Environmental Health Science PBHL-A316 Example

Transcription

1 INSTRUCTORS By semester TCHING ASSISTANT By semester COURSE DESCRIPTION The purpose of this course is to familiarize students with human / environment interaction and the potential impact of environmental hazards on human health and safety. We will study disease and injury causing agents in the environment, their origins, and their impacts on human populations and communities, including biological, chemical, physical and psychosocial agents. A variety of control strategies, including the use of technology, health promotion and protection, and policy, will be considered throughout the course. LRNING OBJECTIVES Upon successful completion of this course, students should be able to: Discuss the human environment interrelationships that impact health; Identify biological, chemical, physical and psychosocial agents in the ambient and working environments that can exert an adverse effect on human health and safety at levels above acceptable limits; Articulate common sources of these hazardous environmental agents; Access and engage with published peer reviewed literature; Systematically analyze environmental problems using information found in published peer reviewed and gray literature; Evaluate whether or not a health problem may be caused or compounded by exposures to environmental agents; Identify the environmental control strategies that are commonly applied to eliminate or minimize the adverse health effects of environmental agents; Propose solutions to environmental health problems using information learned in class and from the peer reviewed and gray literature. PRINCIPLES OF UNDERGRADUATE LRNING The activities in this course are linked to the following Principles of Undergraduate Learning: Critical Thinking You will demonstrate the ability to comprehend, analyze, and interpret information about complex environmental and social issues, make informed decisions, and provide support for your decisions in relation to the environmental health and safety concerns throughout the semester. All aspects of the course emphasize this complexity, but your major opportunity to demonstrate your mastery is through your work on a semester long project. (Major Emphasis) Page 1 of 11

2 Core Communication Skills In environmental health, and public health as a whole, clear communication with a variety of stakeholders is of major importance. We will practice this skill in both written and oral formats. Depth, Breadth, and Adaptiveness You will develop intellectual depth in environmental health by actively engaging with class readings, sessions, assignments, and your peers. breadth will be addressed through examination of the social, economic and political contexts of environmental health. Values and Ethics You will be challenged to use what you have learned to make value judgments about environmental issues, and consider the ethics involved in working with individuals, communities and organizations. TEXTBOOK and other REQUIRED RDING Friis, Robert H. Essentials of Environmental Health. Sudbury: Jones & Bartlett Learning; 2010 (2 nd edition). Terkel, Studs. Working: People talk about what they do all day and how they feel about what they do. New York: The New Press; Additional readings as assigned by the instructor during the course and posted on Oncourse or provided in class. COURSE STRUCTURE This course will employ a combination of lecture, large and small group discussion, and selfstudy. You will also sometimes be asked to address questions and problems in small groups in class. The small group activity work is based on the premise that adults learn best when they learn from each other and when they work through problem based activities. Assigned reading and class participation are important. Guest lecturers, the TA and instructors will summarize and emphasize main points, but deeper understanding will be gained through the readings. Please be prepared by having read the assigned readings for class. You will have regular quizzes and assignments that will help to emphasize main points, build key skills, or will supplement material there is not time to cover fully in class. Quizzes will be completed at the beginning of class on the day they are indicated; lecture AND reading materials are fair game. Assignments will generally be turned in through Oncourse. Please address questions about assignments to the TA. You will not have exams in this course. The regular quizzes and assignments will emphasize knowledge gain, and the semester long assignment will allow you to apply the knowledge and critical thinking skills you gain in the course. In this assignment, you will build literature search, organization, and written synthesis skills and apply them to the examination of a contemporary environmental health challenge. The semester long assignment will be discussed in greater detail in class. Page 2 of 11

3 Grading We will evaluate the following aspects of this course: Quizzes (5 total, 8% each) 40% Work hazard identification assignments (4 total) 10% Other assignments (3 total, pass/fail, 1.6% each) 5% Epidemiology case study Risk assessment learning activity Water quality assignment Major assignment Literature review matrix and group dynamic assessment 10% First draft and peer feedback (individual) 10% Final draft with peer response (individual) 25% Grade (Minimum %) A+ (97%) A (93%) A (90%) B+ (87%) B (83%) B (80%) C+ (77%) C (73%) C (70%) D+ (67%) D (63%) D (60%) F (0%) Class performance During the semester students may show marked improvement in their performance, and we reserve the right to raise a student grade to reflect that development. Late work Late work is not accepted, unless there is a medical or personal emergency which can be documented. We recognize that extenuating circumstances may exist, and will consider such requests on a case by case basis, but all students will be treated equitably. If you must travel out of town, your work must be submitted prior to leaving or on the date it is due for your classmates. ATTENDANCE Attendance at classes is expected, barring extenuating circumstances such as those described above. Page 3 of 11

4 ADMINISTRATIVE WITHDRAWAL A basic requirement of this course is that you will participate in all class meetings and conscientiously complete all required course activities and/or assignments. Keep in touch with me if you are unable to attend, participate, or complete an assignment on time. If you miss more than half of the required activities within the first 25% of the course without contacting me, you may be administratively withdrawn from this course. Our course meets twice per week; thus if you miss more than four classes in the first four weeks, you may be withdrawn. Administrative withdrawal may have academic, financial, and financial aid implications. Administrative withdrawal will take place after the full refund period, and if you are administratively withdrawn from the course you will not be eligible for a tuition refund. If you have questions about the administrative withdrawal policy at any point during the semester, please contact me. STUDENTS WITH DISABILITIES Students needing accommodations because of a disability will need to register with Adaptive Educational Services (AES) and complete the appropriate forms issued by AES before accommodations will be given. The AES office is located in Taylor Hall, UC 100. You can also reach the office by calling Visit for more information. STUDENT RESOURCES AND ACADEMIC POLICIES A university is one of the best environments I can imagine for accessing resources and support, and I encourage you to use them. I have provided basics on a few key resources below. If I can help you to access these or other resources, please discuss it with me. Libraries Though there are several on campus, the most useful for this course will be the Ruth Lilly Medical Library, 975 W. Walnut Street, IB 100 Indianapolis, IN Ph: (317) Fax: (317) , and the University Library, at 755 W Michigan St Indianapolis, IN (317) The libraries offer a variety of services, including help locating journal articles and strategizing a research plan of attack. Also, through a link on the Medical Library web page you have direct access to Pubmed, the National Library of Medicine search engine for health related peer reviewed publications. The IUPUI University Writing Center, is staffed by student and faculty writing experts who will help you think through and improve your writing. I strongly encourage you to use them. You may make an appointment online, or by calling (317) or (317) Counseling and Psychological Services Challenges and periods of difficulty happen to all of us, and at some point, most of us will need support, perspective, an ear, or other help to manage them. Counseling Services at IUPUI (IUPUI CAPS), at Walker Plaza, Suite 220, 719 Indiana Avenue, Indianapolis, IN 46202, provides counseling and support services for a variety of needs for the IUPUI community. Hours are M F 9:00am 4:00pm, evenings by appointment. Call (317) for an appointment. Page 4 of 11

5 References and citations Please use the Vancouver or the APA citation style. A complete guide to citing these sources is available at the following Us: Vancouver style: An abbreviated version can be found here: APA Style: The university provides Endnote as a resource to help manage and cite sources. Take advantage of this resource. STUDENT COURSE EVALUATION The Fairbanks School of Public Health evaluates all courses. Student course evaluations will be conducted in a manner that maintains the integrity of the process and the anonymity of respondents. ACADEMIC INTEGRITY Academic and personal misconduct by students in this class are defined and dealt with according to the procedures in the Student Misconduct section of the IUPUI Code of Student Rights, Responsibilities, and Conduct (available at Each student must submit a certificate indicating that they have successfully completed the IU School ofeducation How to Recognize Plagiarism tutorial. This resource can be accessed at The certificate due date is given in the syllabus. Honesty is the most important thing. If you are in doubt about something, it is ALWAYS better to ask. Mutual tolerance and respect statement The practice of public health deals with controversial issues from multiple perspectives and consideration of these issues may cause disagreements among us or may evoke strong personal feelings, depending on our individual experience, histories, identities and worldviews. Therefore, in all of our interactions and communications, it is important that we strive to have mutual respect and tolerance for one another and for any course guests and members of the community with whom we come into contact. Page 5 of 11

6 January 13 th January 15 th Course overview, Introductions and expectations Introduction to semester project, Resources for finding peer reviewed evidence Reading: Terkel xxxi xxxviii (preface) January 20 th MLK HOLIDAY HOLIDAY MLK HOLIDAY January 22 nd January 27 th Conducting Literature reviews Lecture Environmental Policy and Regulation Due: IU Plagiarism Tutorial Certificate Reading: Friis Ch. 1 and 4 January 29 th Discussion Environmental Policy and Regulation Critical thinking Reading: Gostin, L.O., Jacobson v. Massachusetts at 100 years: Police power and civil liberties in tension. (2005) American Journal of Public Health 95(4): Reading: Mariner, W.K., Annas, G.J., Glantz, L.H., Jacobson Vs. Massachusetts: Its not your greatgreat grandfather's public health law. (2005) 95(4): February 3 rd Lecture Environmental and Occupational Epidemiology Quiz 1 Reading: Friis Ch. 2 Page 6 of 11

7 February 5 th Case study Epidemiology Critical Thinking February 10 th Lecture Toxicology Due: Epidemiology Case study Reading: Friis Ch.3 February 12th Lecture Risk assessment and Management February 17 th Activity Risk assessment Critical thinking Due: Risk assessment learning activity February 19 th Discussion Complexity in environmental health problems Critical thinking Reading: Kreuter, M., De Rosa, C., Howze, E., and Baldwin, G. Understanding Wicked Problems: A Key to Advancing Environmental Health Promotion. (2004) Health Education & Behavior 31 (2004) February 24 th Synthesis How to use your matrix to write a synthesis Due: Matrix Lit review Page 7 of 11

8 February 26 th Lecture Air quality and pollution Reading: Friis Ch. 10 March 3 rd Discussion Air quality and pollution Critical thinking Quiz 2 Reading: Glanz, J. Power, Pollution and the internet(september 2012) available at: March 5 th Lecture Water quality and pollution Reading: Friis Ch.9 March 10 th Discussion Water quality and pollution Critical thinking Reading: Drinking water quality in the developing world TBD March 12 th Lecture Introduction to psychosocial stressors Due: Friis (pg. 239) problem #1, 4, 5 and 8 Reading: Terkel pp , , March 17 th Spring Break Spring Break March 19 th Spring Break Spring Break Page 8 of 11

9 March 24 th Activity Literature synthesis Critical thinking Due: Hazard Evaluation 1 March 26 th Lecture Introduction to chemical hazards Quiz 3 Reading: Terkel pp , ; Friis Ch.6 and 7 Due: Hazard Identification 2 March 31 st Lecture Introduction to physical hazards Reading: Terkel pp , ; Urbina, Ian. As OSHA Emphasizes Safety, Long Term Health Risks Fester (2013). Available at: April 2 nd Discussion Ergonomic exercise Critical thinking Reading: Friis Ch. 6 and 8 April Lecture Introduction to biological 7 th hazards Due: Hazard Identification 3 Reading: Terkel pp , ; Friis Ch. 5 April 9 th Lecture Peer review in the scientific process Critical thinking Due: Draft paper Page 9 of 11

10 April 14 th Activity Peer review day Critical thinking Due: Hazard Identification 4; written peer reviews Reading: Your assigned peer papers April 16 th Lecture/Discussion Healthy housing Reading: Jacobs DE. Environmental health disparities in housing. Am J Public Health Published online ahead of print May 5, April 21 st Lecture/Discussion Food quality and safety Quiz 4 Reading: Friis Ch. 11 April 23 rd Lecture/Discussion Environmental justice Reading: Wakefield, S.E.L., and Baxter, J. (2010). Linking Health Inequality and Environmental Justice: Articulating a Precautionary Framework for Research and Action. Environmental Justice 3(3): April 28 th Lecture Injury Due: Final paper Page 10 of 11

11 April 30 th Lecture/Discussion Climate change and Global Environmental Health Critical thinking Reading: Maibach,E.W., Nisbet, M., Baldwin, P., Akerlof, K., Diao, G. (2010) Reframing climate change as a public health issue: an exploratory study of public reactions. BMC Public Health 10:299. / May 5 th Course evaluations Quiz 5 Page 11 of 11