Syllabus

Schedule

Course Format:

This course is delivered via a web-based format, consisting of eight weekly modules. Within each module, there are video lectures, reading assignments, web links, discussion questions, and written assignments. The weekly modules will become available Wednesdays at 12:01 AM.

Course Weeks:

Each week opens on Wednesday at 12:01 AM ET. Each week closes on Wednesday at 11:59 pm ET, with the exception of Week 8, which ends on Sunday.

Week 1: Oct 20 – Oct 27
Week 2: Oct 27 – Nov 3
Week 3: Nov 3 – Nov 10
Week 4: Nov 10 – Nov 17
Week 5: Nov 17 – Nov 24
Week 6: Nov 24 – Dec 1
Week 7: Dec 1 – Dec 8
Week 8: Dec 8 – Dec 12 (Sunday)

Course Outline:

Week 1: Overview of Program Planning and Evaluation

Objectives:

• Investigate the rational and cyclical nature of program planning and evaluation, as well as the unpredictability that is a part of real-world public health efforts.
• Utilize an ecological approach to assess the various levels at which public health programs can intervene.
• Apply principles of cultural humility and cultural competency to program planning and evaluation.

Readings and Videos:

Required:

• Issel/Wells: Chapters 1 and 2
• “Executive Summary” and “Introduction”:  CDC’s Introduction to Program Evaluation for Public Health Programs: A Self-Study Guide (https://www.cdc.gov/eval/guide/execsummary/index.htm)
• Yeager KA, Bauer-Wu S. Cultural humility: Essential foundation for clinical researchers. ANR. 2013. 26(4):10.1016/j.apnr.2013.06.008. doi: 10.1016/j.apnr.2013.06.008. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3834043
• Healthy People 2020: Midcourse Review (https://www.healthypeople.gov/2020/data-search/midcourse-review/lhi)

Recommended: 

• Frieden TR. A Framework for Public Health Action: The Health Impact Pyramid. Am J Pub Health. 2010. 100(4):590-595. doi:10.2105/AJPH.2009.185652. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2836340/
• Bailey ZD, Krieger N, Agénor M, Graves J, Linos N, Bassett MT. Structural racism and health inequities in the USA: evidence and interventions. Lancet. 2017;389(10077):1453–1463. https://www.sciencedirect.com/science/article/pii/S014067361730569X?via%3Dihub
• Robert Wood Foundation. Ensuring the opportunity for health for all. 2018.  https://www.preventioninstitute.org/sites/default/files/uploads/040618_CounteringHealthInequities_final.pdf

Discussion Board Question: Initial post due by 11:59 PM Sunday. Response posts due by 11:59 PM Wednesday.

Introduce yourself to your classmates. Referring to the Final Project Instructions, choose the health issue you will address in this class and explain why this topic appeals to you. Remember, this should be a Healthy People 2020 health indicator that has seen “little or no detectable change” or one that is “getting worse.”

In responses to at least two classmates, suggest how they might engage with people or organizations outside the health sector in order to establish intersectoral efforts. Explain how this type of community engagement could help address social determinants of health related to your health issue.

Week 1 Assignment: Overview of a Health Problem

Choose a health problem from the final project guidelines, and provide an analysis of that problem. Be sure to include any disparities in incidence, prevalence, treatment, or mortality for that condition, and provide data that addresses all levels of the ecological model (the relationship between that health problem and the health of individuals, communities, populations, and infrastructure).

 

Week 2: Assessing Community Health 

Objectives:

• Describe commonly used program planning models.
• Select a target population for a public health issue.
• Conduct a community health assessment using public data to describe both needs and assets.
• Develop a causal theory diagram.

Readings and Videos:

Discussion Board Question: Initial post by 11:59 PM Sunday and response by 11:59 PM Wednesday.

Determine your target population for your final project. Then, using the model in Figure 4.1, create a causal diagram for the health issue among your target population.

Then provide constructive criticism to at least two classmates to help them to strengthen their causal diagram

Week 2 Assignment: Assessment of Needs and Assets

Using public data, describe your target population, its needs, and its assets. The target population (sometimes referred to as the community or the intended audience) should be limited to a specific geographic area (e.g. neighborhood, city, county, etc.) and be specific enough that you can design a program that is tailored to that particular group. For example, your priority population description may be limited by race, ethnicity, gender, age, sexual orientation, occupation, or other characteristics. Describe at least two ways you could collect additional data to that would result in a more comprehensive community health assessment.

 

Week 3: Using Evidence to Develop Effective Programs

Objectives:

• Determine at least three different sources for evidence-based public health programs.
• Identify evidence-based programs to address a public health issue.
• Select social science or behavioral theories that can inform program development.

Readings and Videos

Required:

• Issel/Wells: Chapter 5
• Glanz K, Bishop DB. The role of behavioral science theory in development and implementation of public health interventions: https://www.annualreviews.org/doi/full/10.1146/annurev.publhealth.012809.103604

Recommended:

• Fishbein M, Yzer MC. Using theory to design effective health behavior interventions. http://www.sibson.com/media/1536/using-theory-to-design-effective-health-behavior-interventions.pdf
• Brownson RC, Allen P, Duggan K, Stamatakis KA, Erwin PC. Fostering more-effective public health by identifying administrative evidence-based practices. Am J Prev Med. 2012;43(3):309-319. doi:10.1016/j.amepre.2012.06.006
• Heath G, et al. Evidence-based Interventions in physical activity: lessons from around the world. http://europepmc.org/backend/ptpmcrender.fcgi?accid=PMC4978123&blobtype=pdf
• Theory at a Glance: A Guide for Health Promotion Practice

Discussion Board Question: Initial post by 11:59 PM Sunday and post response by 11:59 PM Wednesday.

Figure 5.3 in the textbook shows a possible effect theory, with the interventions, to address the health problem of congenital anomalies. It builds on the causal theory shown in Figure 5.4. Develop and share an effect theory diagram for the health issue you have selected for your final project.

Respond to at least two classmates’ posts. Make at least one suggestion for how each student can make their diagram more clear or complete.

Week 3 Assignment: Evidence-Based Options

Search HealthyPeople.gov for evidence-based programs (EBP) for your chosen health topic. For each EBP that you identify as possibly appropriate for your target population, locate and read the original peer-reviewed article that presents the evidence that the program is effective.

Identify 5 evidence-based programs that may be appropriate to address your selected health issue in the priority population. Briefly describe each program, name the behavioral theories that inform each EBP, and summarize the key findings (150-200 words each). Provide at least one citation from a peer-reviewed journal for each evidence-based program.

 

Week 4: Program Development

Objectives:

• Write specific, measurable, achievable, realistic, and time-bound (SMART) objectives for a grant proposal.
• Adapt an evidence-based program.
• Define inputs and outputs required to create changes in specific health outcomes.

Readings and Videos:

Required:

• Issel/Wells: Chapters 6 and 7
• CPCRN.org Trainings (https://cpcrn.org/training)
  • Session 5: Adaptation Guidance Tool 

Recommended:

• CPCRN.org Trainings (https://cpcrn.org/training)
  • Session 3: Finding Evidence-Based Interventions
  • Session 4: Selecting Evidence-Based Interventions with the Best Fit

Discussion Board Question: Initial post by 11:59 PM Sunday and response by 11:59 PM Wednesday.

Select one of the evidence-based programs you identified in your Week 3 Assignment. Compare and contrast the population for which the EBP was designed and the target population you have selected. Explain how the program could be adapted for your target population to accommodate these differences.

In your responses to at least two classmates, recommend at least one additional factor that they should consider when adapting the program.

Written Assignment 4: Program Adaptation and Goals/Objectives

Select 1 or more of the evidence-based interventions you identified in Week 3 that you will use in your final project. Submit SMART goals and objectives for the grant proposal. While goals can be more general, the objectives must be SMART – specific, measurable, achievable, realistic, and time-bound. You may submit up to 3 goals. Each goal should be supported by 2 to 3 SMART objectives.

 

Week 5: Logic Models

Objectives:

• Create a logic model that visually depicts the relationship between the inputs, activities, outputs, outcomes, and impact.
• Explain the limitations of logic models.

Readings and Video:

Required:

• Issel/Wells: Chapters 9 and 10

• Kellogg Foundation Logic Model Guide: Chapters 1 and 2: https://www.bttop.org/sites/default/files/public/W.K.%20Kellogg%20LogicModel.pdf

Recommended:

• Kania J, Kramer M, Russell P. Strategic philanthropy for a complex world. Stanford Social Innovation Review. 2014. https://ssir.org/up_for_debate/article/strategic_philanthropy
• Kellogg Foundation Logic Model Guide: Chapter 4: https://www.bttop.org/sites/default/files/public/W.K.%20Kellogg%20LogicModel.pdf

Discussion Board Question: Post original contribution by 11:59 PM Sunday and post second by 11:59 PM Wednesday.

For this week’s discussion, you will consult with your classmates about how you might evaluate your program. While we won’t cover evaluation in detail until next week, it is important to start thinking early about possible measures of success. In your original post, describe how you might know that your program has been successful. Don’t worry too much about specific indicators or ways to measure your results. This is an opportunity to share some ideas and get feedback from your colleagues.

In your feedback to a classmate, offer constructive criticism, and suggest at least one additional way they might define success.

Week 5 Assignment: Logic Model

Using the examples and guidance from the Kellogg Foundation Logic Model Development Guide, create a one-page logic model that visually depicts the relationships between inputs (resources), activities, outputs, outcomes (short and medium-term), and impact (long-term).

A successful assignment will have the following elements:

• A list of major resources necessary to implement the program
• Resources included are sufficient for the activities
• A list of major activities necessary to implement the program
• Addresses multiple levels of the ecological model and the theory or theories that inform your evidence-based program.
• Outcomes are SMART objectives within the scope of the program’s control or sphere of reasonable influence and are reflective of reasonable, progressive steps toward longer-term impacts

 

Week 6: Evaluation

Objectives:

• Develop and prioritize evaluation questions.
• Select appropriate quantitative and qualitative data collection strategies.
• Distinguish between internal and external validity.

Readings and Videos:

Required:

• Issel/Wells: Chapters 11, 12, and 15

Recommended:

• CDC Evaluation Guide: https://www.cdc.gov/eval/guide/cdcevalmanual.pdf

Discussion Board Question: Initial post by 11:59 PM Sunday and response by 11:59 PM Wednesday.

Describe a program and its evaluation with which you are familiar, and explain how they engage at least one group of stakeholders in the evaluation.

Respond to at least one classmate and suggest how the evaluation they described could deepen their engagement with that group of stakeholders or engage a different group of stakeholders.

Week 6 Assignment: Evaluation Plan

As you have learned, evaluation types differ depending on what you are hoping to achieve. When evaluating a program, an evaluator may focus on assessing process by measuring elements related to organizational and/or service utilization plans. Wanting to know the level of difficulty related to accessing your program would be a part of a process assessment.

An effect evaluation is focused on determining the impact of a program on its recipients. In other words, how well did the program address causal, moderating, and mediating factors? What changes occurred among participants as a result of your program? These are examples of measuring effects.

For this assignment, you will focus on effect evaluations and develop questions for this type of assessment.

1. 1. List your evaluation question(s)
   2. Describe three different effect evaluation designs that could be used to answer these questions (e.g. one group posttest only; one group time series).
   3. Explain the benefits and limitations of each design.

Use AMA formatting for the assignment. Your assignment should be between 800 and 1000 words, not including references.

 

Week 7: Bringing it Together 

Objectives:

• Prepare a grant proposal using best practices in public health planning and evaluation.

Discussion Board Question: Initial post by 11:59 PM Sunday and response by 11:59 PM Wednesday.

Candid.org and The Chronicle of Philanthropy are two good sources of information about grant writing. Identify one free article from either site and provide the link and a short summary of the article. Describe at least one idea from the article that was new or surprising to you.

Read at least one classmate’s article (their summary and the original article). Share at least one thing about their article that was new or surprising about the article your classmate chose.

Week 7 Assignment: Final Project

Throughout the course, you will practice skills that are important when developing an effective public health intervention. Each week builds upon the others and leads up to the final project, a mock grant proposal to an imaginary funder: The Health Community Foundation. The grant proposal will include the following elements:

• Statement of Need (1-2 pages)
• Goals and Objectives (1/2 – 1 page)
• Program Plan (2 -3 pages)
• Evaluation Plan (2 -3 pages)
• Logic Model (1 page)

Details for this assignment can be found via the “Final Project Instructions” button in the course menu.

 

Week 8 (Ends Sunday): Program Budgeting and Management

Objectives:

• Develop an accurate budget that follows funder and organizational guidelines that clearly communicates how grant funds will be used.
• Write a budget justification that clearly explains how the proposed budget relates to the proposed program and evaluation activities.

Readings and Videos:

Required:

• Issel/Wells: Chapter 8
• Sustainability of Public Health Programs: The Example of Tobacco Treatment Services in Massachusetts (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1522114/)

Recommended:

•  Is Sustainability Possible? A Review and Commentary on Empirical Studies of Program Sustainability (http://journals.sagepub.com.une.idm.oclc.org/doi/pdf/10.1177/1098214005278752)

Week 8 Assignment: Budget

For this assignment, you will evaluate the use of financial resources to achieve goals and sustainability. Submit a three-year budget totaling $300,000 for your proposed program using the template provided. Assume a fringe rate of 25%, salary inflation rate of 3% annually, and an indirect/overhead rate of 20%. Submit a one-page budget justification that explains how expenses were calculated, what was included and any relevant assumptions. The budget justification should make clear the relationship between the funds requested and the activities described in the grant proposal. Be sure to explain how the program or program impact will be sustained after the funding ends.

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.