PH W200G – Health and Social Behavior Course Syllabus ... · community health issue with proposed interventions operating at multiple ecological levels. Course goals Upon successful

PH W200G Summer 2017 Course Syllabus vanDommelen-Gonzalez

PH W200G – Health and Social Behavior

Course Syllabus (Summer 2017)

Course Description 2

Course goals 2

Instructor Information 3

Course Format 5

Readings, Videos and Resources 5

Interactive Course Elements 6

Course Schedule 6

Readings & Resources by Topic 9

Course Requirements and Expectations 13

Required Materials 13

Completion of Course Topics 13

Class Discussions (15%). 13

Weekly Quizzes (10%). 14

Community Assignments (25%). 14

Final Community Project (20%). 14

Final Exam (25%) 15

Group Participation & Peer Evaluation (5%) 15

Course Communication 15

Announcements 15

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Course Mail 15

Office Hours 16

Policies 16

Course Grading 16

Due Dates and Policy on Late Assignments 16

Course Evaluations 16

Course Description

Health and Social Behavior is a 3-unit breadth course focusing on major social, cultural, and bio-behavioral

determinants of health and health behavior and issues related to social and behavioral interventions and

policies aimed at improving community and population health.

At the end of this course, students will have experience in and be able to apply a range of health and social

behavior perspectives and approaches to critically analyze public health issues and conceptualize research

and interventions at different levels of the ecological model.

Class Topics are designed to convey key concepts and highlight important approaches in Health and Social

Behavior through lectures, readings, videos, and online resources. Group assignments focus on community

context and health and will require students to synthesize and apply concepts from the course. The

assignments will culminate in a final group project to develop a conceptual model and narrative on a

community health issue with proposed interventions operating at multiple ecological levels.

Course goals

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

● Describe a range of major themes, theories and conceptual frameworks, research and practice

approaches commonly encountered in health and social behavior.

● Describe and apply ecological public health frameworks and concepts emphasizing multilevel

interactions between biology, behavior, environments and the distribution of life opportunities.

● Understand how socially constructed concepts of race, ethnicity, immigration, gender and social class

influence health and structure population health disparities and inequities.

● Describe the rationale for community involvement in public health actions and the key principles of

community-based approaches to public health.

● Understand relationships between human behavior and public health to critically assess models of

human behavior and to explore strengths-based, multi-level intervention design.

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Instructor Information

Instructor: Evan vanDommelen-Gonzalez, DrPH, MPH

● Email: [email protected]

● Office hours: Please email Evan to set up an appointment.

Evan will check emails daily and will respond within 24 hours.

Evan will develop and update course content and will work closely with course

facilitators and graduate student instructors to monitor and facilitate student

participation and learning. In weekly summaries, she will set up the major objectives and highlights for the

coming week as well as discuss issues and questions from the previous week to clarify or emphasize key

points.

Your course facilitators will lead the day-to-day management and grading of discussion forums and small

group work in consultation with Evan. All instructors will collaborate to identify and address questions and

issues on an ongoing basis. Evan will also check in and facilitate discussion sessions.

Bio: Evan’s public health experience centers on bilingual (Spanish/English) community health research,

outreach and education. She has coordinated field efforts for community research projects in New York

and San Francisco for studies involving youth and women in the areas of adolescent pregnancy and sexual

health, partnership dynamics, social networks, and place-based health. She has developed, piloted,

evaluated, and conducted adolescent health curricula for clinics, schools, and community centers. Her most

recent community research projects have focused on participatory, mixed-methods, and strengths-based

approaches to multilevel adolescent health interventions with a focus on undocumented and gang-involved

youth in San Francisco and Salinas and a project to assess the impact of workload changes on janitor health

in California. In addition to working with schools and community agencies, she has been part of research

teams with New York Presbyterian Hospital/Mailman School of Public Health at Columbia University, UCSF,

RTI International, and the Labor Occupational Health Program at UCB. She has taught previously at the UC

Berkeley, School of Public Health, including PH W200G since Summer 2014. She is also the OOMPH

Academic Student Advisor. Evan received her DrPH from the UC Berkeley School of Public Health and her

MPH from Mailman School of Public Health, Columbia University. She lives in San Francisco’s Mission

District with her husband and two daughters, often dancing baile folklórico at Brava Theater or playing girls

AAU basketball with Mission Rec Rebels.

Course Facilitator: Monique Hosein, MPH


● Office hours: Please email Monique to set up an appointment.

Bio: Monique Hosein completed her MPH (Community Health Education) at San

Francisco State in May 2015 with a culminating paper on Institutional Racism and Police

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mailto:[email protected]



Killings of Black Adults, Youth and Children, All Unarmed. Her interests include Community-Based

Participatory Research and cultural humility as well as the study of institutional racism as a social

determinant of health. She will continue focusing on police violence as as a public health issue. Previously,

Monique worked in San Francisco's Mission District managing the Teen Clinic and youth program at a

community health center primarily serving Latino communities. Her public health experience ranges from

street outreach with a needle exchange program to grant writing and program management. She is currently

in the DrPH program at UC Berkeley. Her other pursuits include a book group, Pilates and remedial

gardening. She will attend her second jazz vocal performance class at the California Jazz Conservatory this

Fall. Like Hillary Clinton, Dolores Huerta and Ellen Johnson Sirleaf, Monique is also a mother. She co-parents a

joyful young daughter with her ever so supportive husband.

Course Facilitator: Ruth Thomas-Squance, PhD, MPH

● Email: [email protected] ● Office hours: Please email Ruth for an appointment.

Bio: Originating from the UK, Ruth Thomas-Squance received her PhD in Biochemistry

from Imperial College, London. Following 15 years of experience in biomedical research,

she transitioned to nonprofit management and set up her own consulting business

providing nonprofit management and research services. She serves as Executive Director of the San Francisco

based non-profit Equilibrium Dynamics, which provides training in Emotional Intelligence skills for

marginalized and minority populations and the organizations that work with them. With a growing interest in

health at the population level, she went back to study and graduated from the OOMPH program in 2015. She

is passionate about tackling health disparities and the application of emotional intelligence principles in

public health policy, strategy and practice to improve health equity across the population. She lives in San

Francisco.

Course Facilitator: Pau Crego Walters, MPH


● Office hours: Please email Pau to set up an appointment

Bio: Pau has worked on health advocacy and public health issues for over a decade, particularly in relation to transgender and gender diverse communities. His interests include health disparities, initiatives addressing structural violence, bioethics and clinical ethics, and the rhetorics of health / illness underlying health care decisions. Pau is currently working on various research and policy projects focused on transgender disparities; he also serves on the San Francisco Human Rights Commission’s LGBT Advisory Committee, and on the Executive Team for the international campaign Stop Trans Pathologization. Pau holds an MPH from UC Berkeley’s OOMPH program, and a BA in Feminist Science Studies from UC Santa Cruz. In his free time, Pau enjoys intricate cooking projects, biking and mystery novels.

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Course Facilitator: Sabine Dabady, MPH


● Office hours: Please email Sabine to set up an appointment

Bio: Sabine Dabady (MPH, UC Berkeley and BA, Vanderbilt University) is a New Yorker and a recent transplant to the West Coast. She worked for several years booking tour dates for dance and theater companies following college before discovering the world of Public Health. A bike accident, a global food systems course, and a season of volunteering at a farmers' market were some of the factors that motivated her to pursue a path in Nutrition. Working with organizations including NYC’s Dept. of Health Stellar, Farmers’ Market, NYC Food Policy Center, and International Rescue Committee challenged her to see the importance of developing public health programs that move beyond nutrition education. Her time at UCB motivated her to explore the intersections of nutrition, housing, and the arts and she hopes to find opportunities to pursue these intersections in her work. Her proudest moment in grad school was co-organizing a one-day-long conference that brought scientists and youth-based organizations to discuss how each group addresses trauma in their work.

Course Format

PH W200G covers nine Topics of content over six weeks. Each course week starts on a Tuesday and ends on

the following Monday. Topics are organized by weekly sessions and include resources such as lectures,

readings, videos, and other online resources and activities.

As an individual, you will be required to take weekly quizzes, participate in class discussions, complete the

Week 1 “Community Assignment,” and take the final exam.

Additionally, throughout the course there are graded group assignments, including a Final Community

Project, which ask you to focus on a real community to apply selected course concepts. Your group will

need to coordinate among yourselves to complete and turn in assignments.

This course is not self-paced nor designed to be an independent study course. Because of the accelerated

timeframe for this course and group assignments, there is a lot to cover each week. Please be prepared to

spend time on this course throughout the week.

Readings, Videos and Resources

You will have access to the readings and other video and online resources on the course site under each

Topic, housed in the Asset Library and in the 200G Course LibGuide. The LibGuide links to a range of

resources, including those available through the UCB Library that may be useful for course assignments.

The LibGuide and Asset Library are accessed through the left hand navigation of the course site.

Please be sure to watch the weekly overviews and review the weekly recaps, as these resources offer key

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information to set up the week’s topics and provide synthesis and clarification on discussion forum posts.

Also, please check the course homepage for Announcements with course updates and additional

instructions.

During this course, you will be provided with links to PDF files of articles and other materials from the UC

Berkeley Library Collection. Please make sure you understand and follow the University of California

Library Conditions of Use.

Interactive Course Elements

Community Assignments: With the exception of the first week, you will work in groups on Community

Assignments and for the Final Community Project. Detailed descriptions of activities and assignments are

found in the next section of the syllabus under Course Requirements and Expectations.

Class Discussions: You will participate in required discussion forums with the other members of the class,

which course facilitators will moderate. Evan will also provide comments and feedback in the forums as

well.

Weekly Overviews and Recaps: By Monday evening, Evan will post a video overview of the coming week’s

topics and activities. Each week, Evan will also post a Weekly Recap, a synthesis of discussion posts and

review of the learning objectives from the previous week.

Q & A Forum: We will use a discussion forum called the “Q & A Forum” for any questions about course

content, assignments, logistics, or other topics that are not specific to the other discussion forums. For

example, questions about a concept from lecture or about finding a weekly reader would be excellent

posts for this forum.

Additional tools to communicate with classmates: For communicating and discussing assignments within

your small groups, you will have a range of options for discussion available to you. They include both

asynchronous and synchronous tools to provide your group with the flexibility for working on your own

schedules or for conducting “live” meetings depending on your needs. Feel free to use whatever is most

useful to you, such as Zoom, Google Docs, Google Presentations, Google Connect, Whiteboards Skype,

conference calls, email, etc. Whiteboards is a drawing tool, which you can access from the left hand

navigation of the course site. A video demo of how to use this tool is in your Community Workbook under

Final Community Project.

Course Schedule

Topics & Resources lists items in the recommended order that they should be completed. Course resources

and assignment instructions are available on the course site.

Week Dates Topics & Resources Assignments

1 July 5 - 9 Topic 1: What is Health?

● Lecture 1.1 Due July 10:

● Discussion entries (1 & 2)

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http://www.lib.berkeley.edu/AboutLibrary/conditions_of_use.html

http://www.lib.berkeley.edu/AboutLibrary/conditions_of_use.html


● Rose, 2001

● Heitman & McKieran, 2003

Topic 2: Introduction to HSB ● Lecture 1.2

● Online activity: "Tale of Two Smokers" - Unnatural

Causes

● Link & Phelan, 1995

● Edberg, Intro & Ch. 1

● Audio or video post on

about your interest in health

● Getting to Know You Survey

Due July 10: ● Community Assignment:

Community Census

Worksheet

● Weekly Quiz

2 July 10 –

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Topic 1: Determinants of Health and the Social Ecological Model

● Video: Unnatural Causes, Part 1

● McLeroy et al, 1988

● Ben-Schlomo & Kuh, 2002

● Lecture 2.1

Topic 2: Health Disparities: Socioeconomic Status ● Lynch & Kaplan, 2000

● “Repairing the Rungs on the Ladder; Social

Mobility in America,” The Economist, 2013

● Lecture 2.2 (Guest lecture: Alicia Salvatore, DrPH)

Due July 14: ● Discussion entries (1 & 2)


Community of Focus

Worksheet

● Weekly Quiz

3 July 17 –

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Topic 1: Health Disparities: Race, Ethnicity & Immigration ● Jones, 2000

● Castañeda et al., 2015

● Videos: Sin País & Sin País, Update

● Video: Unnatural Causes, Part 2

● Online activity: “Global Census: What Race Would

You Be Somewhere Else?”

● Lecture 3.1 (Interview with Amani Nuru-Jeter,

PhD)

Topic 2: Beyond the Binary: Gender Diversity, Health Disparities and Building Inclusive Public Health Practice

● Gender Spectrum: Understanding Gender

● Hesse (2014)

● Bauer et al. (2009)

● Sevelius (2013)

● Video: TRANSforming Healthcare

Due July 21: ● Discussion entries (1 & 2)


Community Health Issues

● Weekly Quiz

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● Online activity: Acknowledging Gender & Sex

● Lecture 3.2 (Interview with Jae Sevelius, PhD)

4 July 24 - July 30

Topic 1: Individuals in Context

● Edberg, Ch 5

● Rosin, 2006

● Mudd, 2005

● Taylor, Repetti, & Seeman (1997)

● Lecture 4.1 (Guest lecture: Emily Ozer, PhD)

Topic 2: Health, Place, and Social Networks

● Edberg, Ch 5

● Smith & Christakis, 2008 and/or Ted Talks with

Nicholas Christakis

● Cummins et al., 2007

● Botrell, 2009

● Lecture 4.2

Due Jul 28: ● Discussion entries (1 & 2)


Community Asset Mapping

● Weekly Quiz

5 Jul 31 –

Aug 6

Topic 1: Community-Based Participatory Research (CBPR)

● O’Fallon & Dearry, 2002

● Minkler, 2004

● Chang et al., 2012

● Lecture 5.1 a, 5.1 b, 5.1 c (Interview and Guest

lecture: Meredith Minkler, DrPH)

Due Aug 4: ● Discussion entries (1 & 2)

Due Aug 7: ● Community Assignment:

Interventions at Multiple

Levels

● Weekly Quiz

6 Aug 7 – 13 Course Wrap Up & Final Community Projects Due

Due Aug 14: ● Final Community Projects

Due Aug 15: ● Peer evaluations

FINAL EXAM DATES: Aug 16-20

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Readings & Resources by Topic

Week 1: Topic 1: What is Health?

− Rose, G. (2001). Sick individuals and sick populations. International Journal of Epidemiology, 30(3),

427-432. doi: 10.1093/ije/30.3.427

− Heitman, E., & McKieran, L. C. (2003). Community-based practice and research: Collaboration and

sharing power. In B. Jennings, J. Kahn, A., Mastroianni & L.S. Parker (Eds.), Ethics and Public Health: A

Model Curriculum: Association of Schools of Public Health.

Week 1: Topic 2: Introduction to Health and Social Behavior

− Link, B. G., & Phelan, J. (1995). Social conditions as fundamental causes of disease. Journal of health

and social behavior, Spec No, 80-94.

− Edberg, M. (2007). Individual health behavior theories. Essentials of Health Behavior: Social and

Behavioral Theory in Public Health (pp. 3-9). Sudbury, MA: Jones and Bartlett.

− Unnatural Causes. Tale of Two Smokers. Retrieved from:

http://www.unnaturalcauses.org/interactivities_02.php

Week 2: Topic 1: Determinants of Health and Ecological Models

− Adelman, L. (Creator). (2008). Unnatural Causes. [Part 1], In sickness and in wealth: is inequality making

us sick? [Television series episode]. San Francisco, CA: California Newsreel.

− McLeroy, K. R., Bibeau, D., Steckler, A., & Glanz, K. (1988). An Ecological Perspective on Health

Promotion Programs. Health Education & Behavior, 15(4), 351-377.

− Ben-Shlomo, Y., & Kuh, D. (2002). A life course approach to chronic disease epidemiology: conceptual

models, empirical challenges and interdisciplinary perspectives. International Journal of Epidemiology,

31(2), 285-293. doi: 10.1093/ije/31.2.285

− Upstream Public Health by Equiate: https://www.youtube.com/watch?v=xYeAmafTGCA

− OPTIONAL: Rattray, T., Brunner, W., & Freestone, J. (2006). The New Spectrum of Prevention: A Model

for Public Health Practice Martinez: Contra Costa County Department of Health Services, Public Health

Division.

− OPTIONAL: Baron, S. L., Beard, S., Davis, L. K., Delp, L., Forst, L., Kidd-Taylor, A., . . . Welch, L. S. (2014).

Promoting integrated approaches to reducing health inequities among low-income workers: Applying a

social ecological framework. American Journal of Industrial Medicine.

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https://www.youtube.com/watch?v=xYeAmafTGCA

http://www.unnaturalcauses.org/interactivities_02.php


Week 2: Topic 2: Health Disparities: Socioeconomic Status

− Lynch, J. W., & Kaplan, G. A. (2000). Socioeconomic position and health: The independent contribution

of community socioeconomic context. In L. F. Berkman & I. Kawachi (Eds.), Social Epidemiology (pp.

13-35). New York: Oxford University Press.

− "Repairing the Rungs on the Ladder; Social Mobility in America." The Economist (US) 9 Feb. 2013.

− OPTIONAL: Braveman, P. A., Cubbin, C., Egerter, S., & et al. (2005). Socioeconomic status in health research: One size does not fit all. JAMA, 294(22), 2879-2888.

− OPTIONAL: Roy, Ananya. Video - Who is Dependent on Welfare? http://evolvemedia.vzaar.me/1416044

− OPTIONAL: Video - Wealth Inequality in America. https://www.youtube.com/watch?v=QPKKQnijnsM

Week 3: Topic 1: Health Disparities: Race, Ethnicity and Immigration

− Jones, C. P. (2000). Levels of racism: a theoretic framework and a gardener's tale. Am J Public Health, 90(8), 1212-1215.

− Castañeda, H., Holmes, S.M., Madrigal, D.S., DeTrinidad Young, M-E., Beyeler, N., Quesada, J. (2015).

Immigration as a social determinant of health. Annual Review of Public Health. 36, 375-392.

− Adelman, L. (Creator). (2008). Unnatural Causes. [Part 2], When the bough breaks [Television series

episode]. San Francisco, CA: California Newsreel.

− Rigby, T. (Creator). (2010) Sin País (Without Country): https://vimeo.com/12434551 (20:00)

− Rigby, T. (Creator). (2012) Sin País (Without Country) Update: https://vimeo.com/46910108 (4:38)

− American Anthropological Association. Race: Are We So Different? Online activity: Global Census: What

Race Would You Be Somewhere Else? http://www.understandingrace.org/lived/global_census.html

− OPTIONAL: Abraído-Lanza, A.F., Armbrister, A.N., Flórez, K.R., & Aguirre, A.N. (2006). Toward a

theory-driven model of acculturation in public health research. Am. J. Public Health, 96(8), 1342-1346.

− OPTIONAL: Viruell-Fuentes, E. A. (2007). Beyond acculturation: Immigration, discrimination, and health

research among Mexicans in the United States. Social Science & Medicine, 65(7), 1524-1535.

− OPTIONAL: Hunt, L.M., Schneider, S., & Comer, B. (2004). Should ‘acculturation’ be a variable in health

research? A critical review of research on US Hispanics. Social Science & Medicine. 59, 973–986.

− OPTIONAL: Camara Jones. UC Berkeley School of Public Health, Dean’s Speaker Series: Achieving Health

Equity: Tools for a National Campaign Against Racism. February 6, 2016:

https://www.youtube.com/watch?v=3aXoBfmSBNQ&feature=youtu.be

Week 3: Topic 2: Beyond the Binary: Gender Diversity, Health Disparities, and Building Inclusive

Public Health Practice

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http://evolvemedia.vzaar.me/1416044

https://www.youtube.com/watch?v=QPKKQnijnsM

http://www.understandingrace.org/lived/global_census.html

https://vimeo.com/12434551

https://vimeo.com/46910108

https://www.youtube.com/watch?v=3aXoBfmSBNQ&feature=youtu.be


− Gender Spectrum. Understanding Gender:

https://www.genderspectrum.org/quick-links/understanding-gender/

− Hesse, M. (2014). When no gender fits: A quest to be seen as just a person. The Washington Post: (https://www.washingtonpost.com/national/when-no-gender-fits-a-quest-to-be-seen-as-just-a-person/2014/09/20/1ab21e6e-2c7b-11e4-994d-202962a9150c_story.html)

− Bauer, G.R., Hammond, R., Travers, R., Matthias, K., Hohenadel, K.M., Boyce, M. (2009). “I don’t think

this is theoretical; this is our lives”: How erasure impacts health care for transgender people. Journal of

the Association of Nurses in AIDS Care, 20(5), 348-361.

− Sevelius, J. (2013). Gender Affirmation: A framework for conceptualizing risk behavior among

transgender women of color. Sex Roles, 68(11-12), 675-689.

− Suniewick. E. (Creator). (2007). TRANSforming Healthcare: Transgender Cultural Competency for

Medical Providers. (Kanopy)

− Center of Excellence for Transgender Health, UCSF. Acknowledging Gender and Sex:

http://transhealth.ucsf.edu/video/story.html

− OPTIONAL: Cerezo, A., Quintero, D., Morales, A., Rothman, S. (2014). Trans migrations: Exploring life at

the intersection of transgender identity and immigration. Psychology of Sexual Orientation and Gender

Diversity, 1(2), 170-180.

− OPTIONAL: Reisner, S., Bradford, J., Hopwood, R., Gonzalez, A., Makadon, H., Todisco, D., Cavanaugh,

T., VanDerwarker, R., Grasso, C., Zaslow, S., Boswell, S.L., Mayer, K. (2015). Comprehensive transgender

healthcare: The gender affirming clinical and public health model of Fenway Health. Journal of Urban

Health, 92(3), 584-592.

− OPTIONAL: Mansh, M., Garcia, G., Lunn, M.R. (2015). From patients to providers: Changing the culture

in medicine toward sexual and gender minorities. Academic Medicine, 90(5), 574-580.

− OPTIONAL: Transrespect versus Transphobia Worldwide (TvT) Project: Legal and Social Mapping, Health

Care Situation:

http://transrespect.org/en/map/gender-reassignment-surgerytreatment-and-body-modifications/

− OPTIONAL: Fusion Media Network: Why did the U.S. lock up these women with men?

http://interactive.fusion.net/trans/

Week 4: Topic 1: Individuals in Context



− Rosin, H. (2006). Annals of broadcasting: Life lessons: How soap operas can change the world. The New

Yorker, 40-45.

− Taylor, S. E., Repetti, R. L., & Seeman, T. (1997). HEALTH PSYCHOLOGY: What is an unhealthy

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https://www.genderspectrum.org/quick-links/understanding-gender/

http://transrespect.org/en/map/gender-reassignment-surgerytreatment-and-body-modifications/

https://www.washingtonpost.com/national/when-no-gender-fits-a-quest-to-be-seen-as-just-a-person/2014/09/20/1ab21e6e-2c7b-11e4-994d-202962a9150c_story.html

http://interactive.fusion.net/trans/

https://www.washingtonpost.com/national/when-no-gender-fits-a-quest-to-be-seen-as-just-a-person/2014/09/20/1ab21e6e-2c7b-11e4-994d-202962a9150c_story.html

http://transhealth.ucsf.edu/video/story.html


environment and how does it get under the skin? Annual Review of Psychology, 48(1), 411-447.

− Mudd, L. (2005-2006). Mother nurture. Greater Good, Fall/Winter, 24-25.

Week 4: Topic 2: Health, Place, and Social Networks



− Smith, K.P. & Christakis, N. (2008). Social networks and health. Annual Review of Sociology, 34,

405-429. AND/OR Nicholas Christakis. TED Talks – The hidden influence of social networks and how

social networks predict epidemics. https://www.ted.com/speakers/nicholas_christakis

− Cummins, S., Curtis, S., Diez-Roux, A.V., & Macintyre, S. (2007). Understanding and representing ‘place’

in health research: A relational view. Social Science & Medicine, 65(9), 1825-1838.

− Botrell, D. (2009). Dealing with disadvantage: Resilience and the social capital of young people’s

networks. Youth & Society, 40 (4), 476-501.

− OPTIONAL: Szreter, S., & Woolcock, M. (2004). Health by association? Social capital, social theory, and

the political economy of public health. International Journal of Epidemiology, 33(4), 650-667.

− OPTIONAL: Minnis, A.M., vanDommelen-Gonzalez, E., Luecke, E., Dow, W., Bautista-Arredondo, S., &

Padian, N. (2014). Yo Puedo -- A conditional cash transfer and life skills intervention to promote

adolescent sexual health: results of a randomized feasibility study in San Francisco. Journal of

Adolescent Health, 55(1), 85-92.

Week 5: Topic 1: Community-Based Participatory Research (CBPR)

− O'Fallon, L. R., & Dearry, A. (2002). Community-based participatory research as a tool to advance

environmental health sciences. Environmental Health Perspectives, 110(Supplement 2), 155-159.

− Minkler, M. (2004). Ethical Challenges for the "Outside" Researcher in Community Based Participatory

Research. Health Education and Behavior, 31(6), 684-697.

− Chang, C., Salvatore, A., Lee, P. T., Liu, S. S., & Minkler, M. (2012). Popular education, participatory

research, and community organizing with immigrant restaurant workers in San Francisco's Chinatown:

A Case Study. In M. Minkler (Ed.), Community Organizing and Community Building for Health and

Welfare (3rd ed.). Piscataway, NJ: Rutgers University Press.

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https://www.ted.com/speakers/nicholas_christakis


Course Requirements and Expectations

Required Materials

Microphone/headset for your computer

Course Readers:

There will be a downloadable Course Readers posted for each week of the course on the Overview

page of the course site that includes lecture slides and transcripts, required readings, and resources.

These will be large PDF files designed to be used as a companion resource for the course when you

are working offline.

Completion of Course Topics

Students are required to complete all Topics, including viewing all lectures, assigned videos, and online

activities; completing all required readings; fully participating in group assignments; taking weekly quizzes;

and participating in 2 discussion forums per week.

All course resources contribute to learning objectives, and readings, videos, lectures, and other activities

are designed to complement each other. You will be expected to draw on the content of all of the

resources in your discussions, assignments, and for the exam.

Class Discussions (15%).

You will be expected to engage in class discussion on the course site discussion forums regularly. The

nature of Health and Social Behavior issues are complex. Meaningful discussion where everyone brings

their experiences and perspectives is an important way of learning, analyzing, and assessing the concepts,

and is an important practice for public health professionals.

● Each student is expected to participate in discussion in bCourses. Discussion questions will be posted

in two Discussion Forums. You must engage in both forums by 11:59 p.m. U.S. Pacific Time on the

dates specified.

● When you post, you will be expected to read the comments that have come before you and build

upon that discussion. You are also encouraged to return to the forum to see if your posts invited

further commentary or questions.

● Discussions will be primarily facilitated by a course facilitator, with the instructor visiting as well.

● Participation in regular discussion forums will be graded based on the thoughtful and timely

contribution to the two discussion forums per week, application of course concepts and/or your own

experiences, and engagement with others’ entries in your responses.

● Each discussion question prompt includes several parts. To get full credit for participation in the two

discussion forums, you may do any of the following:

o Respond to any one or more parts of the question prompt directly. There are several

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questions within one prompt. You should not try to address all the questions in the prompt in

your responses.

o Respond to one of your colleagues.

o Respond to the discussion facilitators’ comments.

● To get the most out of discussions and to enrich your understanding of course concepts, we

encourage you to check the forums at least once more after you post to see if others, including

course instructors, have responded to your questions or have posed questions to your comments.

Weekly Quizzes (10%).

Each week you will take short quizzes after completing the activities and readings. The quizzes should help

you gauge comprehension of the material and serve as a prompt to clarify concepts on your own or with

the teaching team. The questions also reflect the style of multiple-choice questions on the final exam and

are a way of preparing for the format of the exam. Your responses will be “scored” automatically, and you

will have three opportunities to take the exam. The highest score will be recorded.

Community Assignments (25%).

“The community” is often described as the basic unit of public health. These assignments are designed to

have you and your group: 1) think ecologically about how the contexts and features of a specific

community might affect the health of the local population, 2) brainstorm interventions that could be

implemented to address issues and promote health, and 3) consider community concerns, priorities, and

stakeholder perspectives that should be included in the process.

Throughout the course, you will be engaging in community assignments individually and with your group.

All assignments are housed in your group’s Community Assignment Workbook on Google Drive (bDrive),

which you can access through the “Collaborations” link from the left menu panel on bCourses. Each weekly

assignment is designed to help you build toward your Final Community Project.

Community Assignments are due by 11:59 p.m. U.S. Pacific Time on the dates specified.

Final Community Project (20%).

For the final assignment for the course, your small group will develop a conceptual model and

accompanying narrative on a community and its health contexts and issues. This assignment represents

20% of your overall grade and will focus on a community your group selects and writes about for other

assignments throughout the course.

This project provides you with the opportunity to demonstrate key learning objectives of the class,

including the ability to analyze a health issue on multiple ecological levels and to identify interventions to

address them. You will be asked to take into consideration the complexities of a community, its context, its

environments, as well as the value of local lived expertise.

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This project was designed so that you will have been building toward your final project throughout the

class by working on the conceptual model and narrative each week in the community assignments.

Submit a Google Doc of your conceptual model and narrative with references in APA (American

Psychological Association) format by Monday, August 14 at 11:59 p.m, Pacific Time.

A rubric for the final project will be posted with the Final Community Project on bCourses. Sample

conceptual models from previous classes will be posted in the Asset Library to provide examples of how

other groups approached the assignment.

Final Exam (25%)

You will take a written final exam. You may take the exam with your approved proctoring service between

August 16-20. It will also be offered on campus in Berkeley [TBD]. The location of the on-campus offering

of the exam will be posted in the course calendar.

● The exam will be multiple choice, short answer, short essay, and will include one longer essay.

● You will be allowed five pages of notes to take into the exam with you.

● To prepare for the final exam’s multiple choice and short answer components, we recommend that

you review the Weekly Recaps, the weekly quiz questions/answers you completed and use the

review sheet provided to prepare the 5 pages of notes that you will bring to your exam. Please

review discussion threads and instructor feedback as you prepare your notes.

● Please contact Instructional Designer Julie Moss for assistance arranging for a proctoring service.

Group Participation & Peer Evaluation (5%)

Five percent (5%) of your grade will be based on evaluations of your group participation by your fellow

group members. Each group member will fill out a survey in bCourses that assesses the participation and

level of effort of themselves and each of the other members in collaborative work on the Final Community

Project as well as the Community Assignments. Peer Evaluations are due Aug. 15.

Course Communication

As we move through the course materials, we want to hear how the course is going for you, your

questions, as well as how your personal and professional experiences add to our conversation. You can

gain important insights from discussing the material in this course with each other and we encourage you

to take advantage of the interactive components of the course to learn from each other.

Announcements

Announcements will be posted on the course homepage. Please check regularly for updates.

Course Mail

Course announcements will also be sent out through Course Mail system, so make sure to check your

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Course Mailbox for messages and update your notification settings on bCourses.

Office Hours

We will hold virtual office hours by appointment. Please email us to set up a time to meet. Using USB

headphones will prevent feedback during office hour sessions and allow for easier conversation. Questions

can also be answered via email and phone/mobile conversations are also an option.

Policies

Course Grading

Final Grade. Your final grade will be based on the following allocations:

● Discussion (15%)

● Weekly Quizzes (10%)

● Community Assignments (25%)

o Community Census Assignment – individual (5%)

o Community Selection – (5%)

o Community Health Issues – (5%)

o Asset Mapping – (5%)

o Interventions – (5%)

● Final Community Project (20%)

● Group Participation & Peer Evaluation (5%)

● Final Exam (25%)

Due Dates and Policy on Late Assignments

All assignments are due by 11:59 p.m. on the listed due date. All due dates and times are given in U.S.

Pacific Time. Please communicate with instructors in advance using bCourses Course Mail if you will not be

able to meet course deadlines to set up an extension and avoid point deductions.

Course Evaluations

Course evaluations will be posted on the course site at the end of the course. You will receive notification

when evaluations are available. While participation in course evaluations is not graded, it is an important

service to the instructor, program, and the university. Your responses are anonymous and will not be

available to the instructor until after final grades have been submitted. Your feedback is essential for

understanding how courses offered by OOMPH can be improved and we thank you in advance for your

participation and feedback.

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Documents

PH W200G – Health and Social Behavior Course Syllabus ... · community health issue with proposed interventions operating at multiple ecological levels. Course goals Upon successful