Syllabus
Graduate Programs in Public Health
GPH 724 Introduction to Occupational Health – Summer B 2020
Credits - 3
Description
This course is designed to provide students with an introduction to the field of Occupational Health. The course will emphasize the recognition, evaluation and control of hazards in the work environment. General principles and global processes will be linked to local issues and the regulatory environment through case studies.
The prevention of occupational-related disease occupies an important place in the constellation of public health discourse. We spend approximately one-third of our life at work and in the United States the indemnity model of workers compensation separates occupational disease from the rest of public health. As a result this subject is treated separately from other topics in public health.
Course Format
This course will be delivered through a web-based format and is designed for completion online. Within each of the eight modules, there are reading assignments, web-based projects, written assignments, and discussion questions or case studies. The weekly modules will be made available by 12:01 AM on Wednesdays.
Materials
Learning Objectives and Outcomes
Course Outcomes
- Assess strain in the workplace for disease outcomes
- Review how the state communicates the results of their data gathering to the public.
- Communicate potential workplace hazards to employers
- Design and deliver compelling presentation on potential occupational health hazards to employers or company owners.
- Evaluate the cultural challenges to employee training.
- Design intervention to address identified workplace hazards.
Public Health Competencies
FC 7: Assess population needs, assets and capacities that affect communities’ health.
FC 8: Apply awareness of cultural values and practices to the design or implementation of public health policies or programs.
FC 19: Communicate audience-appropriate public health content, both in writing and through oral presentation.
FC 20: Describe the importance of cultural competence in communicating public health content.
Assignments
Forum Discussions:
Each student is expected to post at least twice each week in response to forum questions on that week’s topic. Initial posts are due by 11:59pm ET on Sunday. Your response must be completed by 11:59pm ET Wednesday for credit. Because this is an online course, the online discussion portion is an important way to exchange ideas with your classmates. Students will be graded on their participation and effort of their posts. These posts will take time to complete but they are an essential part of this online course and a great way to get to know your colleagues. Please be familiar with the course material (readings/lectures) before posting each week. Full marks will be given to those who ask questions, bring in new data from the literature or other resources, and demonstrate a thorough understanding of the topics for the week.
If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.
Final Project:
The final project for this course will combine what you have learned throughout the term. You will complete a Hazard Analysis Report. A site analysis and the report that follows is a key element in any study of occupational health.
A hazard analysis report is written once a site analysis has been conducted. In this course, you will choose a workplace from the provided list and conduct a site analysis using the corresponding information packet and datasheet. The report will summarize the findings in the analysis, the demographics of the company, and make recommendations based on findings. The report is meant for a safety Committee or the company owner. This means that the audience for this paper may not be a professional in the field of occupational health. Please review the Final Project Document for a full description of the assignment.
Hazard Analysis Summary Presentation:
Create a five (5) minute video providing an overview of your findings in the Final Project. Make recommendations to improve the work situation for your chosen work site. This presentation should include slides. Utilize the provided information on how to properly format your presentation. You will submit a YouTube link to the discussion area in Week 7. PowerPoint files will not be accepted.
Respond to at least one person who chose a different site. Present you are the safety committee/company owner. What are your reactions to the findings and recommendations?
Other Assignments:
There are assignments (both discussions and written submissions) each week that build to the two major projects in the course. Please review the Blackboard course for more information on each assignment.
Expectations:
Everyone’s work is expected to be at a graduate school level in terms of quality. That means all written work will have no spelling or grammar errors. Your papers will be well developed, well written, and should flow easily. You should provide a critical analysis of the topic you choose to research. This means providing the background and significance of the occupational problem (issue) and then responding with your thoughts about whether or not the problem was or is being handled adequately. I want you to think about alternatives to the traditional methods of managing occupational problems, based on what you have learned in class. If an intervention was undertaken, evaluate its effectiveness and suggest changes that may make it more effective.
Grading Policy
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Tasksn | Points |
|---|---|
| Weeks 1-6 Discussion | 6 x 3 points each = 18 points |
| Week 1 Assignment | 5 |
| Week 2 Assignment | 8 |
| Week 3 Assignment: Hazard Analysis | 10 |
| Week 4 Assignment | 5 |
| Week 5 Assignment | 8 |
| Final Project: Hazard Analysis Report | 25 |
| Week 7 Assignment | 5 |
| Week 7 Discussion | 10 |
| Week 8 Assignment | 6 |
| Total | 100 |
Grade Scale
| Grade | Points Grade | Point Average (GPA) |
| A | 94 – 100% | 4.00 |
| A- | 90 – 93% | 3.75 |
| B+ | 87 – 89% | 3.50 |
| B | 84 – 86% | 3.00 |
| B- | 80 – 83% | 2.75 |
| C+ | 77 – 79% | 2.50 |
| C | 74 – 76% | 2.00 |
| C- | 70 – 73% | 1.75 |
| D | 64 – 69% | 1.00 |
| F | 00 – 63% | 0.00 |
Schedule
Course Calendar
| Week 1: | Jun 24 – Jul 1 |
| Week 2: | Jul 1 – Jul 8 |
| Week 3: | Jul 8 – Jul 15 |
| Week 4: | Jul 15 – Jul 22 |
| Week 5: | Jul 22 – Jul 29 |
| Week 6: | Jul 29 – Aug 5 |
| Week 7: | Aug 5 – Aug 12 |
| Week 8: | Aug 12 – Aug 16 (Sunday) |
Weekly Schedule
The assignment/discussion descriptions mentioned below are summaries. Please make sure to review the full assignment prompts in Blackboard. There may be additional readings/videos that are not mentioned in this weekly summary, make sure to carefully review the modules in Blackboard.
Week 1: Introduction and History of Occupational Health
Weekly Outcomes:
- Analyze a workplace for potential hazards.
Readings/Videos:
- Textbook: Introduction and Chapter 1
- Week 1 Lecture
- Final Project Introduction
Assignments:
- Discussion: Introduce yourself.
- Discussion: Choose site for the Final Project.
- Week 1 Written Assignment
- Analyze the workplace you chose in the discussion for hazards. Make sure to review the final project document, the site video (site video is located in the site write up document), and the provided site write up before completing this assignment. Provide your initial thoughts, identify at least one potential hazard from the site video, and provide a reason why it may be a hazard. In addition craft a plan on how to approach the project. Make sure to discuss the next steps you will take to successfully complete this project. If you have any questions about the final project include them in your submission. The purpose of this assignment is for you to begin to engage with the final project material. Make sure to support your ideas with the readings from this week. Even though you do not have a background in Occupational Health, it is important to watch the video in Week One and start formulating some ideas. This will prepare you for Week 3, where you will be completing your Hazard Analysis Sheet.
Week 2: Hazards in the Workplace and Interventions
Weekly Outcomes:
- Identify potential occupational hazards from a case study.
- Propose interventions based upon identified occupational hazards.
- Critically analyze a study on the effects of pesticides on the worker.
Readings/Videos:
- Textbook: Chapters 4 & 5
- Week 2 Lecture
- Interview with Ron Souza
Assignments:
- Discussion: Identify hazards presented in a case study and propose an intervention.
- Week 2 Written Assignment
- This week you were exposed to different types of hazards in the workplace. One particular hazard mentioned was pesticides. Choose one of the articles below and complete an article critique.
- Engle, L., Checkoway, H., Keifer, M., et al. Parkinsonism and occupational exposure to pesticides.Occupational and Environmental Medicine. 2001; 58(9):582-589. doi: 10.1136/oem.58.9.582.
- Calvert, Geoffrey M, Jennifer Karnik, et al. Acute pesticide poisoning among agricultural workers in the United States.American Journal of Industrial Medicine. 2008; 51:883-898.
Your critique should include the following elements:
- Introduction: Include the title and author of the article, statement of the problem discussed, purpose, and hypothesis.
- Research Methods: What approach or methods were used in this study? Are the appropriate for the purposes of the study?
- Key Results: Clearly and succinctly summarize the key results of the study.
- Statistical Significance: What is the statistical significance of this study? Are the statistical methods appropriate?
- For more information on statistical significance please review these resources:
- Statistical Significance: Definition, Levels, and Critical Regions
- Tests of Significance:
- For more information on statistical significance please review these resources:
- Sources of Bias: Was the author objective in the discussion of the topic? Identify and discuss any sources of bias in the study.
- This week you were exposed to different types of hazards in the workplace. One particular hazard mentioned was pesticides. Choose one of the articles below and complete an article critique.
Week 3: Hazard Analysis
Weekly Outcomes:
- Utilize a hazard identification form to identify hazards in the workplace.
- Discuss how technology could help identify and fix potential workplace hazards.
Readings/Videos:
- Textbook: Chapter 10
- Week 3 Lecture
- Interview with Michael Lawrence
Assignments:
- Discussion: Discuss the hazards identified from the chosen site. How could Michael Lawrence’s lab be utilized in your hazard analysis?
- Week 3 Written Assignment
- Watch your chosen site video again carefully and review the provided information write up for your chosen site. While watching the video complete the hazard analysis sheet (provided below). Make sure to take notes in the comments/observation section of the form. The comments/observations should point out why certain items may be hazards or other items you noticed in the site video. You may need to watch your site video multiple times to identify the hazards. Once you have completed the hazard analysis sheet submit it here for grading. Your instructor will review the completed form and provide you with feedback. You will want to incorporate the feedback you receive before your final report is due.
Week 4: Occupational Epidemiology
Weekly Outcomes:
- Review how the state communicates the results of their data gathering to the public.
- Compare how states gather and distribute data.
Readings/Videos:
- Textbook: Chapter 3
- Week 4 Lecture
- Interview with State of Maine Bureau of Labor and Statistics
- Coal Hogs Work Safe
Assignments:
- Discussion: Analyze the data gathered from the hazard analysis sheet.
- Week 4 Written Assignment
- Before attempting this assignment make sure to review the interview with the Maine Bureau of Labor and Statistics. In this assignment you’ll be discussing the data in the interview and contrast it with your own state (or a different state if you are in Maine). If your home state does not post data similar to that found in Maine choose a state close to your home state to focus on. Discuss the data available for both Maine and your chosen state. How is the available data valuable/relevant to occupational health? What are the similarities from state-to-state? What are the differences? Does each state use descriptive or analytical approaches to gather data? Point to examples to support your claims. Make sure to utilize the websites discussed in the interview.
Week 5: Psychosocial Stress in the Workplace
Weekly Outcomes:
- Communicate physical and psychosocial hazards to an employer.
- Identify potential psychosocial strains in the workplace.
- Propose interventions based upon identified occupational hazards.
Readings/Videos:
- Textbook: Chapter 9
- JCQ Evaluation Spreadsheet
- The ABCs of Experience Reading
- Week 5 Lecture
Assignments:
- Discussion: Utilize the JCQ algorithm to create a matrix that shows the relationship between demand and control in the workplace from your chosen work site.
- Week 5 Written Assignment
- Review the following hazard analyses for two different jobs. Succinctly summarize the job strain for each case. Then enter the state database for those jobs and determine their injury and illness incidence. Discuss how some of the illnesses and injuries may be tied to the identified job strain. Discuss the similarities and differences between the job strain in each case. What could be the reasons for both the similarities and the differences? Do you agree with NIOSH’s suggested changes to alleviate job strain? Why or why not? Would you suggest something different? make sure to support your ideas with reputable and relevant resources.
Week 6: Work-Related Injuries, Illness, and Diseases
Weekly Outcomes:
- Complete a Hazard Analysis Report to evaluate a workplace for potential hazards.
- Complete a Hazard Analysis Report to propose potential interventions for identified hazards.
Readings/Videos:
- Textbook: Chapter 8
- Week 6 Lecture
Assignments:
- Discussion: Discuss how the Haddon Matrix could be used to prevent injuries in the workplace.
- Final Project: Submit your complete Hazard Analysis Report.
Week 7: Occupational Health Policy and Regulation
Weekly Outcomes:
- Design and deliver a compelling presentation on potential occupational health hazards to employers or company owners.
- Communicate overview and recommendations to improve a specific work situation to a safety committee or company owner.
- Communicate physical and psychosocial hazards to an employer.
Readings/Videos:
- Textbook: Chapter 2
- Lecture 7
- Interview with MEMIC
- Dazzle ‘Em With Style
Assignments:
- Discussion: Create a five (5) min presentation providing an overview of your chosen work site and your recommendations.
- Week 7 Written Assignment
- What policies are available to help with the identified hazard? What historical developments lead to the creation of these policies? If none, what would you propose? Why would you propose these policies? Consider how workers’ comp insurance plays a role in the development of policies. Provide at least one example. Support your answers with relevant and reputable sources.
Week 8: Ethical Implications of Interventions
Weekly Outcomes:
- Evaluate the cultural challenges to employee training.
Readings/Videos:
- Textbook: Chapter 7
- Lecture 8
- NPR Report on Coal Miners
- Research Rounds
- Alice B. Hamilton Awards
Assignments:
- Week 8 Written Assignment
- Changing behavior is difficult. Do you feel that a training program designed to teach ex-coal miners how to operate remote machinery to do the mining that they used to do by hand will be successful? Why or why not? What cultural elements may influence the success or failure of this venture? How would you structure this effort to address the barriers involved? Here is one take on how this might be done. Think about other industries where dangerous jobs were restructured (eg. the paper industry). What were the strategies used?
Student Resources
Online Student Support
Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.
Questions? Visit the Student Support Public Health page
UNE Libraries:
- Library Access for all students: Your library login ID and password are the same as the ones you use to log into Brightspace.
- Public Health Databases: https://library.une.edu/library-materials/find/research-by-subject/public-health/
- Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.
UNE Student Academic Success Center
UNE's Student Academic Success Center (SASC) offers a range of free online services to support your academic achievement. Writing support, ESOL support, study strategy and learning style consultations, as well as downloadable resources, are available to all matriculating students. The SASC also offers tutoring for GPH 712 Epidemiology, GPH 716 Biostatistics, GPH 717 Applied Epidemiology, GPH 718 Biostatistics II, and GPH 719 Research Methods. To make an appointment for any of these services, go to une.tutortrac.com. For more information and to view and download writing and studying resources, please visit:
Information Technology Services (ITS)
- ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673
Accommodations
Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.
Online Peer Support
Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.
Information Technology Services (ITS)
Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.
ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.
Career Ready Program
The College of Professional Studies supports its online students and alumni in their career journey!
The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.
Policies
AMA Writing Style Statement
The American Medical Association Manual (AMA) of Style, 11th edition is the required writing format for this course. Additional support for academic writing and AMA format is provided throughout the coursework as well as at the UNE Portal for Online Students.
Online resources: AMA Style Guide
Turnitin Originality Check and Plagiarism Detection Tool
The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.
Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.
You can learn more about Turnitin in the guide on how to navigate your Similarity Report.
Technology Requirements
Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Course Evaluation Policy
Course surveys are one of the most important tools that University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.
Late Policy
Students are responsible for submitting work by the date indicated in Brightspace.
Quizzes and Tests: Quizzes and tests must be completed by the due date. They will not be accepted after the due date.
Assignments: Unless otherwise specified, assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.
Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.
Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.
Student Handbook Online - Policies and Procedures
The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.
UNE Course Withdrawal
Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
Academic Integrity
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit https://www.une.edu/studentlife/plagiarism.
Academic dishonesty includes, but is not limited to the following:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
- Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.