Indiana University Northwest



Indiana University Northwest

(College of Health & Human Services)


Public Health in the Urban Environment


Instructor Name:      Elizabeth Greenwald

Email:                  ;

Phone:                          (219­629­0133)

Office Location:          (By Appointment)

Office Hours:               (By Appointment)

Class Type:                   Online Course

Course Prerequisites: None

See the **Course Guide/Schedule** for session themes, readings, resources, and all assignment due dates.

Instructor Bio:

I hold a Master in Public Health (MPH) with a Certified Health Education Specialist (CHES) certificate. These relatively unique qualifications led me to Doctors Bankston and Delunas to begin the process of the development of a Public Health Course for undergraduates. Up until

2007, public health courses have been for graduate level students. Since 2010, I have been working with CHHS teaching the Introduction to Public Health course.

As assistant director of research projects at Purdue University Calumet, I worked on a grant to study the systems serving children with behavioral and emotional challenges. Those systems included special education, welfare, juvenile justice, mental health and family support. Currently, I am the admissions director at Dunes Learning Center, a residential environmental learning center where teaching is hands on and without walls.

What excites me most is that throughout history, public health actions have had the greatest influence on the improvement of population health. The opposite side of the coin to public health and its power is that only 3% of our health dollars go toward prevention and public health. I am excited about the opportunity to present the breadth of public health topics and expose students to the potential public health has for our communities.

When not at work, you will find me walking the beach, woods or dunes of our national and state parks or at a local yoga class.

Catalog Course Description: Course exposes students to public health principles, and their application in an urban context. Topics include the population health approach, environmental health and justice, social and behavioral sciences, public health preparedness, health care structures and policy. Students will be introduced to the roles and functions of public health science and practice.

Course Goals and Outcomes:

1.  Demonstrate an understanding of the history, core functions, and essential services of public health.

2.  Discuss the basic principles of epidemiology and describe the methodology for understanding populations.

3.  Describe concepts of prevention, detection, and control of infectious and chronic diseases.

4.  Describe the structures of health care and public health systems and explain the impact of inadequate access to quality health care.

5.  Identify social determinants of health and the impact of environmental factors on health.

Discuss issues of environmental justice.

6.  Describe public health’s commitment to vulnerable populations, including special health issues such as drug addiction, mental illness and maternal­child­family care.

7.  Discuss the theory and practice of community involvement in shaping research agendas and practices.

8.  Identify public health roles in disaster preparedness and response.

9.  Describe professional career opportunities in public health.

Course Competencies/Standards:

Learning outcomes for the following will be assessed in this course. This course can be used to satisfy the following:

Principle 2 Breadth of Learning (Cultural and Historical Studies); (outcomes assessed through weekly assignments, class participation, and written presentation).Students will:

●     demonstrate knowledge about diverse cultures and societies

●     demonstrate knowledge of the experiences and worldviews of groups defined by ethnicity, race, social class, language, religion, age, gender, sexual orientation, or disabilities

●     analyze the interconnectedness of global and local concerns or explain how political or historical processes shape civilizations

Course Materials:

Required Text

Riegelman, Richard. (2010) Public Health 101: Healthy People – Healthy Populations, ISBN: 9780763797294; Jones and Bartlett Publishers.

For those wishing to use an online version use the following link to order an electronic text  hdv=6.8

Recommended Texts

See the list at

Schneider, Mary­Jane. (2010) Introduction to Public Health, Third Edition Mary­Jane Schneider, PhD, School of Public Health, University at Albany, State University of New York, Rensselaer Jones & Bartlett Publishers.

Required Technologies Computer and internet access Grading Information:

Grades will be determined as shown in the following assignment chart. Due dates are detailed in the Course Schedule.

Assignment of Grade



Discussion Question


20 @ 20 points each



15 @ 10 points each



14 @ 10 points each



14 quizzes

1 syllabus (pass/fail)

12 @ 10 points

1 (Ch. 2 @ 20 points) T= 140 points


Final Paper

70 points



Grading Scale:

A (90­100) =              Excellent

B (80­89) =                Good

C (70­79) =                Below standards

F (69 or below) =      Failure

FN =                           Failure for nonattendance

I =                                Incomplete

W =                             Withdrew

Assessment Information:

Discussion Questions: Discussion Questions (DQs) are 20 points for each. There are a total of 20 throughout the semester.                     The Quality (defined in the grading rubric document) of answers is graded higher than length. If one is considering each post’s length, the word count should be approximately 100 but could be higher depending on your answers and life experiences on which to reflect, (if this applies).

Review your responses and make sure your answer is well established; it is unlikely that short responses to discussion questions will do this and will not earn full points. Once you meet each week’s minimum posting requirements, additional posts are welcome and those may be shorter posts to your peers or to me.

It is important that you break up large posts into smaller paragraphs with line breaks in between. Try keeping your text visually stimulating, it’s interesting to use colors, fonts, graphics and or emoticons.

Consider excellent content and length each week; depending on the assignment, there are different requirements – check the course schedule for these requirements.

You are welcome to post more often but you must post the number listed on the course schedule each week as the minimum requirement.

Students are encouraged to log on and participate 3 out of 7 days.

All posts are due by 11:59pm of Day 7 (Sunday) of each week. No participation points are earned for the week after Day 7.

The detail and grading rubric for the Discussion Questions portion of the class is detailed on the Grading Rubric PBHL P201 document.

Participation: Over the course there are 15 (10 points each) requirements that students comment on their classmate's posts, there may be 2, 1 or no requirements in a week for comments. There are more requirements at the beginning of the semester. The self Introduction is the 15th in this category.

Helpful hints for Participation replies to your peers: For your replies to other posts, keep the following in mind since it is the criteria for earning your points…Did you offer a real life example/application for what was being discussed or offer additional insight? Is your answer “substantial” and professionally presented?

Note: Participation (to DQs) replies are in a separate category from your discussion question answers. Your discussion question answer is not counted as one of your participation replies. I will observe and facilitate this process where necessary and will assess your contributions to the topic­related discussions. I will interject questions and respond to each of you at least once each week.

The detail and grading rubric for the Participation is detailed on the Grading Rubric PBHL P201 document.

Assignments: Assignments are based on the week’s reading and the case study stated in the week’s assignment. Assignments are generally 10 points each. The week 2 assignment on the PERI framework is long and double points. See the Course Schedule for each week’s assignments. Assignments are within the Assignments Tab and Label them with your last name so they are easier to for me to find and grade. The detail and grading rubric for Assignments is detailed on the Grading Rubric PBHL P201 document.

Quizzes: There are 14 quizzes over the semester. One pass / fail on the syllabus and one on each of the 13 chapters of the text. All but Chapter 2 are 10 points each. Chapter 2 is

20 points. These are short multiple choice quizzes. Quizzes are in the Tests and Surveys section of the course. They will open on day 1 and close on day 7. The Syllabus and Class Policies Quiz opens day 1 and closes on day 7. These are short 10 question quizzes. Take them in one sitting. Do not try to save and come back to them.

Final Paper ­ Healthy People Exercise

Select one of the 12 Leading Health Indicators (LHI) of Healthy People 2020. Review the materials presented on the indicator you choose on the Healthy People 2020 Web site ­

The detail and grading rubric for the Final Paper assignment is detailed on the Grading

Rubric PBHL P201 document.

Class Policies Regarding Graded Work:

**The following policies are in effect for all individual deliverables throughout the semester, unless noted otherwise. **

Late Work

Late work is strongly discouraged. Students may receive an extension of 3 days. Communicate to me that your assignment will be late using email or Oncourse messaging. The information email should ONLY inform me your assignment will be late and that you will have it in within the 3­day extension. DO NOT give me the story in the email. If the assignment is late after 3 days, then only a documented emergency will allow any further extensions. Documents from parents, spouses and friends are not acceptable. Students

who miss the first week of the semester or who do not attend (participate) in 50% of the scheduled class meetings before the end of the fourth week of the semester will be subject to administrative withdrawal.

Original Work

The College of Health and Human Services (CHHS) Code of Professional Conduct Pledge

( states the following

Any form of cheating (including plagiarism) is a violation of the Code of Professional Conduct and will not be tolerated. Additionally, facilitation of cheating or other forms of academic dishonesty or failure to report same are also violations of the Code.

See the above website for further detail of the code and consequences when the code is broken.


Honesty requires that any ideas or materials taken from another source for either written or oral use must be fully acknowledged. Offering the work of someone else as one’s own is plagiarism. The language or ideas thus taken from another may range from isolated formulas, sentences, or paragraphs to entire articles copied from books, periodicals, speeches, or the writings of other students. The offering of materials assembled or collected by others in the form of projects or collections without acknowledgment also is considered plagiarism. Any student who fails to give credit for ideas or materials taken

from another source is guilty of plagiarism.


Dishonesty of any kind with respect to examinations, course assignments, alteration of records, or illegal possession of examinations shall be considered cheating. It is the responsibility of the student not only to abstain from cheating but, in addition, to avoid the appearance of cheating and to guard against making it possible for others to cheat. Any student who helps another student to cheat is as guilty of cheating as the student he or she assists. The student also should do everything possible to induce respect for the examining process and for honesty in the performance of assigned tasks in or out of class.


This course uses the campus policies stated in the IU Northwest 2012­2014 Bulletin regarding a grade of Incomplete. For more information, see IU Northwest Bulletin.

NOTE: The instructor will keep students apprised of assignment grades via the online class Grade book. Students are responsible for contacting the instructor if they do not receive any grade by 10 days after the assignment submission date.

The Course Evaluation:

Many students disregard course evaluations as an optional part of taking a course. At IUN, and especially for online classes, completing the course evaluations is not optional. Your input, suggestions, opinions matter and are taken seriously. We cannot continue to promote online course offerings if students do not complete their course evaluations because departments are held accountable for having adequate response rates and instructors are also affected by low response rates. Please do your part in understanding that it is part of your duty as a student to complete every course evaluation, regardless of how you personally feel about the course or the instructor. They are that important.

IU Academic Policies:

This course is governed by IU academic policies in the following areas:

●     Grading Guidelines

●     Writing Standards

●     Academic Integrity and Plagiarism

●     Course Evaluations

●     Students With Disabilities

Additional Information:


The home page of Oncourse has links, video tutorials and several tips and updates to help you navigate the website. IU has prepared a reference page containing links to information about a variety of resources to help you function successfully in your online Oncourse class.

If you are having difficulty with technology, it is your responsibility to seek assistance. The IU Northwest Student Help Desk is there to help you. You can walk in if you’re on campus, call, or email. The contact information is below:

IT Support Center:

Hawthorn 108

219­981­4357 (24/7)


Indiana University is committed to creating a learning environment and academic community that promotes educational opportunities for all individuals, including those with disabilities. Course directors are asked to make reasonable accommodations, upon request by the student or the university, for such disabilities. It is the responsibility of students with documented physical or learning disabilities seeking accommodation to notify their course directors and the relevant campus office that deals with such cases in a timely manner concerning the need for such accommodation. Indiana University will make reasonable accommodations for access to programs, services, and facilities as outlined

by applicable state and federal laws.

Campus support office:

Student Support Services location: HH 29, (219) 980­6798

Student Support Services online: