Syllabus
Master of Public Health
GPH 737: Pandemic Preparedness and Response – Fall A 2024
Credits - 3
Description
The emergence and re-emergence of infectious diseases continue to threaten global health. Throughout history, public health professionals have faced hurdles in developing strategies to effectively combat these pandemics, especially for vulnerable and underserved populations. Communities usually have preparedness protocols for emergencies like hurricanes, tornados, and earthquakes, but what do communities, states, or even the federal government have for pandemics? This course will look at the history of pandemics, populations most affected by them, effective response systems, evidence-based strategies to detect and prevent outbreaks, and communications mechanisms that ensure timely information sharing.
Pre-Requisites
GPH 722 Introduction to Environmental Health
GPH 726 Social and Behavioral Health
GPH 738 Program Planning & Evaluation
Materials
Learning Objectives and Outcomes
Course Outcomes:
- Apply lessons learned from COVID-19 to recommendations for addressing future pandemics.
- Incorporate new ideas and technology as part of a strategy scheme to address a potential pandemic.
- Develop an audience-appropriate presentation for an elected United States official on a potential pandemic and response strategy.
- Create informative resources that can be used to educate the general public on pandemic preparedness.
- Enable community leaders to convey knowledge that will prepare the general public for a pandemic outbreak.
Program Competencies:
PC 8: Collaborate with priority populations, partners, and stakeholders to develop and adapt public health education interventions to achieve desired outcomes
PC 9: Examine evidence-informed findings related to identified health issues and desired changes
PC 10: Design and deliver culturally appropriate evidence-based and timely information across diverse audiences
PC 14: Apply principles found in emerging disciplines to investigate the interrelationship between humans, animals, and the changing environment
PC 17: Synthesize and incorporate evidence-based strategies interprofessionally and across public health disciplines
PC 18: Source credible public health information to inform practice
PC 19: Execute public health research, evaluation, policy, and/or practice using informed data analysis and interpretation
CEPH Foundational Competencies
FC 4: Interpret results of data analysis for public health research, policy or practice
FC 5: Compare the organization, structure and function of health care, public health, and regulatory systems across national and international settings
FC 19: Communicate audience-appropriate (i.e., non-academic, non-peer audience) public health content, both in writing and through oral presentation
Assignments
Course Discussions
Discussion forums are an essential part of the online course experience. Discussion prompts build on readings, lectures, and course content, allowing students to contribute to the learning experience by collaborating with the instructor and peers. Read the prompts carefully and use the rubrics to confirm how discussions will be graded.
Unless otherwise specified in the course, initial discussion posts are due by Sunday at 11:59 PM ET and any response posts are due by Wednesday at 11:59 PM ET.
Course Assignments
Each week, students focus on researching a topic and connecting it to pandemic preparedness and response components. This cumulative work will result in a final presentation for an elected United States official.
Final Assignment (due Week 7)
For this assignment, students will synthesize information gathered about their topic and how it relates to pandemic preparedness and response to develop a presentation for an elected United States official. In this presentation students will illustrate a threat and recommend response strategies in a compelling way.
Grading Policy
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Tasks | Points |
|---|---|
| Acknowledgement of Academic Engagement | 1 |
| Discussions (1 at 4 points, 7 at 5 points each) | 39 |
| Weekly Assignments (Weeks 1, 2, 3, 4, 5, 6, and 8, 6 points each) | 42 |
| Final Assignment (due Week 7) | 18 |
| 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
Each week opens on Wednesday at 12:01 AM Eastern Time (ET). Each week closes on Wednesday at 11:59 PM ET, with the exception of Week 16, which ends on Sunday.
Complete assignment prompts and expectations are listed in the course in Brightspace.
Course Dates
Week 1: Sep 4 – Sep 11
Week 2: Sep 11 – Sep 18
Week 3: Sep 18 – Sep 25
Week 4: Sep 25 – Oct 2
Week 5: Oct 2 – Oct 9
Week 6: Oct 9 – Oct 16
Week 7: Oct 16 – Oct 23
Week 8: Oct 23 – Oct 27
Week 1: Introductions and topic selection
Learning Outcomes:
- Describe the role the United Nations plays in pandemic preparedness and response.
- Describe Emergency Support Functions (ESFs), primary agencies, and associated federal and non-federal agencies that support the work in the United States as it relates to Public Health and Medical Services.
- Synthesize information to produce an audience-appropriate one-page overview.
Learning Activities:
- Week 1 Discussion
- Part 1: Introduce yourself. State the questions you hope to have answered during the course.
- Part 2: Choose a topic to research throughout the course. Review the corresponding guiding questions and share what intrigues you most about the topic.
- Week 1 Assignment
- After reading all of the materials for the week, provide key points from the First Annual Report on Progress Towards Implementation of the American Pandemic Preparedness Plan.
- Week 1 Acknowledgement of Academic Engagement Quiz
Week 2: “Knowledge itself is power” – Francis Bacon 1597
Learning Outcomes:
- Gather and synthesize information on the chosen research topic to develop an audience-appropriate overview.
- Synthesize and present strategies to shorten the gap between outbreak and response.
Learning Activities:
- Week 2 Discussion
- Analyze credible resources related to your chosen topic and provide a 2-3 page overview that generates excitement.
- Week 2 Assignment
- Using the assigned reading materials for the week, interpret and re-state key points from the articles in the form of a presentation.
- In a response post, provide comments and additional questions you want your classmate to address throughout the course.
Week 3: Assemble stakeholders to address issue
Learning Outcomes:
- Identify key stakeholders who may align with and oppose your recommendations.
- Develop strategies for leveraging stakeholders who align with your recommendations and strategies for those that oppose your ideas.
Learning Activities:
- Week 3 Discussion
- Identify 5 key stakeholders and discuss why they should be engaged, whether or not they will align with your recommendations or oppose them, your approach for engaging a stakeholder who aligns, and strategies for addressing a stakeholder who opposes your approach.
- In a response post, share additional stakeholders your classmate can engage with and share strategies for addressing an opposing stakeholder.
- Week 3 Assignment
- Using the assigned reading materials for the week, interpret and re-state key points from the articles in the form of a presentation.
Week 4: The Influence of Climate Change on Pandemics and Cutting-Edge Ideas
Learning Outcomes:
- Connect the implication of climate change to the research topic.
- Research and apply a new idea or technology to the research topic.
Learning Activities:
- Week 4 Discussion
- What climate change implications are related to your topic? Think about severity and frequency. Describe an existing or developing new technology or idea that could be applied to address your topic.
- In a response post, share what surprised you most about the new technology described by your classmate.
- Week 4 Assignment
- Using the assigned reading materials for the week, interpret and re-state key points from the articles in the form of a presentation.
Week 5: Convincing the public
Learning Outcomes:
- Synthesize and prioritize key findings for the purposes of developing audience-appropriate briefing.
- Tailor information to the audience in a way that fosters understanding and adoption of recommendations.
- Assess how persuasive a briefing is from the perspective of an elected official.
Learning Activities:
- Week 5 Discussion
- As you continue to gather information from credible sources on your topic, think about what the public needs to know or do and what information your chosen elected official needs in order to align with your recommendations.
- Week 5 Assignment
- Using the assigned reading materials for the week, interpret and re-state key points from the articles in the form of a presentation.
- In a response post to a classmate, evaluate how well the issue and recommendations were presented, and recommend ways to improve their document.
Week 6: Understanding the Art of Response
Learning Outcomes:
- Develop strategies based on recommendations made regarding their health issue.
- Develop a response strategy that is appropriately tailored to the elected official responsible for overseeing and coordinating efforts.
Learning Activities:
- Week 6 Discussion
- Based on this week’s readings, relevant sources focused on your research topic, and your recommendations from week 5, describe a response strategy.
- In a response post, share ways your classmate could strengthen their response strategy.
- Week 6 Assignment
- Using the assigned reading materials for the week, interpret and re-state key points from the articles in the form of a presentation.
Week 7: Putting it All Together
Learning Outcomes:
- Synthesize information related to the selected research topic while clearly integrating pandemic preparedness and response components.
- Prepare a compelling presentation for an elected official on the selected research topic and recommendations for response.
Learning Activities:
- Week 7 Discussion
- State your research topic, the elected official you are addressing, their party, and location of their constituency.
- Week 7 Assignment
- Submit your presentation and post the link to your video. Your presentation must adhere to the presentation guidelines.
Week 8: Get Ready, It’s Going to Happen Again / Peer Evaluation
Learning Outcomes:
- Apply lessons from COVID-19 and previous pandemics to research topic.
- Develop processes for the dissemination of lessons so that they may guide the approach by stakeholders.
- Evaluate a peer’s presentation for clarity, audience-appropriate language, clearly articulated recommendations, effective persuasion, and an applicable response strategy.
Learning Activities:
- Week 8 Discussion
- Submit the evaluation of your peer’s presentation as a response to the original thread in week 7 and as a new post for this week.
- Reflection on the course and lessons learned
- Week 8 Assignment
- Reflecting on the questions you wanted to be answered throughout the course, share whether or not they were addressed.
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
Passing Grade Statement
A grade of 80% or higher is required to pass the course. A grade lower than 80% will result in you having to repeat the course. Obtaining two "Fs" in the program will result in dismissal from the program.
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
Artificial Intelligence (AI) Statement
Learning to use Artificial Intelligence (AI) responsibly and ethically is an important skill in today’s society. AI is not a substitute for developing and enhancing skills in creativity, logic, critical thinking, analysis, evaluation, theorization, and writing essential to a public health professional. If you choose to use AI tools, such as ChatGPT and DALL-E2, they must be used wisely and intelligently to deepen your understanding of a subject matter and support learning. You are not allowed to use AI tools to generate your work. Content produced using AI tools cannot be used as a substitute for your original work.
Students in the Graduate Programs in Public Health (GPPH) must take ultimate responsibility for the accuracy of AI-generated content used in any work. You are expected to think critically about the results and alignment with the questions or tasks in the assignment and never substitute AI-generated results for professional human judgment and logic. GPPH students are also expected to understand that the information generated is not always accurate and, in some cases, propagates discrimination and bias. You must stay abreast of AI best practices, and the changing risks and benefits, and monitor AI for biases and risks for vulnerable populations and underrepresented groups.
Within GPPH, using AI-generated content in academic work falls under our academic integrity policies. All instructors will continue to use our AI detection software for each assignment submitted so it will be flagged.
Using any AI tool in your work must be acknowledged in-text every time it is used, not in your list of references. You will include a summary of what the AI tool was used to do, followed by the AI tool brand name, version/extension #, manufacturer/owner, and date used in parentheses.
For example,
Themes from participant responses were identified using a chatbot session (ChatGPT, model GPT-4, OpenAI, May 17, 2024).
Failure to acknowledge the inclusion of AI-generated content in any work submitted violates our academic integrity policies and will be considered an infraction with the associated penalties for plagiarism as outlined in the Student Handbook.
The Student Orientation has a module "Artificial Intelligence Literacy for Students", please refer to this module for more information about navigating the use of AI.
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 Enrollment and Retention Counselor if you are considering dropping or withdrawing from a course. Tuition charges may still apply. Students are strongly urged to consult with Student Financial Services, as course withdrawals may affect financial aid or Veterans benefits.
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.