5 Understanding Society and Culture
 Compare and contrast the role of diversity and culture as related to population health
PUL 6 Values and Ethics
 Understand how values and ethics play a role in the management of population health
 Make informed decisions based using sound ethical considerations of individuals and groups
in society
The complete PULs appear as Appendix I
As indicated in the IOM, in today’s world, all public health is global and our students need to have a
much more expansive vision of their “community” – one that encompasses the world. To achieve these
IOM goals, along with the strategic goal of IUPUI to positively impact the community, IUPUI students
require population health education that is integrated into their undergraduate curriculum. The courses
in the Population Health Science Minor will expose students to information and provide a mechanism to
develop knowledge recognized as critical for a healthier society.
The courses for this minor currently exist in the Fairbanks School of Public Health.
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IUPUI Form for Creation of a New Minor
.
All courses are available to any IUPUI student subject to course availability and completion of any
necessary prerequisites. Prerequisites include one year of undergraduate mathematics prior to enrolling
in the Introduction to Epidemiology course.
There are no IUPUI programs or minors in other schools that overlap with the proposed minor in
population health science.
There are no perceived overlaps with other IUPUI courses or minors, thus this proposed minor will not
have any negative impact on other courses or programs.
IX. List and indicate the sources (including reallocation) of any resources (personnel, financial,
learning, library holdings, equipment, etc.) required to implement the proposed program.
No additional resources, including library resources, are needed for the minor in population health
science.
X. Describe any innovative features of the program
This minor will provide students the opportunity to learn from experts in the public health and health
management fields, both locally and state-wide. Faculty experts from across population health
disciplines will interact with students both in the classroom and in community settings.
XI. List the major student outcomes (or set of performance-based standards) for the proposed minor.
Students with this minor will have a basic understanding of the social, economic, behavioral, biological,
and environmental influences that provide measurable improvements in the health of entire
populations. Specific outcomes include preparing a student to:
 Develop an Understanding of the Social and Behavioral Determinants of Health
 Analyze the Complex Economic and Financing Systems in Public Health and Health
Administration
 Analyze the people-pollution-environmental-health interrelationships
 Analyze and Understand complex biological and disease risk factors in the US and globally
 Describe fundamental research methods used in the field of Public Health
XII. Explain how each of the student learning outcomes identified in XI above will be assessed.
Student learning assessments related to studying and management of the determinants of health,
whether they be environmental, social, economic, or global in nature, will be conducted through in class
assignments and evaluations. Please see the matrix below.
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IUPUI Form for Creation of a New Minor
Student Outcome
Develop an Understanding
of the Social and Behavioral
Determinants of Health
Where will
students learn this
knowledge or
skill?
How will student
achievement of
the outcome be
assessed?
PBHL P300 –
Community Health
Assignments and
completion of a
community
project
Relationship to
Mission, PULs
PULs 2, 3c, 5, 6
Analyze the Complex
Economic and Financing
Systems in Public Health
and Health Administration
PBHL H320
Examinations and
Class Project
PULs 1, 2
Analyze the peoplepollution-environmentalhealth interrelationships
PBHL A316
Quizzes and
semester-long
class project
PULs 2, 3, 4, 6
Analyze and Understand
complex biological and
disease risk factors in the US
and globally
PBHL E322
In-class exercises,
case studies,
exams.
Exams, final
paper.
PULs 1,2
Describe fundamental
research methods used in
the field of Public Health
PBHL P300
Research Methods
Exams, research
assignments
PULs 1, 3, 4, 6
PBHL H330
FSPH Population Health Science Minor Proposal
PULs 1, 2, 3, 5
In what setting will the
assessment take place?
Assessment will be
conducted in each
course by course
instructor. This will
measure the
achievement of PULs as
well as course Learning
Outcomes.
Assessment will be
conducted in each
course by course
instructor. This will
measure the
achievement of PULs as
well as course Learning
Outcomes.
Assessment will be
conducted in each
course by course
instructor. This will
measure the
achievement of PULs as
well as course Learning
Outcomes.
Assessment will be
conducted in each
course by course
instructor. This will
measure the
achievement of PULs as
well as course Learning
Outcomes.
Assessment will be
conducted in each
course by course
instructor. This will
measure the
achievement of PULs as
well as course Learning
Outcomes.
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IUPUI Form for Creation of a New Minor
Completed Minor
Employment in a job where
the minor is incorporated or
pursuit of a professional
degree in which the minor is
incorporated.
Graduate information
will be obtained via
surveys
Results of the course assessments will be incorporated into the FSPH program reviews on a regular basis. New
programs are monitored annually as part of the Program Review and Assessment process by the Undergraduate
Program Committee.
Student enrollment will be tracked by our Student Services Coordinator and by the Director of Undergraduate
Programs to monitor growth of the minor.
Student success and satisfaction will be assessed through student surveys and monitored by the Undergraduate
Program Committee on an annual basis.
Information gathered through the above activities will be used to ensure continuous improvement of the minor.
Honors Minor: The minor in Population Health Science consists of five specific courses (15 credit hours)
offered by the IU Fairbanks School of Public Health. There are two options for completion of this minor;
the regular minor and the honors minor. Both options consist of the same sequence of courses,
however, students in the honors minor fulfill supplementary, more rigorous requirements (i.e. an
additional project or paper) in each class. Students of all majors, whether or not they are in the IUPUI
Honors College, are permitted to enroll in the honors minor in Population Health Science if they have
earned a cumulative GPA of at least 3.5 at IUPUI. Before enrolling in the honors minor, students are
expected to meet with the Assistant Director of the IUPUI Honors College to review the guidelines and
ensure that the honors minor is properly documented. Documentation includes a description of the
additional requirement(s) for the course and the proposed timeline for completion, as outlined in the
required Honors Contract for each course:
(http://honorscollege.iupui.edu/documents/HonorsContractApplicationSpring2014.pdf). If the course
has an existing honors component described in the syllabus, only a copy of the syllabus is required for
documentation. Students in the honors minor are expected to earn a grade of “B” or higher in each of
the five courses for the minor.
A letter of support from Dean Jane Luzar of the IUPUI Honors College appears below.
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IUPUI Form for Creation of a New Minor
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IUPUI Form for Creation of a New Minor
References
Fineberg, H. V. (2011). Public health and medicine: Where the twain shall meet. American Journal of
Preventive Medicine, 41 (4S3), S149-S151.
Institute of Medicine (2003). Who will keep the public health? Educating public health professionals for
the 21st century. Washington, DC: National Academy Press.
Institute of Medicine (2007). Training physicians for public health careers. Washington, DC: National
Academy Press.
Jarris, P. E., Jarris, Y. S., Mishori, R., & Sellers, K. (2011). Beyond the exam room: A call for integrating
public health into medical education. Academic Medicine, 86 (11), 1347.
Kindig, DA. Purchasing Population Health: Paying for Results. Ann Arbor: University of Michigan Press;
p. 47, 1997.
Maeshiro, R., Johnson, I., Koo, D., et al. (2010). Medication education for a healthier population:
Reflections on the Flexner report from a public health perspective. Academic Medicine, 85 (2), 211-219.
Monroe, J. A. (2011). Exploring the context: Contemporary public health. American Journal of
Preventive Medicine, 41 (4S3), S155-S15
2011 America's Health Rankings, United Health Foundation.
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IUPUI Form for Creation of a New Minor
Appendix I
IUPUI Principles of Undergraduate Learning (PULs)
The Principles of Undergraduate Learning are the essential ingredients of the undergraduate
educational experience at Indiana University Purdue University Indianapolis. These principles
form a conceptual framework for all students' general education but necessarily permeate the
curriculum in the major field of study as well. More specific expectations for IUPUI's graduates
are determined by the faculty in a student's major field of study. Together, these expectations
speak to what graduates of IUPUI will know and what they will be able to do upon completion
of their degree.
I. Core Communication and Quantitative Skills
[Definition:] The ability of students to express and interpret information, perform quantitative
analysis, and use information resources and technology--the foundational skills necessary for all
IUPUI students to succeed.
[Outcomes:] Core communication and quantitative skills are demonstrated by the student’s
ability to
a. express ideas and facts to others effectively in a variety of formats, particularly written, oral,
and visual formats;
b. comprehend, interpret, and analyze ideas and facts;
c. communicate effectively in a range of settings;
d. identify and propose solutions for problems using quantitative tools and reasoning;
e. make effective use of information resources and technology.
II. Critical Thinking
[Definition:] The ability of students to engage in a process of disciplined thinking that informs
beliefs and actions. A student who demonstrates critical thinking applies the process of
disciplined thinking by remaining open-minded, reconsidering previous beliefs and actions, and
adjusting his or her thinking, beliefs and actions based on new information.
[Outcomes:]
The process of critical thinking begins with the ability of students to remember and understand,
but it is truly realized when the student demonstrates the ability to
a.
apply,
b.
analyze,
c.
evaluate, and
d.
create
knowledge, procedures, processes, or products to discern bias, challenge assumptions, identify
consequences, arrive at reasoned conclusions, generate and explore new questions, solve
challenging and complex problems, and make informed decisions.
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III. Integration and Application of Knowledge
[Definition:] The ability of students to use information and concepts from studies in multiple
disciplines in their intellectual, professional, and community lives.
[Outcomes:] Integration and application of knowledge are demonstrated by the student’s
ability to
a. enhance their personal lives;
b. meet professional standards and competencies;
c. further the goals of society; and
d. work across traditional course and disciplinary boundaries.
IV. Intellectual Depth, Breadth, and Adaptiveness
[Definition:] The ability of students to examine and organize disciplinary ways of knowing and
to apply them to specific issues and problems.
[Outcomes:] Intellectual depth, breadth, and adaptiveness are demonstrated by the student’s
ability to
a. show substantial knowledge and understanding of at least one field of study;
b. compare and contrast approaches to knowledge in different disciplines;
c. modify one's approach to an issue or problem based on the contexts and requirements of
particular situations.
V. Understanding Society and Culture
[Definition:] The ability of students to recognize their own cultural traditions and to understand
and appreciate the diversity of the human experience.
[Outcomes:] Understanding society and culture is demonstrated by the student’s ability to
a. compare and contrast the range of diversity and universality in human history, societies, and
ways of life;
b. analyze and understand the interconnectedness of global and local communities; and
c. operate with civility in a complex world.
VI. Values and Ethics
[Definition:] The ability of students to make sound decisions with respect to individual conduct,
citizenship, and aesthetics.
[Outcomes:] A sense of values and ethics is demonstrated by the student’s ability to
a. make informed and principled choices and to foresee consequences of these choices;
b. explore, understand, and cultivate an appreciation for beauty and art;
c. understand ethical principles within diverse cultural, social, environmental and personal
settings.
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