COURSE STRUCTURE

This is an active learning course, which means that you will engage directly in learning process. Engaging with the material will facilitate your ability to learn about theory and meet the learning objectives of the course. The primary aim of the course will be to engage students in applying theory to deconstruct how a public health intervention achieves its target, theoretically. To do this, you will be assigned two teams to work with over the course of the semester: Case Study Teams and Theory Teams. 

 

Case Study Teams: Students will be assigned in groups of five to six to a case study intervention to apply theories at graduating levels of influence. Students will identify constructs and posit associations amongst these constructs that could plausibly explain how the intervention could work. At the end of the semester, each case study team will be required to prepare a presentation of the final conceptual model developed for their case study.

 

Theory Teams: Within each case study team, students also will be assigned a Theory Team. The Theory Teams will be responsible for working together to understand your assigned theory for graduating levels of influence to inform what theories and/or constructs your Case Study Team chooses to apply. Prior to meeting with your Theory Team, you will individually complete a pre-worksheet in preparation of developing this resource.

 

Using a jigsaw approach, students will spend class time in both Theory Teams and Case Study Teams to complete course assignments.

 Class meetings will be preceded by pre-class materials. These will include pre-recorded lectures, information sheets, worksheets completed by you, and other materials regarding theories at a specific level of influence. The majority of class time will be spent in teams engaged in peer discussion and teamwork. Your preparation to engage with your peers in discussions about theory and its application is essential. Figure 2 below illustrates the typical flow of work for a module (i.e., individual, interpersonal, community/organizational, and macro-social). More details about the components included in the workflow are provided in the assignments section of the syllabus. We will work with you to navigate you through this process.

Collaborative, written and oral communication skills are fundamental to effective public health practice. If you do a search for almost any job in public health, you will likely find the following phrases as job requirements: strong interpersonal skills; ability to work in a team setting; strong written and oral communication skills. The approach to this course is designed to help you demonstrate these specific skills.

 

COURSE MATERIALS

Reference Text (on the Canvas course site and/or on reserve at the library):

• Glanz, K., Lewis, F., & Rimer, B (Eds.). (2015). Health behavior and health education: Theory, research, and practice (5th ed.). San Francisco, CA: Jossey-Bass. (Available as an e-book through the library).

 

Additional Readings: Journal articles and other resources will be available on Canvas.

 

EVALUATION

 

Assignment	% of grade
Individual Assignments	60%
Professionalism and class participation	10
Final Portfolio	50
Theory Prep Worksheets	20
Theory Application Reflections	5
Reflection on work throughout semester*	10
Integration of content essay*	15
Case Study Team Assignments	40%
Case Study Application Worksheets	20
Case Study Team: Conceptual Model Project	20

*A mid-semester portfolio review will provide a starting point for these portions of the portfolio.

 

 

Grades are calculated using the following scale for each letter grade:

A          95-100

A-        90-94

B+        87-89

B          84-86

B-         80-83

C          70-79

F          Below 70

 

ASSIGNMENTS

Individual Assignments

Class Participation and Professionalism - There are many factors that will contribute to your professionalism and class participation grade. It is important to note that this aspect of your grade can (and will) impact the outcome of your final grade, if your performance is low. Engagement within the class and within your teams will play a role in your participation grade. Part of your participation grade will include self-, peer-, and instructor-assessment of your contribution to team projects and an overall class grade for the strength of the learning community developed over the course of the semester. 10%

 

Main Competency or Course Learning Objectives Assessed

Course Learning Objective: ·      Demonstrate the ability to contribute to a learning community that critically thinks about the application of theory to public health research and practice.

Theory Portfolio: You will submit a theory portfolio at the end of the semester. This portfolio will demonstrate your understanding of the four theories you were assigned throughout the semester, as well as the application of theory to your case study. Most of the work presented in the portfolio will draw upon assignments submitted throughout the semester. You will have a mid-semester portfolio review that will give you the opportunity to reflect on progress and areas from improvement, as well as begin to integrate work completed. For the final portfolio, you will build upon the mid-semester portfolio to reflect on your entire semester. For this, you will reflect on the quality of your work and what you learned by completing it. In addition, you will demonstrate your understanding of theory and its application to public health research and practice through a short essay that integrates your work across the semester. 50%  

Main Competency or Course Learning Objectives Assessed

MPH/MSPH Foundational Competency: ·      Explain behavioral and psychological factors that affect a population’s health. Course Learning Objective: ·      Explain key terms related to theory ·      Discuss the value and application of theory in research and practice ·      Describe differences between theories for appropriate levels of intervention (individual, interpersonal, organizational, community, and/or macrosocietal). ·      Evaluate the effectiveness of theoretical applications in behavioral and health interventions and research.

 

 

Assignments Focused on Theory Teams

Individual Assignment:

Theory Prep Worksheets – You will complete short worksheets to help prepare for team meetings.  The worksheets will enable you to explore specific theory and think about how the constructs of the theories could be applied. You will submit four theory prep worksheets over the course of the semester. These will be graded with your final portfolio (20% of final grade). You will receive feedback from the instructional team on the quality of each submission.

Main Competency or Course Learning Objectives Assessed

Course Learning Objective: ·      Demonstrate the ability to contribute to a learning community that critically thinks about the application of theory to public health research and practice. ·      Describe at least four theories used in behavioral, social, and/or health education sciences research in public health.

 

 

Assignments Focused on Case Study Teams and Final Projects:

 

Theory Application Reflections (Individual Assignment) – After each teach back of theories within the case study teams, you will compare and contrast the theories together. You will use your engagement with this activity and discussion to formulate your own reflection on the theories and how they might apply to your case study. These will be graded with your final portfolio (5% of final grade). You will receive feedback from the instructional team on the quality of each submission.

 

Main Competency or Course Learning Objectives Assessed

Course Learning Objective: ·      Critically assess different theories and models in terms of their utility, strengths, and weaknesses.

 

Case Study Application Worksheets (Case Study Team Assignment) – You will work with your case study teams to develop your understanding of how theory applies to your assigned case study. You will work with your case study teams to fill out these worksheets. You will draw upon your theory team discussions, theory application reflections, and additional research to apply theory at each level of the SEM.  Each worksheet will build upon each other. These worksheets will form the basis for your final project. Each worksheet will count for 5% of your grade, 20% total.

 

Main Competency or Course Learning Objectives Assessed

Course Learning Objective: ·      Critically assess different theories and models in terms of their utility, strengths, and weaknesses.

 

Final Conceptual Model Project (Case Study Team Assignment): You will revise your work throughout the semester to produce a final project that introduces the assigned case study, describes the conceptual model you developed, and discusses the strengths and limitations of the model. You will share these final projects with your colleagues to serve as a further resource in the application of theory. 20%

The final project will allow you to apply theories at multiple levels of the socio-ecological framework, including the individual, interpersonal, organizational, community, and macrosocietal levels. With your case study team, you will select at least one theory learned at each level of the socio-ecological framework and apply it to a public health case study.

Case Study Teams will complete the following steps in the theory application process:

• for each level of the theory identify how each construct applies to the case study;
• choose a theory that best aligns with the selected constructs and identify strengths and weaknesses of the application of this theory to the case study,
• complete this process over the course of the semester working through all of the levels of theory,
• compile your worksheets into one table and select the constructs most important to the case study and the accompanying theories,
• once the constructs are selected, each team decides which three levels are most appropriate for the case study based on the constructs identified,
• each team constructs a conceptual model to demonstrate proposed relationships between the selected constructs and levels.

 

Main Competency or Course Learning Objectives Assessed

BSHES Concentration Competency: ·      Apply the socio-ecological framework or other theories to examine public health research studies. Course Learning Objective: ·      Develop a conceptual model that applies theory at multiple levels of influence to current high-profile public health case studies.

 

COURSE POLICIES

 

Teaching and Learning During the Pandemic

I want our classroom community to thrive no matter the classroom delivery method or your individual methods of participating in class. While this class is primarily in-class, it does include some remotely taught components and the class may have to shift from in-person to remotely taught at some point this semester. Additionally, some students in this class may need to be off campus for some portion of the semester. My goal is for all students to receive a high-quality experience to the extent possible. Due to the unusual nature of the semester, communication is important. I commit to responding to emails within 48 hours of receipt, and my intention to respond faster than that most of the time. Please email me at my work email: Melissa.taylor@porternovelli.com and copy the TA, ebony.laboy@emory.edu  .

 

Likewise, if your situation changes regarding health, housing, or in any other regard with respect to your ability to participate in the class, please contact the appropriate Emory student support organization first and then me as soon as feasible. It is easier for me to address your needs if I know about them as soon as they arise. This does not mean I can successfully respond to every request for consideration, but I emphasize that my goal is to treat you all equitably and do what I can to help you succeed in this course.

 

Assignment Expectations and Submission Guidelines

 

Submit all assignments to Canvas on time: Each day an assignment is late will result in a deduction of 5% of the total grade per day. If you are struggling to meet a required deadline, please contact me immediately. We can work together on a solution. 

 

Assignment submission:  Unless otherwise indicated, all assignments should be turned in electronically on Canvas (Assignments).

 

Proofread: Clear and efficient written communication is an important part of the public health profession. Relying on your computer’s spell check feature to be the sole proofreader of your work is not sufficient. Please read over all submissions carefully for content, spelling, punctuation, and grammar before turning them in. If papers appear insufficiently proofread your grade will be lowered. When you graduate you will begin a career as a public health leader and will be expected to be able to write accordingly.  Therefore, developing meticulous proofreading habits is a career asset. 

 

Group Work and Community

A good portion of your grade for this course will depend on group work. We endeavor to create a community that supports and encourages your development as public health professionals. We want you to work with and support each other to think theoretically and develop your understanding of theories related to public health. We (i.e., the instructor and teaching assistants) are here to guide you through this process.

 

Engagement and Communication

Regular engagement is essential for full participation and learning in the class. This course is centered on collaborative work to develop a learning community suited toward solving public health problems and thinking theoretically. In order for this to work, in the context of this course, we need to come prepared to class meetings and team meetings. If you cannot attend planned class sessions, please reach out to me in advance. If you are having trouble contributing to team work, please be sure to communicate with your team members and reach out to us.

 

RSPH POLICIES

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 Office of Accessibility Services (OAS).

 

Accessibility Services works with students who have disabilities to provide reasonable accommodations. In order to receive consideration for reasonable accommodations, you must contact the OAS. It is the responsibility of the student to register with OAS. Please note that accommodations are not retroactive and that disability accommodations are not provided until an accommodation letter has been processed.

 

Students who registered with OAS and have a letter outlining their academic accommodations are strongly encouraged to coordinate a meeting time with me to discuss a protocol to implement the accommodations as needed throughout the semester. This meeting should occur as early in the semester as possible. 

 

Contact Accessibility Services for more information at (404) 727-9877 or accessibility@emory.edu. Additional information is available at the OAS website at http://equityandinclusion.emory.edu/access/students/index.html

 

Honor Code

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.” (http://www.sph.emory.edu/cms/current_students/enrollment_services/honor_code.html)

 

RSPH Diversity, Equity, and Inclusion Statement

The Rollins School of Public Health fosters a culture of inclusion and organizational equity by leveraging the many intersections of race, ethnicity, gender, religion, socioeconomic status, sexual orientation, gender expression, disability, diversity of thought, and other aspects of lived experience in our community. We intentionally recruit, support, and mentor faculty, staff and students who are members of communities that are underrepresented in the public health and scientific workforce and reflect the multicultural and global communities that Emory serves. Building an academic community where all members are able to thrive enhances our scholarly mission to eliminate health disparities and improve health outcomes in disadvantaged and vulnerable populations.

COURSE CALENDAR

	Date	Module Topic	Activities	Assignments	Readings
1	8/31	Introduction What is Theory?	Syllabus Overview   Team Intros	Case Study Topic & Case Study Team Agreement (in class)	Glanz & Bishop 2010 Krieger 2016
2	9/7	Social Ecological Model Conceptualizing	Drafting Initial Conceptual Models   Case Study Team Organization	Case Study Topic (p1 of worksheet)   Work on Pre-Worksheet for Individual-Level	Glanz (2015), Chpts 2-3 Golden et al. 2015
3	9/14	Individual Level A: Introduction to Theories   B. Application to Case Studies	Developing Understanding of Theories   Working on Application to Case	Individual level Pre-Worksheet Due 9/14   Upload Worksheet with Theory Application Reflection by 9/21	Assigned Theory Article   Janz & Becker 1984
4	9/21	Interpersonal Level A: Introduction to Theories     B: Application to Case Studies	Developing Understanding of Theories	Interpersonal level Pre-Worksheet Due 9/21   Upload Worksheet with Theory Application Reflection by 9/28	Assigned Theory Article   Bandura 2004
5	9/28		Working on Application to Case Studies	Case Study Application Worksheets (Individual & Interpersonal) Due 10/1*	Holt-Lustad et al. 2017
6	10/5	Linking Mechanisms	Class Discussion   Working on Conceptual Models	Mid-semester portfolio review due 10/5 at 3:00 pm	Krieger 2005 Geronimus et al. 2019
7	10/19	Community & Organizational Level A: Introduction to Theories   B: Application to Case Studies	Developing Understanding of Theories	Comm / Org-level Pre-Worksheet Due 10/19   Upload Worksheet with Theory Application Reflection by 10/26	Assigned Theory Article   Rogers 2002
8	10/26		Working on Application to Case Studies	Case Study Application Worksheet Due 11/5*	Samuel 2014 or Wallerstein 2020
9	11/2	NO CLASS
10	11/9	Macro-Societal Level A: Introduction to Theories     B: Application to Case Studies	Developing Understanding of Theories	Macro-Societal level Pre-Worksheet Due 11/9   Upload Worksheet with Theory Application Reflection by 11/16	Assigned Theory Article   Phelan et al. 2010
11	11/16		Working on Application to Case Studies	Case Study Application Worksheet Due 11/19*	Krieger 2014
12	11/23	No Class (Thanksgiving)
13	11/30	Final Project	Workshop Conceptual Models		Goodson (2010), Chpt 3
14	12/7	Wrap-up and Reflection	Present conceptual models	Final Portfolio Due 12/7: Individual Assignment Final Conceptual Model Due 12/7