Course Syllabus

Course SyllabusCourse Syllabus

Course Instructor Information

Amy Zeidan, MD & Kelly Taylor Mitchell

ajzeida@emory.edu

Weekly Office Hours: please reach out to me to schedule

Teaching Assistant: Olivia Free

Course Description

Over the last 50 years, the number of individuals migrating to the United States (U.S) has increased dramatically, surpassing over 44 million individuals in the US. Georgia has also seen a dramatic rise in the number of immigrants resettling in the state with 1 in 10 Georgians being foreign born. Simultaneously, US immigration policy has become increasingly harsh with over 400 anti-immigration-related executive orders signed between 2016 -2020. This is in the context of global events that have resulted in the forced migration of rising numbers of vulnerable immigrants seeking refuge in the US. The health status of this population and access to healthcare is highly variable based on one’s legal status, ethnicity, citizenship, and geographical location with evidence of lower quality of health care received by this population. The immigration system in Georgia is particularly stringent with policies that serve to exclude or create significant barriers for many immigrant populations when accessing public services, including healthcare, thereby exacerbating health disparities, and restricting access to healthcare resources. 

 

In this course, we will explore the historical, social, legal, and political contexts of immigration and how this impacts the health and health disparities of immigrant populations. We will highlight the unique impacts of the immigration system in Georgia, learning from local experts on the complexities of statewide policies and how they impact refugees, asylum seekers and individuals in  detention facilities in Georgia. We will discuss public health approaches towards immigration, framing immigration as a social determinant of health, and consider the critical role of public health in addressing and shifting towards policies that lead to more inclusive health care practices and engagement with immigrant communities. 

 

Please note, this course is in the Arts and Social Justice Fellows program for the Fall 2023 semester. Students will have the opportunity to work with an Atlanta artist and explore social justice issues relevant to the course topic.

 

Prerequisites: Not Applicable

Course Objectives

Upon completion of this course, students will be able to:

1. Explore the historical, social, legal and political contexts of immigration and how this impacts the health and health disparities of immigrant populations
2. Apply a public health approach to existing immigration frameworks and policies
3. Explain critical public health needs in the immigration sector with a particular focus on Georgia

 

MPH/MSPH Foundational Competencies

• Discuss the means by which structural bias, social inequities and racism undermine health and create challenges to achieving health equity at organizational, community and societal levels;
• Advocate for political, social or economic policies and programs that will improve health in diverse populations

 

BSHESH Competencies

• Examine health outcomes for specific populations using data analysis guided by behavioral and social science theory.
• Analyze public health history for perspective on current health problems.
• Synthesize a range of multidisciplinary scientific literature.

Course Requirements, & Grading

Grading

Each requirement in the course will be worth the number of points equivalent to its percentage value: 

 

Class Participation___________________    20 points

Leading Discussion or Q&A____________  15 points

Reflection Paper or Policy Brief _________ 15 points

Screen print draft_____________________  15 points

Peer Evaluation _____________________   15 points

 

A                100-93

A-          92-90

B+            89-87

B           86-83

B-               79-83

 

Description of Graded Components

Assignments and Evaluations

 

Class Participation

Attendance will be taken every day. However, attendance is not equivalent to participation. I expect that you will participate during the discussions to provide input and insight about the material and topic. It is important that your participation is based on your critical examination of the material and topic, incorporating evidence from the week’s readings/self study materials when applicable, rather than based on opinion or conjecture. It is also important that your participation is balanced so that all class members have the opportunity to participate equally. If you have difficulty with participation and/or if the topic is particularly challenging for you to discuss (or for any other reason), please reach out to me in advance before class so we can develop a solution.

 

Grading: Participation will be graded after every class. To receive participation credit, you will need to attend class and participate in the discussion meaningfully. Two or more absences will result in a reduction in your final grade.

 

Leading Discussions or Q&A Panels

Students will be expected to lead discussion, in pairs, twice during the semester (once in the first half of the semester and once in the second). A sign-up sheet will be distributed on the first day of class for scheduling. This is expected to include a brief (5 minute) summary of the readings including themes, points you found valid (or not), confusing, or challenging. You will help guide the classroom discussion and participation on that day. Please prepare 5 questions or topics of discussion for the class. If a guest lecturer(s) are present, you and your partner will be expected to lead the Q&A session. You will provide a brief summary of the pre-class materials for that session and will prepare 5 questions for the guest lecturer(s) to generate productive and engaging conversation amongst the class.

 

Grading: you will be graded as a pair/group. Grading will be based upon your summary of the pre-course materials, thoughtful questions prepared related to the material/topic of the session, and ability to facilitate a discussion with your peers and/or guest lecturers that is inclusive and thought provoking. I will provide resources for those who wish to reference resources on facilitating class discussions. 

 

Screen Print Draft

Students who are assigned to lead a specific discussion topic will also be responsible for working with the guest speaker to design a screen print related to that topic/individual/organization. You and your partner(s) will be responsible for developing a draft during the session and will work on this throughout the course. During the working session, we will review your draft and provide feedback. Grading will be based on the progress you have made and incorporation of your guest speakers’ recommendations.

 

Screen Print(s) Final

We anticipate you will have more than one screen prints to reflect the topic you have chosen/been assigned. At the end of the course, we will review your screen print(s), which will be a reflection of what you have learned about the topic and course. Grading will be based on the progress you have made and incorporation of your guest speakers’ recommendations.

 

Reflection Paper, Policy Brief or Op-Ed

There are a number of US immigration policies that have negatively impacted the health of immigrants. You will write a short paper about one of these policies. The paper template can follow that of a policy brief, Op-Ed, or reflection. Examples and resources will be provided for a policy brief and Op-Ed. If you choose a reflection piece, this piece should provide a short history and summary of the policy and how it has or could negatively affect the health of immigrant populations. If desired, you could also include how to address or reverse this policy, and if any ongoing efforts exist. The paper should be 2-3 pages double spaced written in formal academic writing style with proper citations (APA preferred). I will provide example policies to review.

 

Alternatively, you could write a reflection about your screen printing work including historical precedents, how your work reflects the topic, individual and/or organization and how this work is a tool for social change.

 

*If you prefer an alternative to a written assignment, please talk with me about options for an audio and/or visual option. Alternatively, if you choose to visit an exhibition that aligns with this coursework, proof of your visit can serve as an alternative to this assignment.

 

Peer Evaluation

You will have two opportunities to evaluate your peers throughout the semester. You will submit a peer evaluation of your discussion/QA partner(s) and a peer evaluation of your group members of your final proposal. I will provide a structured format for this so you are familiar with the criteria in advance.

Course Policies

 

Diversity, Equity, and Inclusion Statement

 

In this course we will discuss a variety of topics that may be sensitive for some individuals for a variety of reasons. It is important that students in this course represent diverse backgrounds and perspectives and feel comfortable discussing their perspectives openly and respectfully. The content covered in this course was selected by me with feedback from colleagues and is meant to expose students to a range of perspectives. I have made every attempt to be reflective in selecting materials however it is possible that there may be biases in the material selected. I value your feedback regarding the content and would be most grateful for students to share their concerns and/or suggestions about course materials. Please reach out to me directly with feedback or submit anonymous feedback.

 

Much of this course will be discussion based. It is important that we maintain space that is respectful and safe so all students feel empowered to share their perspectives. I will do my best to facilitate an open environment and guide discussions with respect to the emotions of all students. Please be respectful of classmate’s emotions and perspectives, recognizing the unique lived experiences of all individuals. If a particular discussion or comment makes you uncomfortable, please feel free to voice your feelings during class, or contact me to discuss privately if you do not feel comfortable to do so in a public forum. Our intent is to learn from each other but never to make one another feel uncomfortable.

 

Time Management, Absences, Class Recordings, and Deadline Extensions

 

I understand and appreciate the demands of graduate school education. Please manage your time appropriately to ensure you are able to meet deadlines for this class and all other classes. The deadlines are provided in advance so please review the syllabus in advance and make note of weekly assignments. If you have to miss a class, please let me know as soon as possible. If you are struggling with activities outside of class that impact your engagement and attendance for this course, please let me know as soon as possible.

 

 

Course Conduct and Expectations

 

I will do my absolute best to respond to all email communications as soon as possible, likely within 48 hours depending on my clinical schedule. Please keep this in mind when communicating about deadlines for assignments. I expect the same in response. While my communications may occur at off hours, I do not expect this from you but do expect timely responses. For all communication in class and about class, please be respectful and considerate in your communications.

 

Accessibility and Accommodations

 

As the instructor of this course, I endeavor to provide an inclusive learning environment. However, if you experience barriers to learning in this course, do not hesitate to discuss them with me and the Department of Accessibility Services (DAS). Accessibility Services works with students who have disabilities to provide reasonable accommodations. In order to receive consideration for reasonable accommodations, you must register with the DAS. Once registered, you will be able to initiate a request for accommodations through Accommodate, a confidential, online platform. Upon approval of your accommodations by DAS, you may choose which classes you want the accommodations to apply to. Instructors of the classes you designate will receive your accommodation letter electronically through Accommodate, and you will be copied on the notification sent to the faculty. 

 

It is your responsibility to request accommodations. Please note that accommodations are not retroactive and that disability accommodations cannot be provided until your accommodation letter has been electronically signed by the faculty in the Accommodate system. I can only sign the document once you and I have discussed a plan to implement your accommodations in my course. Therefore, I encourage you to contact me as early as possible in the semester to discuss this plan.   

 

Students seeking academic accommodations for religious observance should submit their requests to the instructor by email as early as possible in advance. If you have questions or concerns about your request, you may contact the university’s Office of Spiritual and Religious Life (OSRL), the Ombuds Office, or the Office of Institutional Equity and Compliance (OIEC). Academic accommodations for religious observance do not relieve students of responsibility for the completion of any part of the coursework they may miss as the result of a religious observance.

 

For additional information about accessibility and accommodations, please contact DAS at (404) 727-9877 or accessibility@emory.edu.  

 

Classroom Safety & Health Considerations

 

Your health and the health of all students is extremely important. If you have concerns or need assistance, please reach out to me at any point and locate support through Emory support services: https://sph.emory.edu/rollins-life/index.html

 

Honor Code and plagiarism

You are bound by Emory University’s Student Honor and Conduct Code. RSPH requires that all material submitted by a student fulfilling his or her academic course of study must be the original work of the student.  Violations of academic honor include any action by a student indicating dishonesty or a lack of integrity in academic ethics. Academic dishonesty refers to cheating, plagiarizing, assisting other students without authorization, lying, tampering, or stealing in performing any academic work, and will not be tolerated under any circumstances.

 

The RSPH Honor Code states: “Plagiarism is the act of presenting as one’s own work the expression, words, or ideas of another person whether published or unpublished (including the work of another student). A writer’s work should be regarded as his/her own property.”

 

You may use any standardized citation format that you find acceptable. If you are unfamiliar with citation styles, you may reference the American Anthropological Association’s Style Guide: http://www.aaanet.org/publications/style_guide.pdf.   

 

Emory University Land Acknowledgement

Emory University acknowledges the Muscogee (Creek) people who lived, worked, produced knowledge on, and nurtured the land where Emory’s Oxford and Atlanta campuses are now located. In 1821, fifteen years before Emory’s founding, the Muscogee were forced to relinquish this land. We recognize the sustained oppression, land dispossession, and involuntary removals of the Muscogee and Cherokee peoples from Georgia and the Southeast. Emory seeks to honor the Muscogee Nation and other Indigenous caretakers of this land by humbly seeking knowledge of their histories and committing to respectful stewardship of the land. Learn more and reflect further by reviewing the information and resources here.

 

 

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