HNSC 3184 Health Disparities in the United States: A Multideterministic Perspective: Syllabus

The faculty and administration of Brooklyn College support an environment free from cheating and plagiarism. Each student is responsible for being aware of what constitutes cheating and plagiarism and for avoiding both. The complete text of the CUNY Academic Integrity Policy and the Brooklyn College procedure for implementing that policy can be found at this site CUNY Academic Integrity Policy  If a faculty member suspects a violation of academic integrity and, upon investigation, confirms that violation, or if the student admits the violation, the faculty member MUST report the violation. A copy of the Faculty Action Report in Incidents of Academic Dishonesty is appended to this syllabus. I WILL report ALL instances of cheating, plagiarizing, or any other type of academic dishonesty to the administration of Brooklyn College (Mr. Patrick Kavanagh, Academic Integrity Officer).

Cheating on weekly quizzes or exams, for example by using notes or text, or by completing a test with assistance, constitutes an act of academic dishonesty, will result in an F in the course, and prohibited from taking future college classes.

Some examples of academic dishonesty include:

• Submitting work in the name of another student
• Plagiarism
• Cheating on exams and assignments
• Copying someone else’s text verbatim
• Rephrasing text without proper acknowledgement of the course
• Resubmitting work you have submitted in a previous course

Bereavement Policy:

• Students who experience the death of a loved one must contact the Division of Student Affairs, 2113 Boylan Hall, if they wish to implement either the Standard Bereavement Procedure or the Leave of Absence Bereavement Procedure. The Division of Student Affairs has the right to request a document that verifies the death (e.g., a funeral program or death notice). Contact Email: studentaffairs@brooklyn.cuny.edu
• Typically, this death involves that of a family member, in parallel to the bereavement policy for faculty and staff. However, it is up to the discretion of the Division of Student Affairs to determine if a death outside of the immediate family warrants implementation of the student bereavement policy.
•  As an option, and in consultation with the Division of Student Affairs, students may take the Leave of Absence Bereavement after the Standard Bereavement.
• Reference to the Student Bereavement Policies will be noted on course syllabi.
• Students requesting a religious accommodation should contact the Division of Student Affairs as well. The chief student affairs officer, or a designee, and the student will engage in an interactive process with the goal of finding an acceptable accommodation.

Bereavement Procedure:

• Upon approval from the Division of Student Affairs, the student is allowed one week, commencing from the day of notification to the Division of Student Affairs, of excused absence.
• Should the student feel that he/she needs additional days, these should be discussed with individual course instructors and/or the Division of Student Affairs.
• The Division of Student Affairs will contact the student’s faculty and academic staff of the student’s courses.
• Faculty and academic staff will be advised that extensions must be granted to the student for the period of one week of excused absence.
• Further extensions may be negotiated with the student when he or she returns to campus.
• Students are encouraged to discuss options with their instructors.

Leave of Absence Bereavement Procedure:

• Students may be allowed to withdraw from the semester in which the death occurs.
• The Bereavement Leave of Absence is for one semester only.
• Students who have opted to take the Bereavement Leave of Absence and have already attended classes for the semester of the leave will be allowed to re-enter the following semester without having to reapply to the college.
• Students who wish to take the leave of absence prior to the beginning of the semester will be required to reapply for the following semester.
• Students who are in good academic standing will be given the opportunity to successfully complete the credits for the semester in which they return.
• Students will consult with the Division of Student Affairs, on a case-by-case basis, as to whether they should withdraw from their courses during this leave of absence or to request incompletes from the faculty member.
•  Given that there may be a potential impact on financial aid, students who receive financial aid and who take the Bereavement Leave of Absence, upon arrangement with the Division of Student Affairs, will meet with a financial aid adviser prior to taking this option.

• The New York State Education Law provides that no student shall be expelled or refused admission to an institution of higher education because he or she is unable to attend classes or participate in examinations or study or work requirements on any particular day or days because of religious beliefs.
• Students who are unable to attend classes on a particular day or days because of religious beliefs will be excused from any examination or study or work requirements.
• Faculty must make good-faith efforts to provide students absent from class because of religious beliefs equivalent opportunities to make up the work missed; no additional fees may be charged for this consideration.
• If classes, examinations, or study or work requirements occur on Friday after 4 p.m. or on Saturday, similar or makeup classes, examinations, or study or work requirements will be made available on other days, where possible and practical.
• The faculty and the administration will not allow any adverse or prejudicial effects to accrue to students availing themselves of this regulation.
• If students have complaints about the application of this policy, they are entitled to bring action or a proceeding for enforcement of their rights in the Supreme Court of Kings County

• Present the need for public health professionals to integrate theory and culturally competent practice
• Discuss historical and current basic intervention models.
• Examine factors that contribute to health disparities including:
  • Access, Utilization, Equitable, Diverse, Inclusive, and Quality issues
  • Biological/Genetic issues 
  • Cultural/Ethnicity issues
  • Environment and Occupation issues
  • Healthcare System and Healthcare Reform
  • Social, Spiritual, and Interpersonal factors
  • Stress
  • Financial factors
• Examine the manner in which American society produces public policy, information about, and interventions on health issues.
• Describe how assumptions, beliefs, and theories shape policy, research, treatment, interventions, and education/prevention.
• Evaluate the way that social, historical, political, and economic factors contribute to health disparities across diverse populations.
• Recognize the sociological, physiological, and psychological impact and implications of health disparities.
• Examine the values, ethics, and standards of professional behavior consistent with sound public health practice
• Demonstrate skills for professional analytical writing and oral communication.

By the end of this course students will be able to:

• Apply scientific knowledge to assess critically health data/information and indicators of health status at
• individual, societal, and structural levels.
• Demonstrate analytical and communication skills for diverse audiences.
• Demonstrate knowledge of scientific research and evidence-based practice for use in the field.
• Demonstrate the importance of professional behavior, ethics, and human rights.
• Demonstrate and describe the use of culturally competent strategies to disseminate health information to underserved communities.
• Develop a comprehensive mini-research project along with a paper on a health disparity-related topic

Your final course grade will be comprised of the following components:

• Team Wellness Online Discussions: 40% (includes attendance for each synchronous zoom Class session)
• Quizzes (3 worth 5 points each): 15%
• Region/State Health Disp. Presentation Prop.: 20%
• Final Mini-Research Project: 25%

Total: 100%

A few more important details about the grading scale:

1. There is no curve
2. My policy is that I do not give INC grades typically.

Component: Quizzes

Percentage of grade: 15%

What is it?

There will be 3 quizzes throughout the session covering readings assigned from the syllabus or readings that you have acquired from the course, totaling 15% of your final grade.

These quizzes are short a submission of 300-words based on the questions asked on the Assignments and Quizzes tab), each are timed (you have 180 minutes to complete each quiz, and you may not stop once you have started a quiz), and must be completed individually and referring to notes or text.

All quizzes are due by 11:59 on the day assigned on the syllabus.

Learning Outcomes:

• Learning Outcomes:
• Identify and utilize reliable sources of health information.
• Identify the major behavioral, environmental social, medical determinants of health.
• Identify risk factors of ill-health and strategies to enhance health status.

Where is it?

• Each quiz is located on the Assignments and Quizzes tab on Blackboard.

What else should I know?

• Nervous about what a timed online quiz is like? I gave ample time to take and complete it under the “Assignments and Quiz” folder. All students will receive full credit for each quiz as long as they complete it on time!
• When you complete each quiz, your score will be displayed as soon as I grade it.

Quizzes Detailed Description:

Three quizzes will be given during the semester. You will use the literature read in the course  to highlight the importance of understanding and addressing health disparities. The quiz will consist of  three question foci:

1. Identifying and understanding health disparities,
2. Access, Utilization, Equitable,  Acronyms to know: Open Education Resources (OER); Discussion Board (DB); Blackboard  (BB); Fall 2022, HNSC 3184  Diverse, Inclusive, and Quality issues
3. Complexities of factors in determining health and its outcomes  by race/ethnicity and socioeconomic status.

Each short answer (300 word-essay) Quiz will be given  online. Once you begin to work on the Quiz, you will have 180 minutes/3 hours to complete it. TIP: It is best  to type your essay on Microsoft word and save it before uploading it to Blackboard online platform.  Each Quiz, all three, is worth 5 points- totaling 15% towards the course final grade. 

Component: Region/State Health Disparity Research Presentation Proposal

Percentage of grade: 20%

What is it?

Each student will be responsible for choosing a  region or state in the (United States) U.S. developing  a PowerPoint slide presentation identifying a health  disparity issue, the severity of the issue, and only  suggesting a policy, intervention, or program to  address the issue while keeping in mind the Healthy  People 2030 vision and mission. 

Visit the Healthy People 2030 website at: https://health.gov/healthypeople/about/healthypeople-2030-framework

The presentation proposal that you are required to submit, will be a minimum of 15 slides.

The presentation will be graded upon three criteria:

1. Format (APA)
2. Content,
3. Clarity.

The presentation will account for 20% of the final grade. The rubric will also be posted on the course blackboard.

To earn 20 points (exceeds expectations):

• submission includes 15 slides using APA format, clear and well thoughtful content that includes an idea, policy, program, or workshop’s necessity to solve, eliminate or mitigate the health disparity topic or  issue of the region/state. Has a very clear understanding of the health disparity topic, or issue.

To earn 15-19.5 points (meets expectations):

• submits 12-14 slides using APA format, somewhat clear and thoughtful content that includes an idea, policy, program or workshop’s necessity to solve, eliminate or mitigate the health disparity topic or issue of the region/state. Has a clear understanding of the health disparity topic, or issue.

To earn 10-14.5 (approaching somewhat of the expectations for the assignment) points

• submitted 10-12 slides using some APA format, has a somewhat understanding of the health disparity but is not clear on why it is an issue. Provides minimal details to why they chose an idea, policy, program or workshop to solve, eliminate or mitigate the health disparity topic or issue of the region/state.

To earn 5- 10 points (meets maybe one  expectation)

• students submitted 5-9 slides, APA is  dismal, the student did not have much of an  understanding of the health disparity topic or issue  and put minimal effort to illustrate how the  intervention, program, policy, idea, or workshop will  help the health disparity in the region/state. 

To earn 0-4.5 points (no expectations are met) 

• student submitted 2 slides does not have an agenda  on how to resolve, eliminate or mitigate the health  disparity topic or issue of the region/state. Does not  have an APA format at all.  

Where is it?

• The Research Presentation  Proposal is posted and  labeled “in the Assignment  Turn it in the tab” on  Blackboard   

What else should I know?

• You will receive  instructions on the  first day of class to  meet the October 20,  2022 11:59pm  deadline. The 5–7-minute  Presentations will be  conducted with the  coordination of the  Graduate Center for  Worker Education  GCWE virtually. 
• Please Label your  presentation with a copy-right [@] symbol to protect your idea. 

Region/State Presentation Detailed Description:

Each student will be responsible for choosing a region or state in the (United States) U.S developing a PowerPoint slide presentation identifying a health disparity issue, the severity of the issue, and only suggesting a policy, intervention or program to address the issue looking at  the Healthy People 2030 vision and mission visit the Healthy People 2030 website at https://health.gov/healthypeople/about/healthy-people-2030-framework The presentation, that you are required to submit, will be a minimum of 15 slides.

The presentation will be graded upon three criteria:

1. Format (APA)
2. Content
3. Clarity

The presentation will account for 20% of the final grade. 

Component: Final Mini-Research Project

Percentage of grade: 30%

What is it?

Expanding on the Region/State Presentation, the  final mini-research project calls to do one of the  following three/3 options: 

1. volunteer for Coalition for Concerned Medical  Professions;
2. attend a Coalition for Concerned  Medical Professions in-person or virtual training or  webinar; 3) Attend an online workshop, webinar, or  look at a TED talk (sessions). 

The project will consist of a 10-slide Power Point Presentation, 3-minute video recording idea pitch, and a 3-page/750 word-essay describing your health  disparity program, intervention, policy, or workshop  and why it would be beneficial for the region,  district, state or federal government should consider  the idea/suggestion, and how urgent should it be implemented. 

Rubric: 

To earn 29.5-30 points exceeds expectations: 

• must include APA format with great details, no  grammar or punctuation issues, presents a new  and improved mini-PowerPoint with APA  format, the 750-word essay, PP recording  attached to demonstrate how the idea, policy,  program, intervention, or workshop will or can  eradicate or change the health disparity issue,  topic.     

To earn 20-29 points almost exceeds the

• expectations: includes APA format with  details, has minimal grammar or punctuation  issues, the mini-PowerPoint with APA format,  the 450–500-word essay, no recording has  somewhat introduced the idea to eradicate and  to change the issue. 

To earn 10-19.5 points almost (dismal):

• meeting expectations: includes APA format  with minimal details, has very minimal  grammar or punctuation issues, the mini-  PowerPoint almost completed, incomplete ~450-500-word essay, no recording has  somewhat introduced the idea to eradicate and  to change the issue. 

To earn 0-10 points (dismal to no  expectations have been met for the  assignment):

• includes scanty or partial APA  format with very little to no details, has almost  poor grammar or punctuation issues, the mini-  PowerPoint is partly completed, the 400-words  or less essay, no recording has not clearly  introduced the idea to eradicate and to change  the issue.

Learning Outcomes for the Final Project: 

• Identify and utilize reliable sources of health  information from what they have learned from  the semester. 
• Identify the major behavioral, environmental,  social, medical determinants of health from  what they have learned from the semester. 
• Identify risk factors of ill-health among  race/ethnicities and strategies to enhance  health status from what they have learned  from the semester. 

  Where is it?:

• The final project will be  posted and labeled in the  “Assignment tab on  Blackboard”.   

What else should I know?

• You will receive  instructions on the  first day of class in  order to meet the December 21, 2022 deadline at 11:59pm 

Final Mini-Research Proposal Project Detailed Description:

Expanding on the Region/State Presentation, the final mini research project calls to do one of the following three/3 options:

1. volunteer for Coalition for Concerned Medical Professions
2. attend a Coalition for Concerned Medical Professions in-person or virtual training or webinar
3. Attending an online workshop, webinar, or looking at a TED talk.

You will put together a 10-slide PowerPoint presentation, 3-minute video recording idea pitch, and a 3-page/750-word essay describing your “future” intended or desired role in public health as a nutritionist,  epidemiologist, public health advocate, community health case worker, social worker, business health  professional, medical physician, etc. expanding on your region/state health disparity issue or you can choose a new issue, suggesting a policy, program or intervention and why it would be beneficial for the region, district,  state or federal government should consider and how urgent should it be implemented. 

The mini-research project must include a plan of action, the stakeholders needed to carry out your policy,  program, and intervention that addresses the who, what, when, where, and how as well as consider the health  implications and considerations for all. Please keep in mind of the Healthy People 2030’s vision and mission for this assignment and the goals listed too on the following website Healthy People 2030 framework https://health.gov/healthy people/about/healthy-people-2030-framework.  The final examination will account for 25% of the final grade.

In addition, ALL posts should demonstrate:

• Quality of Thinking: Develop, support and convey clear, focused and substantive ideas in ways appropriate to topic, context, audience and purpose.
• Organization and Coherence: Organize writing in clear, coherent sequences, making connections and transitions among ideas, paragraphs and sentences.
• Sentence Structure and Word Choice: Use and vary sentence structures and word choices to achieve clear and fluent writing.
• Editing: Edit for correct spelling, grammar, punctuation, capitalization, paragraph structure, sentence construction, formatting and, when appropriate, citations.
• Use of Researched Information: Use, integrate and cite researched information and evidence
• Reflection If appropriate, evaluate and articulate one’s own point of view supported by research and logic
• Remember: DB posts are formal written assignments for a college-level course and will be graded as if you had in your writing on a piece of paper (e.g., in the form of an essay or research paper).

Please note that the dates on this Syllabus are approximate dates. It is each student’s responsibility to know the exact due dates and contents of assignments. It is the Instructor’s responsibility to announce and modify the dates as necessary