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.

Course Weeks:

Week 1: Mar 13 – Mar 20
Week 2: Mar 20 – Mar 27
Week 3: Mar 27 – Apr 3
Week 4: Apr 3 – Apr 10
Week 5: Apr 10 – Apr 17
Week 6: Apr 17 – Apr 24
Week 7: Apr 24 – May 1
Week 8: May 1 – May 5

Course Outline:

Week 1: Overview of Program Planning

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.
• Select a target population for a public health issue.
• Conduct a community assessment using public data to describe a community’s demographics and characteristics.
• Identify potential barriers to engaging with a diverse population.

Readings and Videos:

Required:

• Issel/Wells: Chapters 1 and 2
• Foronda C, Baptiste D, Reinholdt MM, Ousman K. Cultural humility: a concept analysis. J Transcult Nurs. 2016; 27(3): 210-217. Doi: 10.1177/1043659615592677 
• 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.
• 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.
• Centers for Disease Control and Prevention. Diabetes Prevention Program.
•  

Recommended: 

• 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.
• “Executive Summary” and “Introduction”:  CDC’s Introduction to Program Evaluation for Public Health Programs: A Self-Study Guide

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

Introduce yourself to your classmates. Describe your background and any personal experience you have had living or working with diverse populations. Referring to the Final Project Instructions, describe the community and priority population you will work with to implement a public health program in this class.

In responses to at least two classmates, suggest at least one barrier they might encounter in engaging with their priority population and how that might be addressed.

Week 1 Assignment: Community Assessment

Referring to the Final Project Instructions, choose a community and priority population to assess. You will be doing a brief needs assessment this week, then picking a health issue in Week 2 to address. Feel free to choose your own community or a community you know well. The community should be limited to a specific geographic area small enough for program implementation (city, county, etc.). Your priority population can be defined by race, ethnicity, gender, age, sexual orientation, disability status, occupation, or other characteristics. Using publicly-available data, describe your community and your priority population.

Make sure to include numerical data such as population statistics, demographics, and social determinants of health, and describe disparities between your priority population and the broader community. Describe the health status of your target population, including a few health issues that affect the population disproportionately, using public health data. County Health Rankings, CDC, and state and county health departments are good data sources.

Week 1 Acknowledgement of Academic Engagement Quiz

 

Week 2: Choosing a Health Issue based on Community Needs

Objectives:

• Conduct a community health assessment using public health data to identify a priority health need.
• Analyze disparities in health issues. Apply principles of cultural humility, cultural competency, and community-based participatory planning to program planning and evaluation.
• Using the ecological model, identify appropriate levels of intervention for public health programming.

Readings and Videos:

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

Pick one of the CBPP concepts you learned about this week from the lecture or the Schulz article and discuss how you might apply the concept to assessing the needs of your community. In your response to at least one classmate, suggest how they might apply a CBPP concept to program planning in their community. 

Week 2 Assignment: Health Issue and Need for Intervention

Choose a health issue (other than diabetes) that affects your priority population and that you will address for your final project. Healthy People 2030 describes numerous health objectives that need intervention and is a good place to look for data. Analyze the health issue and its effect on your population and discuss disparities relevant to the issue and your priority population. Include numerical data such as incidence, prevalence, treatment, or mortality for the condition, and discuss disparities in the data.

Describe at least two ways you could collect additional data that would result in a more comprehensive community health assessment. Discuss your health issue in relation to the ecological model, addressing the relationship between the health problem and the health of individuals, communities, population, and infrastructure. At what level of the ecological model or public health pyramid do you think an intervention could be targeted in order to have the most impact on your health issue? (Do not choose diabetes since we will be using the Diabetes Prevention Program as a case study for this class.)

 

Week 3: Choosing and Adapting an Evidence-Based Intervention

Objectives:

• Identify  at least three different sources for evidence-based public health programs.
• Identify and assess evidence-based programs to address a public health issue.
• Select social science or behavioral theories that can inform program development.
• Create an effect theory diagram.

Readings

Required:

• Issel/Wells: Chapter 5
• Glanz K, Bishop DB. The role of behavioral science theory in development and implementation of public health interventions. Annu Rev Public Health. 2010;31:399-418. doi:10.11146/annurev.pubhealth.012809.103604

Recommended:

• McSharry et al. Behaviour change in diabetes: behavioural science advancements to support the use of theory. Diabet Med. 2020;37:455-463. Doi: 10.1111/dme.14198.
• 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.

Figures 5.2 and 5.3 in the textbook show a sample effect theory diagram with interventions to address the health problem of death from gunshot wounds, based on the causal diagrams in Figures 4.1 and 4.4. Develop and share an effect theory diagram for the health issue you have selected for your final project which includes at least three possible interventions (These can be three of the same interventions you will describe in detail for this week’s assignment. For this discussion post, include just the name of the intervention.)

Make sure to label the figure with types of factors and include antecedent factors, causal factors, moderating factors, mediating factors, health problem, health impact, and the levels of your interventions. Your initial post does not need to include a narrative description of your diagram but should include references for the interventions you choose.

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

The Community Guide and Healthy People 2030 are great places to start when looking for evidence-based programs (EBP) for your chosen health topic. If you need to broaden your search, feel free to search any of the databases referred to on the Community Tool Box page. 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.

Using the template provided, identify 5 evidence-based programs that may be appropriate to address your selected health issue in the priority population. Briefly describe each program, identify the behavioral theory(ies) that most closely fit each EBP, and summarize the key findings (150-200 words each). Provide one citation from a peer-reviewed journal for each evidence-based program. (Do not cite HealthyPeople.gov, summary pages from the Community Guide, or meta-analyses.)

 

Week 4: Program Planning with a Logic Model

Objectives:

• Adapt an evidence-based program.
• Define inputs and outputs required to create changes in specific health outcomes.
• 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 Videos:

Required:

• Issel/Wells: Chapters 6 and 7
• Adaptation Guidance Tool
  • Module 4: Adapt Evidence-Based Interventions
  • Module 5: Implement Evidence-Based Interventions
• University of Wisconsin-Madison. Enhancing Program Performance with Logic Models Course. SECTION 1. Updated 2022.

Recommended:

• Tabelk et al. A review of diabetes prevention program translations: use of cultural adaptation and implementation research. TBM. 2015;5:401-414. Doi: 10.1007/s13142-015-0341-0
• University of Wisconsin-Madison. Enhancing Program Performance with Logic Models Course. SECTIONS 2-6. Updated 2022.

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

Share with your classmates a description of your chosen evidence-based program (EBP). 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 and how you will involve the community in implementing the program.

In your responses to two classmates, recommend at least one additional factor that they should consider in order to maintain cultural competency when adapting their programs.

Week 4 Assignment: Logic Model

Complete Section 1 of the online University of Wisconsin-Madison online logic model course. Using the examples from the course and this logic model template, create a one-page logic model that visually depicts the relationships between inputs (resources), outputs (participants and activities), short and medium-term outcomes, and impact (long-term outcomes). The Community Tool Box also has some good logic model examples.

Make sure to include all major resources necessary to implement the program, and the major activities necessary (classes, outreach events, one-on-one meetings, or interventions). Short and medium-term outcomes should be specific, and measurable, and should reflect reasonable, progressive steps toward long-term outcomes (impact). Outcomes can be brief and condensed for this logic model. You will be developing your outcomes into SMART objectives in Week 4. For this assignment, you do not need to include situations, priorities, assumptions, or external factors.

Label your diagram with the name of your program, and use PowerPoint for this assignment.

 

Week 5: Goals, SMART Objectives, and Budgets

Objectives:

• Describe how engaging community partners in program implementation can help maintain cultural competence.
• Write specific, measurable, achievable, realistic, and time-bound (SMART) objectives for a grant proposal.
• Develop an accurate budget that follows funder and organizational guidelines and 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 Video:

Required:

• Issel/Wells: Chapter 8
• CDC Division for Heart Disease and Stroke Prevention Program. Evaluation Guide: Writing SMART Objectives. Published 2017.
• CDC. Evaluation Briefs: Writing SMART Objectives. Published November 2018.
• LaPelle NR, Zapka J, Ockene JK. Sustainability of public health programs: the example of tobacco treatment services in Massachusetts. Am J Public Health. 2006;96(8):1363–1369. doi:10.2105/AJPH.2005.067124

Recommended:

• Walegembe D, Sibbald S, LeBer J, and Kathari A. Sustainability of public health interventions: where are the gaps? Health Res Policy Syst. 2019; 17:8. https://doi.org/10.1186/s12961-018-0405-y

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

For this week’s discussion, describe 2-3 practical considerations, including cultural, you should think about while implementing a DPP program in your own community or the community you chose for your intervention. Think about the details.

Respond to at least one classmate. Considering the cultural elements highlighted by your classmate, add at least one more element to be mindful of and list two community partners to engage.

Week 5 Assignment: Goals, SMART Objectives and Budget

This week’s assignment has two parts:

1. Develop at least 3 program goals, each supported by 2-3 SMART objectives. Use this template for your assignment and this brief from the CDC as a guide. Goals can be more general but the objectives must be SMART – specific, measurable, achievable, realistic, and time-bound. Base your goals on the long-term outcomes (impacts) on your logic model and base your SMART objectives on the short and medium-term outcomes you chose. The goals and objectives need to match – objectives should support your goals. Make sure to incorporate any feedback you received on your logic model into this assignment.
2. Submit a 3-year budget totaling $300,000 for your proposed program using this budget template. Assume a fringe rate of 25%, salary inflation rate of 3% annually, and an indirect/overhead rate of 20%. Include a one-page budget justification that explains how expenses were calculated, what was included, and any relevant assumptions. Be sure to explain how the program or program impact will be sustained after the funding ends.

 

Week 6: Evaluation

Objectives:

• Create measurable evaluation questions.
• Select appropriate to evaluate public health programs.
• Distinguish between internal and external validity.
• Compare process and outcome evaluation types.

Readings and Videos:

Required:

• Issel/Wells: Chapters 11, 12, and 13
• University of Wisconsin-Madison. Enhancing Program Performance with Logic Models Course. Section 7. Updated 2022.
• Gholami et al. Evaluation of the University of California Diabetes Prevention Program (UC DPP) Initiative. BMC Public Health. 2021; 21:1775. https://doi.org/10.1186/s12889-021-11731-7
• Andrade C. Internal, External, and Ecological Validity in Research Design, Conduct, and Evaluation. Indian J Psychol Med. 2018 Sep-Oct;40(5):498-499. doi: 10.4103/IJPSYM.IJPSYM_334_18.

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 with which you are familiar. Think about how this program is being evaluated or how it might be evaluated. Discuss process vs. outcome evaluation in this program. Explain how evaluators could try to ensure internal and external validity in their evaluation design.

Respond to at least one classmate and suggest how groups of stakeholders could be engaged in the evaluation. 

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 the process by measuring elements related to the implementation of the program. Measuring the level of difficulty of accessing your program would be an example 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, or outcome, evaluations and develop questions for this type of assessment.

1. 1. List at least three different evaluation questions that could be answered by different evaluation designs. These should be based on your goals and SMART objectives.
   2. Describe one type of evaluation design that could be used to answer each question(e.g. one group posttest only; one group time series).
   3. Explain the benefits and limitations of each design.

 

Week 7: Grant Writing and Final Project

Objectives:

• Prepare a grant proposal using best practices in public health planning and evaluation.
• Describe best practices for community-based grant writing.

Readings and Videos:

Required:

• Kania J, Kramer M, Russell P. Strategic philanthropy for a complex world opens in new window. Stanford Social Innovation Review. 2014. https://ssir.org/up_for_debate/article/strategic_philanthropy
• Shirk A. Writing a grant proposal for a community-based audience opens in new window. Philanthropy News Digest. Published June 27, 2022. https://philanthropynewsdigest.org/features/the-sustainable-nonprofit/writing-a-grant-proposal-for-a-community-based-audience

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

Assume your program was funded initially. Using some of the concepts you learned in this week’s lecture and the readings, write a 250-500 word letter to a community leader in your target population giving them advice about how to apply for additional grants for your program once the initial funding period is over.

Week 7 Assignment: Final Project

Submit your grant proposal following the Final Project Instructions.

Paper Format: The main text of the proposal should be approximately 2500-3000 words, not counting the title page, references, and figures. The proposal should be submitted as a Word document using 12-point font, be double-spaced, and have 1-inch margins. The proposal should be written for an audience that may not have formal public health training. Use commonly understood language, avoid jargon, and explain any technical terms.

Week 8 (Ends Sunday): Bringing it Together

Objectives:

• Create a multi-media presentation to present the proposed program to community leaders.

Readings and Videos:

Required:

• None

Recommended:

• None

Week 8 Discussion

Develop a multi-media presentation to present your grant proposal to community leaders in audience-appropriate lay language.  In your presentation, describe the content of your program and how it will be evaluated, include a description of how the community was consulted about the potential program and how they will be involved in its implementation and evaluation. You do not need to include references in this presentation.

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

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• 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.

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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

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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.

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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.

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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.

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Student Handbook

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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.