Syllabus

Schedule

Course Dates

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

Week 1: Mar 12 – Mar 19
Week 2: Mar 19 – Mar 26
Week 3: Mar 26 – Apr 2
Week 4: Apr 2 – Apr 9
Week 5: Apr 9 – Apr 16
Week 6: Apr 16 – Apr 23
Week 7: Apr 23 – Apr 30
Week 8: Apr 30 – May 4

The assignment and discussion descriptions mentioned below are summaries. Please make sure to review the full prompts in Brightspace.

Weekly Schedule

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Week 1: Global Health Overview

Learning Outcomes

• Explain the fundamental principles, goals, and themes of global health.
• Identify key global health measurements and data.
• Summarize the global burden of disease and associated risk factors.
• Explain the determinants of health and drivers of health inequities across the globe.

Lecture

• Week 1 Lecture

Learning Activities

• Week 1 Discussion: Introduction and Global Health Data Source

  Initial Post
  Part 1
  Introduce yourself: Provide your preferred name, where you live, and what you hope to get from the course.

  Part 2
  Share a global health data resource. Provide the link to the resource. Describe the data provided by the resource and the organization that provides it.

  Response Post:
  Choose one of your peers’ initial posts. Explain how the data provided in the global health data resource they selected could be used for identifying health disparities and drivers of health inequity.

  Each post should be a total of 250 – 300 words. Statements should be supported by references from outside sources and course materials and should be formatted in AMA style.

• Quiz 1

• Week 1 Acknowledgement of Academic Engagement Quiz

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Week 2: Systems, Ethics, and Culture

Learning Outcomes

• Summarize ethical considerations for addressing global health issues.
• Describe the relationship between culture and health.
• Compare key components of global healthcare systems.

Lecture

• Week 2 Lecture

Learning Activities

• Week 2 Discussion: Healthcare Systems

Initial Post:
Select a healthcare system from a different country that you find appealing.
Provide a rationale for your choice and compare it to the healthcare system you currently use.
What are the similarities and differences between them?

Response Post:
Pick one of your peers’ initial posts, different from your own, and offer four recommendations to ensure that the chosen country’s healthcare system maintains robust ethical standards and cultural sensitivity.

Each post should be a total of 250 – 300 words. Statements should be supported by references from outside sources and course materials and should be formatted in AMA style.

• Week 2 Assignment: Final Project Section Assignment – Section 1

Review the final project instructions and section assignments.
You are tasked with completing the following sections:

Introduction: Utilizing global health and public health data, provide an overview of the issue’s impact on global health. Additionally, identify any health disparities associated with the issue.

The Problem: Craft a concise problem statement in a single sentence. This statement should encompass the issue’s ‘what, who, where, and why,’ focusing on health equity. For instance, avoid “High rates of malaria in children living in Ghana” and opt for more comprehensive problem statements like “Barriers to mosquito net accessibility and usage among children in Ghana are driving elevated malaria rates.”

Contributing/Driving Factors: Enumerate and briefly describe 2-3 root causes and determinants that underlie the problem.

Statements should be supported with references from outside sources and course materials and formatted in AMA style.

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Week 3: Environment Across the Globe

Learning Outcomes

• Describe the relationship between environment and health.
• Define environmental threats to human health.
• Discuss why a Sustainable Development Goal (SDG) aligns with a health inequity and a proposed intervention

Lecture

• Week 3 Lecture

Learning Activities

• Week 3 Assignment: Final Project Section Assignment – Section 2

Review the final project instructions and section assignments.

For this assignment, students are required to complete the following sections:

Proposed Intervention: Provide a detailed description of one evidence-informed intervention to address health inequity. Considering existing efforts to tackle the problem is vital since building upon current interventions may be more effective than introducing a new one.

Sustainable Development Goal: Identify one Sustainable Development Goal (SDG) that aligns with the issue and the proposed intervention.

Cultural Considerations/Adaptations: Discuss two to three aspects that must be considered for the intervention’s implementation to align with cultural influences and traditions.

Each section should have responses comprising 150-200 words.

These responses will serve as content for completing the poster template, with the poster itself featuring concise, bulleted points. Furthermore, students are encouraged to utilize the information gathered from these three assignments when recording audio for the final assignment.

Statements should be supported with references from outside sources and course materials and formatted in AMA style.

• Quiz 3 

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Week 4: Nutrition and Women’s Health

Learning Outcomes

• Apply global health principles, measurement, and health equity approach to the importance of nutrition.
• Apply global health principles, measurement, and health equity approach to women’s health.

Lecture

• Week 4 Lecture

Learning Activities

• Week 4 Discussion: Sustainable Development Goals

Initial Post:

Select a sustainable development goal for nutrition and/or women’s health from the United Nations’ 17 sustainable development goals list.

1. 1. Explain the goal.
   2. Describe how the goal is measured, 
   3. Identify and describe at least one current global health intervention contributing to the achievement of the goal.

Response Post:

Select and respond to one of your peer’s initial posts.

1. 1. What is a threat to achieving this goal?
   2. What is an opportunity for achieving this goal?
   3. How do you involve the community in achieving the goal?

Each post should be a total of 250 – 300 words. Statements should be supported by references from outside sources and course materials and should be formatted in AMA style.

• Week 4 Assignment: Case Study – Women and Nutrition

This week’s case study on the topic of women and nutrition is comprised of two parts.

Part 1
Review these resources to learn about the issue of women and nutrition in the Philippines:
Read: Undernourished and Overlooked Executive Summary: A Global Nutrition Crisis in Adolescent Girls and Women
Watch: One Billion Reasons For Better Nutrition

Part 2
Review and complete the Women and Nutrition Case Study.
Statements should be supported with references from outside sources and course materials and should be formatted in AMA style.

What to Submit:
Submit a Microsoft Word document or PDF containing your responses.

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Week 5: Children’s Health and Injury

Learning Outcomes

• Apply global health principles, measurement, and health equity approach to the health of young children.
• Apply global health principles, measurement, and health equity approach to the health of adolescents and young adults.
• Explain the burden of disease related to injuries and related prevention measures.

Interview

• Week 5 Interview: Ousmane Nayaya Aboubakar

Learning Activities

• Week 5 Assignment : Final Project Section Assignment – Section 3

Review the final project instructions and section assignments.

For this assignment, you are tasked with completing the following sections:

Interprofessional Team: List 2-3 team members from public health and healthcare sectors and describe their roles in implementing the proposed intervention.

Global Health Partners: List 2 global health partners and provide descriptions of their roles in implementing the proposed intervention. Additionally, acknowledge the third crucial partner – the community – and describe its role.

Evaluation: List 2 outcome measures (excluding process measures) that will be employed to assess the success of the proposed intervention.

Each section or bullet point should have responses comprising 150-200 words.

These responses will serve as content for completing the poster template, with the poster itself featuring concise, bulleted points. Furthermore, students are encouraged to utilize the information gathered from these three assignments when recording audio for the final assignment.

Statements should be supported with references from outside sources and course materials and should be formatted in AMA style.

• Quiz 3

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Week 6: Burden of Diseases

Learning Outcomes

• Explain the burden of disease related to communicable diseases and considerations for a global health response.
• Explain the burden of disease related to non-communicable diseases and considerations for a global health response.

Interview

• Week 6 Interview: Gert Mulvad

Learning Activities

• Week 6 Discussion: Guinea Worm Disease

Initial Post:

Based on the video, Guinea Worm Disease Eradication: Countdown to Zero (Carter Center), why do you think the Guinea Worm Disease Eradication Program has been so successful?

Response Post:

Select a peer’s post. Building off their post, what disease do you think will be the third disease to be eradicated (after smallpox and guinea worm)? It could be a communicable or non-communicable disease. Justify your response by explaining:

• • The current burden of disease
  • Current strategies to address the disease
  • What makes it possible to eradicate?

Each post should be a total of 250 – 300 words. Statements should be supported by references from outside sources and course materials and should be formatted in AMA style.

• Week 6 Assignment: Global Health eLearning Course and Self-Reflection

Complete a Global Health eLearning Course from the Global Health eLearning Center. You can select any of the courses listed on the webpage.

Submit a copy of your certificate of completion and a reflection that includes the following:

• • How did this training further your understanding of global health response to a health issue?
  • How does the training align with what you are learning in this course?

Your submission should be between 300 and 500 words.

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Week 7: Collaboration and Innovation

Learning Outcomes

• Propose opportunities to address global health issues through collaboration, innovation, and intersectoral approaches.
• Create a poster presentation and associated abstract summarizing a global health issue and offering a possible solution advancing health equity.

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Lecture

• Week 7 Lecture

Learning Activities

• Week 7 Assignment: Final Project – Poster Presentation and Abstract

There are two components to the Final Project Assignment:

1. 1. Create a poster presentation on a proposed intervention to address a global health project.
   2. Create an abstract to submit to a conference for presenting the poster.

Refer to the Final Project Instructions for detailed information. You can use the Global Health Equity Proposal Poster template to help get you started on your poster.

Statements should be supported with references from outside sources and course materials and should be formatted in AMA style.

Submit your poster (in PowerPoint or PDF format), a YouTube link to your presentation, and your abstract (as a Word doc or PDF).

 

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Week 8: Global Disasters and Humanitarian Response

Learning Outcomes

• Describe the health impacts of natural disasters and the global health response to prevent health disparities.

Interview

• Week 8 Interview: Rosemary (Maria) Rouza

Learning Activities

• Week 8 Discussion: Poster Presentations Review

Initial Post:

Select two peers’ poster presentations to review. 

Provide an evaluation:

1. 1. What were the strengths of the poster presentation? What are recommendations for improvement?
   2. What did you learn from their poster presentation? What questions would you ask them if you were viewing it at a conference?

Think critically when providing an evaluation.

1. 1. Have core concepts explored in the course been incorporated into the poster?
   2. Are appropriate global health measures and data used to describe the issue?
   3. Does the problem statement clearly reference a health equity issue?
   4. Does the poster offer a strength-based approach? Is the community involved in the proposed intervention?

Response Post:

Response post is not required.

Your post should be no less than 400 words. Statements should be supported with references from outside sources and course materials, and should be formatted in AMA style.

• Week 8 Assignment: Case Study – Disasters and Humanitarian Response

In this assignment, you will explore the complex 2010 cholera outbreak in Haiti through a series of multimedia resources and independent research. After watching documentaries and conducting additional investigations, you will review the Disasters and Humanitarian Response Case Study, then answer several critical questions to deepen your understanding of the outbreak’s intricacies and broader impact on global health humanitarian efforts.

Part 1

View the following documentaries to gain insight into the 2010 cholera outbreak in Haiti:

1. 1. “Haiti Cholera Outbreak”
   2. “Investigating a Mysterious Cholera Outbreak in Haiti: Correspondent Confidential”
   3. “Haiti Cholera Outbreak: UN apologizes for spreading deadly disease”

Part 2

Complete and the Disasters and Humanitarian Response Case Study.

Statements should be supported with references from outside sources and course materials and should be formatted in AMA style.

What to Submit:

Submit a Microsoft Word document or PDF containing your responses.

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:

• 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.

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.

Student 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:

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.