Syllabus

Schedule

Week One:  6/29 – 7/6

Week Two: 7/6 – 7/13

Week Three: 7/13 – 7/20

Week Four: 7/20 – 7/27

Week Five: 7/27 – 8/3

Week Six: 8/3 – 8/10

Week Seven: 8/10 – 8/17

Week Eight: 8/17 – 8/21

 

Week One

The readings and activities of this first week will introduce you to the basic principles of Public Health Emergency Preparedness (PHEP) and response and the Incident Command System.

Learning Objectives

You will identify the stages, components, and organizational structures involved in Public Health  Emergency Preparedness (PHEP). This means being able to:

•   Describe the stages of the preparedness cycle
•   Outline the responsibilities and coordination of local, state, and federal responders in Public Health Emergency     Preparedness (PHEP)
•   Explain the terminology and organizational structure of the Incident Command System

Lectures:

Week One Lecture

Forum/Assignments:

Online PHEP Training

Complete the following introductory public health training courses recommended by the National Center of Disaster Medicine and Public Health. Upon completion of the training, attach your completion certificates to the Week 1 Online Training Assignment.

•   Introduction to Public Health Preparedness and Response http://www.jhsph.edu/preparedness/training/online/prep_and_response.html part 1 (11 min)
•   The National Incident Management System (NIMS) and the Incident Command System (ICS) http://www.jhsph.edu/preparedness/training/online/prep_and_response.html part 2 (9 min)

Complete the following FEMA core training course to further your understanding of the Incident Command System, a key component of emergency preparedness for all hazards. Upon completion of the training, attach your completion certificate to the Week 1 Online Training Assignment.

•   Introduction to the Incident Command System (ICS) http://emilms.fema.gov/IS100b/index.htm (3 hr)

Due Wednesday July 6th by 11:59 pm

 

Discussion Forum – Introductions on Zeemap Original Contribution

Due Sunday July 3rd by 11:59 pm

 

Response Post:

Review the ZeeMap and the postings of your classmates. 

Due Wednesday July 6th by 11:59 pm

 

Week Two

This week we will take a look at the Incident Action Plan (IAP). We will also consider the organizational structure and responsibilities of the National Incident Management System (NIMS), which relies heavily on the use of the IAP in its emergency planning procedures.

Learning Objectives

You will develop PHEP planning skills by identifying and assessing the components of the Incident Action Plan (IAP) for all hazards and its use by the National Incident Management System (NIMS).

This means being able to:

•   Describe the Incident Action Plan (IAP) used by local, state, and federal agencies
•   Assess existing IAPs for adherence to FEMA recommendations
•   Explain the National Incident Management System’s role in preparedness, disaster command, communications, and resource management and its use of the IAP.

Lectures

Week Two Lecture

Assignments

Online PHEP Training

•   Introduction to the National Incident Management System (NIMS) http://emilms.fema.gov/IS700aNEW/index.htm (3 hr)

Due Wednesday July 13th by 11:59 pm

 

Discussion Forum – IAP Review Original Contribution

Due Sunday July 10th by 11:59 pm

 

Response Post:

Review your classmates’ postings and select one person to respond to.

Due Wednesday July 13th by 11:59 pm

Readings:

FEMA Incident Action Planning (IAP) Guide: Review this document to develop an understanding of the IAP development process. http://www.uscg.mil/hq/cg5/cg534/nsarc/FEMA%20Incident%20Action%20Planning%20Guide%20%28IAP%29.pdf

 

Week Three

Following proper communication protocols is essential in public health emergency preparedness. The activities and readings for this week ask you to examine communications issues in public health emergency preparedness so that you can become familiar with the protocols and procedures you will encounter as a public health professional.

Learning Objectives

You will outline recommendations and skills needed for effective risk communication with individuals, stakeholders, and communities in PHEP and during emergencies.

This means being able to:

• Explain the components of effective risk communication
• Use skills to enhance effective communication with individuals, stakeholders, and communities in PHEP and during emergencies.
• Assess the effectiveness of existing communication protocols

Lectures

Week Three Lecture

Assignments

Online PHEP Training

• Introduction to Risk Communication by Johns Hopkins Center for Public Health Preparedenss (2.5 hrs) http://www.jhsph.edu/research/centers-and-institutes/johns-hopkins-center-for-public-health-preparedness/training/online/crisis_communication.html  OR
• Emergency Risk Communication by Northwest Center for Public Health Practice University of Washington (2.5 hrs) http://www.nwcphp.org/training/opportunities/online-courses/emergency-risk-communication-for-public-health-professionals 

Due Wednesday July 20th by 11:59 pm

 

Discussion Forum – PHEP Communications Review Original Contribution

Due Sunday July 17th by 11:59 pm

 

Response Post:

Review your classmates’ postings and select one person to respond to. 

Due Wednesday July 20th by 11:59 pm

 

Readings:

Crisis Emergency Risk Communication Guide http://emergency.cdc.gov/cerc/resources/pdf/cerc_guide_basic.pdf

Crisis Emergency Risk Communication Summary http://emergency.cdc.gov/cerc/resources/pdf/cerc­wallet­english.pdf

 

Week Four

This week we will consider public health emergency preparedness techniques for threat and hazard identification and risk assessment.

You will also be able to apply what you have learned about preparedness in the assignment for this week, which asks you to develop a flyer for community education. Should you decide to become a public health emergency preparedness professional, this is a type of communication you will likely encounter often.

Learning Objectives

You will learn how to implement techniques for identifying, assessing, and addressing potential threats and hazards in a community. This means being able to:

•   Identify threats and hazards of concern
•   Develop skills in providing community context to potential threats and hazards
•   Assess resources needed to address threats and hazards of concern

You will also demonstrate effective risk communication skills by developing a community education flyer related to hazard assessment

Lectures:

Week Four Lecture

Forum/Assignments:

Online PHEP Training

Select a hazard of most interest to you and complete one or more of the appropriate courses totaling at least two hours in trainings. When you have completed the trainings, attach your completion certificates for each course to the Week 4 Training Assignment.

Due Wednesday July 27th by 11:59 pm

 

Hazard Identification and Risk Assessment Flyer 

Due Sunday July 24th by 11:59 pm

 

Peer Review: Hazard Identification and Risk Assessment Flyer

Review your group mate’s posting of their Hazard Identification and Risk Assessment Flyer. 

Due Wednesday July 27th by 11:59 pm

Readings:

FEMA Threat and Hazard Identification and Risk Assessment Comprehensive Guide 201 


FEMA Information Sheet – Threat and Hazard Identification and Risk Assessment


 

Week Five

This week we will learn about the development of emergency preparedness training exercises, both as a form of public education and as a forum for testing individual and system readiness. You will develop your own tabletop exercise for the hazard you selected in Week 4.

Learning Objectives

You will learn how to evaluate and apply the design, implementation, and evaluation tools used in developing emergency preparedness training exercises. This means you will be able to:

•  Identify the basic components and format of tabletop, functional, and full­-scale exercises
•   Apply the concepts used in developing emergency preparedness training exercises
•   Assess the challenges and limitations in developing and evaluating emergency preparedness training exercises

Lectures:

Week Five Lecture

Forum/Assignments:

Online PHEP Training

•      Public Health Preparedness Exercises: From Design to Evaluation (1 hr)

http://www.jhsph.edu/research/centers­and­institutes/johns­hopkins­center­for­public­health­prep aredness/training/online/ph_prep_exercises.html

Due Wednesday Aug 3rd by 11:59 pm

 

Week 5 Assignment: Table Top Training Exercise

Due Sunday July 31st by 11:59 pm

 

Week 5 Peer Review: Table Top Training Exercise

Due Wednesday Aug 3rd by 11:59 pm

 

Readings:

Public Health Emergency Exercise Toolkit – Planning, Conducting, Designing, and Evaluating Local Public Health Emergency Exercises http://www.cidrap.umn.edu/sites/default/files/public/php/339/339_toolkit.pdf

Biddenger (2010). “Public Health Emergency Preparedness Training Exercises: Lessons Learned” http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2966651/

 

Week Six

This week we will examine the federal guidelines and policies which influence PHEP planning and coordinating emergency response. We will also consider the particular needs of special populations.

You will learn how to apply federal guidelines and policies relating to PHEP and emergency response for special populations. This means being able to:

• Explain the federal guidelines regarding the needs of persons with disabilities and other special populations and vulnerable groups in PHEP and emergency response
• Identify additional emergency related policies such as the Pet Evacuation and Transportation Act, which mandates states and localities to incorporate plans in emergency preparedness that account for the needs of people with pets and service animals
• Assess how these needs are met in certain media resources and communications during an emergency

Lectures:

Week Six Lecture

Assignments:

PHEP Online Training

•  Public Health Emergency Training: Special Populations: http://sph.umn.edu/ce/perl/phet/ (select Special Populations Module) (30 min)

Select one additional brief training module below to gain additional understanding. Upload your completion certificate to the Week 6 Training Assignment.

•  Emergency Preparedness and the Need to Include Persons with Disabilities (10 min) http://nciph.sph.unc.edu/tws/HEP_DIS1/certificate.php
•  Strengthening your Agency’s Emergency Plan to Address the Needs of Persons with Disabilities (15 min) http://nciph.sph.unc.edu/tws/HEP_DIS2/certificate.php
•  Vulnerable Populations during Pandemic Influenza (15 min) http://nciph.sph.unc.edu/tws/HEP_PFVUL/certificate.php

Due Wednesday Aug 10th by 11:59 pm

 

Discussion Forum – Policies and Special Populations Original Contribution

Due Sunday Aug 7th by 11:59 pm

 

Response Post:

Review your classmates’ postings and select one person to respond to. 

Due Wednesday Aug 10th by 11:59 pm

 

Readings:

CDC (2012) “Identifying Vulnerable Older Adults and Legal Options in Increasing Their Protection During All­-Hazards Emergencies,” Healthy Aging Program. http://www.cdc.gov/aging/emergency/pdf/guide.pdf

Nick (2009) “Emergency Preparedness for Vulnerable Populations: People with Special Health Care Needs,” Public Health Reports. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2646456/

Peek (2008) “Children and Disasters: Understanding Vulnerability, Developing Capabilities, and Promoting Resilience,” Children, Youth, and Environments 18(1): 1­29 (Found in UNE library databases)

USDA (2009) “Saving Pets, Saving Lives” http://www.aphis.usda.gov/publications/animal_welfare/content/printable_version/SavingPetsSav esLives­PA2033­FINAL.pdf

 

Week Seven

This week we will review the emergency response phase. You will be asked to complete a public health emergency simulation and to reflect on the decisions you made as a public health professional or develop an original case study of a public health emergency.

Learning Objectives

You will learn how to recognize and apply best practices in responding to an emergency. This means you will be able to:

•  Explain the role of a public health responder during an emergency
• Ask appropriate questions before responding, upon arrival, and before departing from a mission
• Identify the appropriate forms and procedures used in responding to an emergency
• Evaluate the management techniques used by emergency personnel

Lectures:

Week Seven Lecture

Forum/Assignments:

Option 1: Public Health Emergency Simulation

Option 2: Case Study of a Public Health Emergency Response

Due Wednesday Aug 17th by 11:59 pm

Readings:

1.     Case Study – Response to Hurricane Katrina (PDF)

 

Module Eight

This week we will examine after action reviews as a means to continually improve emergency preparedness techniques and policies. We will also consider how additional research in PHEP provides a mechanism for continual improvement.

Learning Objectives

You will learn how to assess the role of after action reviews and PHEP research in continually improving PHEP and future response and outcomes. This means being able to:

• Understand the informal and formal review processes that may be used following an emergency response
• Examine the role of research in critically reviewing public health emergencies after an event and in developing training methods and response techniques to improve emergency response and outcome
• Evaluate public health emergencies for the use of best practices and appropriate response

Lectures

Week Eight Lecture

Forum/Assignments

Discussion Forum – After Action Review, Research, and Training  

Due Sunday August 21st by 11:59 pm

 

Readings

•  McKinsey Report (2002) “Increasing FDNY’s Preparedness” New York City Fire Department http://www.nyc.gov/html/fdny/html/mck_report/toc.html
• Yale Center for Clinical Investigation, Community Alliance for Research and Engagement: Beyond Scientific Publication: Strategies for Disseminating Research Findings
•  Peek, L. (2003) “An Exploratory Comparison of Disasters, Riots, and Terrorist Acts”, Disasters: the Journal of Disaster Studies, Policy, and Management 27(4): 141­157. http://cdra.colostate.edu/Data/Sites/1/cdra-research/peek-sutton2003.pdf
• Peek, L. (2006) “Transforming the Field of Disaster Research Through Training the Next Generation”, International Journal of Mass Emergencies and Disasters 24(3): 371-389. https://elearn.une.edu/bbcswebdav/pid-922504-dt-content-rid-8128522_1/courses/GPH-709/peek2006transformingthefield.pdf

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 Blackboard/Brightspace.
• Public Health Databases: https://library.une.edu/library-materials/find/research-by-subject/public-health/
• Library Tutorial: Find an article
• 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:

• UNE Student Academic Success Center

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.

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 Turnitin Student quick start guide.

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.

Student 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:

1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
2. Fabrication or falsification of data, results, or sources for papers or reports.
3. Action which destroys or alters the work of another student.
4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
5. 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.

Attendance Policy

Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.

Late Policy

Assignments: Late 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 Online Student 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 UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
2. Fabrication or falsification of data, results, or sources for papers or reports.
3. Action which destroys or alters the work of another student.
4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
5. 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.