Senate Bill 1718-08
UNIVERSITY SENATE
UNVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
Introduced by: Undergraduate Academic Council
University Planning and Policy Council
Date: April 2018
Proposal to Establish B.S. Program in Public Health
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
1. That the University Senate approves the attached proposal to establish a B.S. program in
Public Health as approved by the Undergraduate Academic Council (3/20/2018) and the
University Planning and Policy Council (4/18/2018)
2. That this takes effect for the Fall 2018 semester.
3. That this proposal be forwarded to the President for final campus approval.
New Program Proposal:
Undergraduate Degree Program
Form 2A
Version 2017-08-28
This form should be used to seek SUNY ’s approval and New Y ork State Education Department’s (SED)
registration of a proposed new academic program leading to an associate and/or bachelor’s degree. Approval and
registration are both required before a proposed program can be promoted or advertised, or can enroll students.
The campus Chief Executive or Chief Academic Officer should send a signed cover letter and this completed
form (unless a different form applies’), which should include appended items that may be required for Sections 1
through 6, 9 and 10 and MPA-1 of this form, to the SUNY Provost at program.review@ suny.edu. The
completed form and appended items should be sent as a single, continuously paginated document.’ If Sections 7
and 8 of this form apply, External Evaluation Reports and a single Institutional Response should also be sent, but
ina separate electronic document. Guidance on academic program planning is available here.
Table of Contents
NOTE: Please update this Table of Contents automatically after the form has been completed. To do this,
put the cursor anywhere over the Table of Contents, right click, and, on the pop-up menus, select “Update
Field” and then “Update Page Numbers Only. ” 7he last item in the Table of Contents is the List of Appended
and/or Accompanying Items, but the actual appended items should continue the pagination.
Section 1. General Information
Section 2. Program Information
2.4. Ad
Section 4. Faculty
Section 6. Library Resources
Section 7. External Evaluation
2
4
2.1. Program Format 4
2.2. Related Degree Program 4
2.3. Program Description, Purposes and Planning. 4
2.5. Academic and Other Support Services ul
2.6. Prior Leaning A 15
2.7. Program Assessment and Improvement 15
Section 3. Program Schedule and Curriculum 15
19
Section 5. Financial Resources and Instructional Facilities 24
26
30
Section 8. Institutional Response to External Evaluator Reports 32
Section 9. SUNY Undergraduate Transfer 32
Section 10. Application for Distance Education 32
Section MPA-1. Need for Master Plan Amendment and/or Degree A uthorization 33
4
List of Appended and/or Accompanying Items
1Use a different form if the proposed new program will lead to a a graduate degree or any credit-bearing certificate; be a
combination of existing (Le. for a multi rd or multi-institution program); be a breakout of a
registered track or option in an existing registered program; or lead to certification as a classroom teacher, school or
district leader, or pupil personnel services professional (e.g., school counselor).
>This email address limits attachments to 25 MB. Ifa file with the proposal and appended materials exceeds that limit, it
should be emailed in parts.
1,
Section 1. General Information
a) Date of Proposal: March 9, 2018
Tnssitational Institution’s 6-digit SED Code: | 210500
Information —
Institution ’s Name: [University at Albany
Address: |1400 Washington Ave
Albany, NY 12222
Dept of Labor/Regent’s Region: (Capital Region
b) List each campus where the entire program will be offered (with each institutional or branch campus
Program 6-digit SED Code): 210500
Locations List the name and address of off-campus locations (i.e., extension sites or extension centers) where
courses will offered, or check here [X] if not applicable:
c) Proposed Program Title: | Public Health
Program -1B.S.
Information Award(s) (e.g., A.A., B.S.): | B.S.
Number of Required Credits: | Minimum [120] If tracks or options, largest minimum [ ]
Proposed HEGIS Code: | 1214.0
Proposed 6-digit CIP 2010 Code: | 91.2201
If the program will be accredited, list the accrediting agency and expected date of accreditation:
If applicable, list the SED professional licensure title(s)’ to which the program leads:
d) Name and title: Celine LaValley, Assistant to the Vice Provost and Dean for Undergraduate Education
Campus Contact
Telephone: 518-442-3950 E-mail: clavalley@albany.edu
e) Signature affirms that the proposal has met all applicable campus administrative and shared governance
Chief Executive Procedures for
i and the institution’s i to support the proposed program. E-signatures
or Chief are acceptable.
Academic Name and title: James R. Stellar, Ph.D. Senior Vice President for Academic A ffairs and Provost
Officer Approval
Signature and date:
If the program will be registered jointly’ with one or more other institutions, provide the following
information for each institution:
Partner institution ’s name and 6-digit SED Code:
Name, title, and signature of partner institution ’s CEO (or append a signed letter indicating approval of
this proposal):
3 Ifthe proposed program leads to a i license, a form for the specific ion may need to this
proposal.
If the partner institution is non-degree- granting, see SED’s CEO Memo 94-04.
Attestation and Assurances
On behalf of the institution, | hereby attest to the following:
That all educational activities offered as part of this proposed curriculum are aligned with the
institutions’ goals and objectives and meet all statutory and regulatory requirements, including but
not limited to Parts 50, 52, 53 and 54 of the Rules of the Board of Regents and the following specific
requirements:
That credit for study in the proposed program will be granted consistent with the
requirements in §50.1(0).
That, consistent with §52.1(b)(3), a reviewing system has been devised to estimate the
success of students and faculty in achieving the goals and objectives of the program, including the use
of data to inform program improvements.°
That, consistent with §52.2(a), the institution possesses the financial resources necessary to
accomplish its mission and the purposes of each registered program, provides classrooms and other
necessary facilities and equipment as described in §52.2(a)(2) and (3), sufficient for the programs
dependent on their use, and provides libraries and library resources and maintains collections sufficient
to support the institution and each registered curriculum as provided in §52.2(a)(4), including
for the program proposed in this application.
That, consistent with 52.2(b), the information provided in this application demonstrates that
the institution is in compliance with the requirements of §52.2(b), relating to faculty.
That all curriculum and courses are offered and all credits are awarded, consistent with the
requirements of §52.2(c).
That admissions decisions are made consistent with the requirements of §52.2(d)(1) and (2)
of the Regulations of the Commissioner of Education.
That, consistent with §52.2(e) of the Regulations of the Commissioner of Education: overall
educational policy and its implementation are the responsibility of the institution's faculty and academic
officers, that the institution establishes, publishes and enforces explicit policies as required by
§52.2(e)(3), that academic policies applicable to each course as required by §52.2(e)(4), including
learning objectives and methods of assessing student achievement, are made explicit by the
instructor at the beginning of each term; that the institution provides academic advice to students as
required by §52.2(e)(5), that the institution maintains and provides student records as required by
§52.2(e)(6).
That, consistent with §52.2(f)(2) of the Regulations of the Commissioner of Education, the
institution provides adequate academic support services and that all educational activities offered as
part of a registered curriculum meet the requirements established by state, the Rules of the Board of
Regents and Part 52 of the Commissioner's regulations.
CHIEF ADMINISTRATIVE or ACADEMIC OFFICER/ PROVOST
Signature Date
Type or print the name and title of signatory Phone Number
James R. Stellar, Ph.D. Senior Vice President for Academic Affairs and Provost 518- 956-8030
> The NY State Education Department reserves the right to request this data at any time and to use such data as part of its evaluation of
future program registration applications submitted by the institution.
3
[Section 2. Program Information ]
[2:1 Program Format
Check all SED-defined formats, mode and other program features that apply to the entire program.
a) Format(s): [ ]Day [ JEvening [ ]Weekend [ ]Evening/Weekend [ ]Not Full-Time
b) Modes: [X ] Standard [ ]Independent Study [ JExtemal [ ]Accelerated [ ]Distance Education
NOTE: If the program is designed to enable students to complete 50% or more of the course requirements through
distance education, check Distance Education, see Section 10, and append a Distance Education Format Proposal.
c) Other: [ ] Bilingual [ ] Language Other Than English [ ] Upper Division[ ] Cooperative[ ] 4.5 year[ ] 5 year
[2.2. Related Degree Program
NOTE: This section is not applicable to a program leading to an associate's or a bachelor’s degree.
[2.3. Program Description, Purposes and Planning
a) What is the description of the program as it will appear in the institution’s catalog?
The BS in Public Health will prepare students for both graduate study in public health and other health-related disciplines, as
well as for entry-level positions in the public health workforce. The program is designed to develop the knowledge and
analytical skills necessary for addressing today’s complex public health problems, but with a strong liberal arts base. It
provides an introduction to population disease control and health promotion interventions, as well as the social and
behavioral determinants of health from a global perspective. Students will have the opportunity to learn the socioeconomic,
behavioral, biological and environmental factors that impact human health at the population level and the approaches and
interventions that identify and address the major health-related needs and concerns of populations. A dditional educational
objectives include nurturing critical thinking, analysis, and synthesis of information, and recognizing the historical and
societal associations of current trends in public health and health care delivery.
b) What are the program’s educational and, if appropriate, career objectives, and the program’s primary student learning
outcomes (SLOs)? NOTE: SLOs are defined by the Middle States Commission on Higher Education in the Characteristics
of Excellence in Higher Education (2006) as “clearly articulated written statements, expressed in observable terms, of key
learning outcomes: the knowledge, skills and that students are expected to exhibit upon completion of the
program.”
The program’s educational objectives are derived from the Council on Education in Public Health (CEPH) Accreditation
Criteria that describe undergraduate foundational knowledge domains and competencies, as well as University at Albany
General Education Competencies.
Public Health Foundational Domains (CEPH)
1. Explain the history and philosophy of public health as well as its core values, concepts, and functions across the
globe and society
2. Identify basic concepts, methods, and tools of public health data collection, use and analysis and why evidence-
based approaches are an essential part of public health practice
3. Gain an understanding of the concepts of population health, and the basic processes, approaches and interventions
that identify and address the major health related needs and concerns of populations
4. Gain an understanding of the underlying science of human health and disease, including opportunities for
promoting and protecting health across the life course
4
Explain the socioeconomic, behavioral, biological, environmental and other factors that impact human health and
contribute to health disparities
Describe the fundamental concepts and features of project implementation, including planning, assessment, and
evaluation
Explain the fundamental characteristics and organizational structures of the US health system as well as the
differences between systems in other countries
Identify basic concepts of legal, ethical, economic and regulatory dimensions of health care and public health
policy and the roles, influences and responsibilities of the different agencies and branches of government
Identify basic concepts of public health-specific communication, including technical and professional writing and
the use of mass media and electronic technology
Undergraduate Public Health Foundational C ompetencies (C EPH)
1.
2.
Demonstrate the ability to communicate public health information, in both oral and written forms, through a
variety of media and to diverse audiences
Demonstrate the ability to locate, use, evaluate and synthesize public health information
Public Health Cross-C utting C oncepts and Experiences (CEPH)
9.
£2 I Oa ap ioe: Ror
Students will gain skills in:
Advocacy for protection and promotion of the public’s health at all levels of society
Community dynamics
Critical thinking and creativity
Cultural contexts in which public health professionals work
Ethical decision making as related to self and society
Independent work and a personal work ethic
Networking
Organizational dynamics
Professionalism
10. Research methods
11. Systems thinking
12. Teamwork and leadership
University at Albany General Education C ompetencies
Advanced Writing
1. Demonstrate increasingly sophisticated writing according to the conventions of their academic discipline.
2. Be able to communicate clearly in writing, employing fundamental rules of usage, style, and mechanics in the
context of their discipline.
3. Be able to evaluate critically a variety of written texts, including their own.
4. Demonstrate the ability to incorporate critical feedback on their writing, coming to understand that revision and
rewriting are an integral part of the writing process.
Critical Thinking
1. Formulate complex questions, problems, and hypotheses clearly and precisely, and apply familiar and new
concepts in developing solutions and conclusions.
2. Gather and assess relevant information/data.
3. Test hypotheses against relevant criteria and standards, accounting for the facts.
4. Develop well-reasoned arguments and communicate them effectively to others.
5. Demonstrate habits of reflection upon their own and others’ thinking—identifying, analyzing, and evaluating their
5
own and others’ ar and challengi: lusions with alternative explanations or points of view.
Oral Discourse
1. Communicate ideas effectively appropriate to a specific context and according to a specific set of criteria.
2. Establish and maintain an appropriate performer/audience relationship in a given oral exercise, and actively engage
with listeners/audience.
3. Respond to, and where appropriate, incorporate listener’s comments and questions.
4. Evaluate, orally or in writing, an oral performance.
5. Regularly practice communication skills through questions, discussions, debates and/or presentations (both formal
and informal).
Information Literacy
1. Understand the information environment and information needs in the discipline in today’s society, including the
organization of and access to information, and select the most appropriate strategies, search tools, and resources
for each unique information need.
2. Demonstrate the ability to evaluate content, including dynamic, online content if appropriate.
3. Conduct ethical practices in the use of information, in ways that demonstrate awareness of issues of intellectual
property and personal privacy in changing technology environments.
4. Produce, share, and evaluate information in a variety of participatory environments.
5. Integrate learning and research strategies with lifelong learning processes and personal, academic, and professional
goals.
c) How does the program relate to the institution’s and SUNY ’s mission and strategic goals and priorities? What is the
program’s importance to the institution, and its relationship to existing and/or projected programs and its expected impact on
them? As applicable, how does the program reflect diversity and/or international perspectives? For doctoral programs, what is
this program’s potential to achieve national and/or international prominence and distinction?
The proposed program is directly relevant to many of the University at Albany’s current strategic goals and priorities. Several
strategic imperatives emerged from a strategic planning process carried out in 2016-2017. One such strategic imperative
involves offering innovative programs to meet 21% century societal challenges. The BS in Public Health is one such program.
This is an opportune time to establish and grow a major in public health. In recent years, the public health workforce has
been increasingly called upon to examine emerging and complex issues such as Zika virus, pandemic influenza, obesity,
cardiovascular disease, autism, tobacco control, and cancer. Addressing these requires a well-trained workforce with the
educational background and problem solving skills to systematically approach and manage complex problems. A dditionally,
with the aging of the existing public health workforce, the Centers for Disease Control and Prevention predicts that by 2020,
there will be a need for 250,000 replacement public health professionals.
In addition, public health is one of the fastest growing undergraduate disciplines nationally, and there are almost no
undergraduate public health programs in the SUNY system. This proposed program gives UA bany the opportunity to be a
leader in this emerging undergraduate discipline.
A second strategic imperative is to fuse research and learning at all levels. An undergraduate major in public health naturally
integrates research and learning, as the discipline of public health is based on an evidence-based approach. Preparation in
public health will involve teaching students to think like scientists, and to evaluate and use empirical evidence to make
decisions and set priorities.
The University at Albany has also set a goal to increase enrollment to 20,000 by 2020. Given the rising popularity of public
health at the undergraduate level, and the fast growing nature of programs at other universities around the country, the
proposed program has the potential to attract new students to UAlbany, contributing to these enrollment goals. We anticipate
6
that these incremental enrollments will be high quality students, consistent with the population that public health
undergraduate majors are known to attract nationally.
UAlbany has also incorporated a growing emphasis on engaged and experiential learning, especially at the undergraduate
level. The School of Public Health has extensive experience in establishing experiential learning opportunities for our
graduate level degrees and we will leverage this knowledge for our undergraduate program. The SPH partnership with the
New Y ork State Department of Health (NY SDOH) and our continued work with local centers and community organizations
have provided opportunities for all of our students at both the graduate and undergraduate levels. In the period 2012-2016,
over 60 of our undergraduate students completed internships at the Regional Epidemiology and Investigations Program,
NY SDOH; the Bureau of Immunization, NY SDOH; the Global Institute of Health and Human Rights, University at Albany;
and they have also completed research projects with faculty at the School of Public Health. New opportunities are being
developed within the Center for Environmental Health at the NY SDOH. This program is also directly relevant to the Power
of SUNY Strategic Plan as it addresses three of the Big Ideas that emerged from that plan. First, itis directly relevant to
SUNY and a Healthier NY. Public health plays a major role in ensuring the health of populations. The current public health
workforce lacks enough employees with a specific public health background, and with the aging of the current public health
workforce, New Y ork has a great need for more people trained in public health at all levels, including the undergraduate
level. A BS in Public Health speaks directly to the SUNY and the Vibrant Community initiative which highlights the ability
of SUNY to provide applied learning opportunities to foster community partnerships. As stated on its website
(http://www.suny.edu/powerofsuny/vibrant-community/), “SUNY graduates become teachers, healthcare professionals, first
responders and public servants — who illuminate vibrant communities across the globe”, a perfect fit for our undergraduate
students in Public Health. Finally, this program will be an important part of SUNY and the Seamless Education Pipeline.
There are many community college programs in community health and related disciplines that represent natural transfer
pathways into public health, and UAlbany has a strong record in providing seamless transfer options for many
undergraduates. We already have several articulations with community colleges (Orange, Rockland and Sullivan
Community Colleges) with our existing interdisciplinary public health concentration; these will be updated for the new
program and we expect the number of such transfer articulations to grow, as several additional community colleges are
interested in creating such agreements with us.
This program is an integral part of the current direction of program growth for UAlbany. Disciplinary growth is planned for
UA bany in Engineering, Homeland/Cybersecurity and in Health Sciences. Public health is one of a set of options for
undergraduates interested in the health sciences, and data indicate that there is need to expand the current options for these
students. An analysis provided by Vice President for Health Sciences Laura Schweitzer suggests that there are 800-900
freshmen annually who indicate an interest in “medicine” who will benefit from expanded pre-health curricula.
Given that Public Health focuses on the myriad components that contribute to health at the population level, understanding
the interrelationships between social determinants, racial and ethnic inequalities, gender disparities and environmental
exposures are critical for understanding risk factors for disease and health promotion at the national and intemational levels.
Thus, our undergraduate program includes the critical evaluation of health disparities in the United States. Further, many of
our faculty members are affiliated with the University’s Center for the Elimination of Minority Health Disparities, which
focuses on efforts to prevent health problems in underserved, largely minority populations and offers students the
opportunity to become directly involved in work that addresses the public health needs of diverse communities.
The Center for Global Health plays an important leadership role in driving and promoting the comprehensive
internationalization of our School of Public Health. The success of these efforts is critical to ensuring the School remains
competitive in today’s higher education “marketplace.” The Center’s overall mission is to work with partners across the
university, in the local community and around the world to create opportunities for faculty and students to engage in
academic programs, innovative research, capacity building, and experiential learning. In line with its 2016-2020 Strategic
Plan, the Center is working aggressively and collaboratively with the School’s faculty and staff, and the Center for
International Education and Global Strategy, to significantly increase the range of experiential learning and study abroad
7
opportunities as well as global health academic courses offered by the School at the undergraduate level. The SPH has a
growing portfolio of faculty research and student experiential learning with an emphasis on Global Health with
undergraduate learning opportunities in Costa Rica and Dominican Republic.
d) How were faculty involved in the program’s design? Describe input by external partners, if any (e.g., employers and
institutions offering further education?
In 2007, we established a faculty-initiated concentration in Public Health within the Interdisciplinary Studies Major at the
University at Albany. At the time, faculty within each Department at the School of Public Health provided input, and each
department was responsible for the development of one or more core course(s). An Undergraduate Steering Committee was
developed, and formally established in the SPH By-Laws in 2012. This committee, together with the Faculty Director of the
Undergraduate Program, is responsible for the overall administration of the Undergraduate Program and oversees the
curriculum and the initial approval of new undergraduate public health courses. The Steering Committee is also responsible
for making recommendations to the Dean of the School on issues pertaining to program development and planning in
relation to the Undergraduate program. The Committee is comprised of the Associate Dean for Academic A ffairs, the
Faculty Director of the Undergraduate Program, at least one, but no more than two faculty members from each academic
department at the SPH, the Assistant Dean for Admissions and Student A ffairs, the Coordinator of the Undergraduate
Program, and one undergraduate public health major.
In 2016, the Council on Education in Public Health revised the accreditation criteria for undergraduate public health degrees.
Given these new criteria and the plan to develop a formally registered BS in Public Health, the SPH Undergraduate Steering
Committee launched a full year review of the program to ensure compliance with CEPH standards. The committee met
monthly to review the existing core curricula and program learning objectives and their alignment with the newly developed
CEPH standards. The committee also reviewed and discussed operational function of the program including admissions
requirements, advisement, development of new courses and future plans to include a dual degree (BS + MPH) program to be
developed at a later date.
The final proposal was also reviewed and approved by the SPH Academic Committee, which is the faculty governance
body at the school charged with reviewing all new curriculum proposals.
e) How did input, if any, from external partners (e.g., educational institutions and employers) or standards influence the
program’s design? If the program is designed to meet specialized accreditation or other external standards, such as the
educational requirements in Commissioner’s Regulations for the Profession, append a side-by-side chart to show how the
program’s components meet those extemal standards. If SED’s Office of the Professions requires a specialized form for the
profession to which the proposed program leads, append a completed form at the end of this document.
The proposed undergraduate Public Health major will enjoy the established accrediting privileges of UAlbany.
UAlbany’s School of Public Health, including all the degree programs offered by the school, is accredited by the Council
on Education for Public Health (CEPH), an independent agency recognized by the U.S. Department of Education.
CEPH accreditation criteria for Undergraduate Programs in Public Health mandate that programs address a number of
foundational domains and competencies. The Curriculum Map provided in A ppendix 2 illustrates how each is addressed
within the proposed curriculum.
CEPH accreditation criteria requires that all students complete a “cumulative, integrative and scholarly or applied experience
or inquiry project that serves as a capstone to the education experience.” Students in the new program will complete a two-
course capstone sequence. The first course, 341z (Promoting Healthy People and Communities) focuses on how health
promotion strategies influence healthy behaviors, healthy people, and healthy communities. This is a writing intensive
course that teaches students how to synthesize the literature and write a research paper using a scholarly writing style which
will provide the students with necessary tools for written communication that will be essential for either graduate school or
8
future employment. The second course in the sequence (SPH 460: Evidence Based-Public Health) will focus on public
health planning and evaluation. This course in the capstone sequence will provide students with practical guidance on how to
identify and implement public health programs that are known to be effective based on rigorous study and testing (i.e.,
evidence-based programs), how to develop new programs that are based on a strong foundation of existing knowledge, and
how to evaluate programs and policies so that they can be improved, retained, or discontinued. The course will include
presentations and discussions led by public health researchers and practitioners from community, county and state level
public health agencies who will present and discuss planning and evaluation practices used in their respective agencies,
consistent with CEPH accreditation requirements that all students will be exposed to local-level public health professionals
and agencies engaged in Public Health practice.
The long-standing partnership between the University at Albany School of Public Health and the New Y ork State
Department of Health, as well as the large number of full-time faculty engaged in community-engaged work in the Capital
District, has provided our existing undergraduate students with strong, consistent exposure to the local public health
community and opportunities for experiential activities, and this program aspect will be continued in the proposed program.
Some of the faculty in the undergraduate program are full-time public health practitioners. In addition, most of the required
public health courses include guest lectures/presentations from colleagues working in local public health agencies, and
students are encouraged to attend SPH-sponsored seminars and programs, including our SPH Poster Day where graduate
students present their research and internship placement projects.
While not required, students in the proposed program will have the opportunity to complete field and/or research placements
with SPH faculty and affiliated organizations (e.g. NY S Department of Health) for academic credit. Because the graduate
programs within the SPH have an extensive internship requirement, the school has existing relationships with a wide variety
of placement organizations which will facilitate providing applied learning opportunities to undergraduates who seek them.
f) Enter anticipated enrollments for Y ears 1 through 5 in the table below. How were they determined, and what assumptions
were used? What contingencies exist if anticipated enrollments are not achieved?
Antic 1 Head Fei 7
Year Full-|__ Part-time Total FTE
Before Start 90 90
1 150 150 150
2 250 250 250
3 B50 350 B50
4 B75 375 B75
5 400 400 400
Enrollment estimates were based on recent enrollment pattems in our existing undergraduate public health
concentration, enrollment in similar majors at UAlbany, enrollment experience in public health majors nationally,
and on feedback from external reviewers of the program. These enrollment estimates are based on the assumptions
that (1) when required courses are offered every semester (beginning in 19-20), enrollment in the major will
increase, and (2) enrollment growth will mirror growing enrollment in undergraduate public health programs
nationally, where public health is the fastest growing undergraduate major. No contingencies are needed if we
don’t achieve enrollments of 400, as a major with 100-200 students is viable, and because we will have 90 majors
in our existing public health concentration at the start of 2018-2019, we are very confident that we will at least
achieve an enrollment of 100-200 during the program’s first few years.
g) Outline all curricular requirements for the proposed program, including prerequisite, core, specialization (track,
concentration), internship, capstone, and any other relevant component requirements, but do not list each General Education
course.
The curriculum will largely mirror the existing Interdisciplinary Studies concentration curriculum.
[Health
Course Title Credits Course Title Credits
Prerequisite C ore: 6 [Public Health Electives inued)
IBIO 130: General Biology 3
IMAT 108: Elementary Statistics 3 ANT 119: The City and Human Health 3
ANT 211: Human Population Biology 3
[Public Health Core: 24 ANT 418: Culture, Environment, and Health 3
SPH 201: Intro to Public Health 3 IBMS 505: Biological Basis of Public Health 3
SPH 231: Concepts in Epidemiology 3 IBMS 622: Cancer Biology 3
SPH/BMS 305: Biological Basis of Personal 3 ICOM 340: Health Communication 3
land Public Health
SPH 321: Global Environmental Issues and 3 IEHS 590: Introduction to Environmental Health 3
their Effects on Human Health Sciences
SPH 332: Intro to Biostatistics 3 IEPI 501: Principles and Methods of Epidemiology 3
SPH 341Z: Promoting Healthy People and 3 [EPI 503: Principles of Public Health 3
(Communities
SPH 342: How US Health Care Works 3 IEPI 514: Computer Programming for Data 3
[Management and Analysis in Public Health
SPH 460: Evidence-Based Public Health 3 IHPM/PAD/POS 486 Intemational Health and 3
(Human Rights: An Interdisciplinary A pproach
IHPM 500: Health Care Organizations, Delivery 3
land Finance
[Public Health Electives (choose from): 9 IHPM 525: Social Behavior Aspects of Public 3
[Health
SPH 202: From Cholera to Cancer: History, 3 IHPM 531: Childhood Obesity from a Public 3
(Challenges and A chievements in Public [Health Perspective
SPH 203 Integrative Care in Public Health 3 IHPM 550/BUS 681: Financial Management of 3
[Health Care Institutions
SPH 323: Environmental Lab Perspectives of 3 [PHI 338: Moral Problems in Medicine 3
Public Health
SPH 343: Mass Media and Health Behavior 3 [PHI 417: Bioethics 3
ISPH/ECO/HPM 381: Economics of Health 3 IPSY 329: Health Psychology 3
(Care
SPH 397 Independent Study in Public Health 1-3 ISOC 359: Medical Sociology 3
SPH 421/HPM 521: Preventing Disease, 3 [Total required credits: 39
Disability and Death
SPH 490 Public Health Field Placement 3
SPH 499: Research Placement in Public 1-3
h) Program Impact on SUNY and New Y ork State
h)(1)__ Need: What is the need for the proposed program in terms of the clientele it will serve and the educational
and/or economic needs of the area and New Y ork State? How was need determined? Why are similar programs, if
any, not meeting the need?
Public health is one of the fastest growing undergraduate majors nationwide growing from 159 undergraduate public health
degrees conferred in 1992 to 9,661 undergraduate degrees conferred in 2015 (Kiviniemi and Mackenzie, 2017), and the
proposed program will help meet the demand from current and future undergraduate students in New Y ork. Currently, in NY,
SUNY Buffalo is the only SUNY Center with an undergraduate degree program in Public Health and additional public
programs are needed in NY S to provide opportunities for NY S residents.
Recent reports examining the Public Health Workforce have enumerated the current and future needs of the profession. The
public health workforce encompasses a wide-range of disciplines (e.g. community health educators, community organizers,
health advocacy specialists, public health nutritionists, epidemiologists, and environmental health workers and inspectors ).
The public health workforce is the first line of prevention when working to reduce chronic disease, workplace injury, mental
illness and infectious disease. Similarly, public health specialists are called on to protect the health of the environment,
provide surveillance, and conduct emergency preparedness activities. Due to the growing U.S. population and a substantial
portion of the current workforce reaching retirement in the next few years, it is estimated that we will need 250,000 more
public health workers by 2020 (Rosenstock et al, 2008; Nelson R., 2008; Holsinger, 2015).
Further, the educational pipeline into public health to meet the on-going education and training needs of the public health
workforce has been determined to be inadequate and requiring additional attention. More recent evidence points to a 38%
percent reduction in the state public health workforce due to retirement by 2020 (http://www.astho.org/Press-Room/Signs-
Point-to-Imminent-Public- Health-W orkforce-Exit/10-21-15/ and Leider et al, 2015; Beck et al, 2017; Kiviniemi and
Mackenzie, 2017).
Students graduating with a Bachelor of Science degree in Public Health are prepared to work in entry level positions in
hospital or healthcare delivery organizations and local and state health departments. A recent study by the Association of
State and Territorial Health Officials (Beck et al, AJPH 2017) surveyed Local and State Health Departments and identified
high priority workforce needs including the following: epidemiologists, laboratory workers, public health informatics
specialists, public health manager, public health enforcement worker (inspector) and environmental health scientists. A
recent search of www.healthcareersinfo.net/degrees/10-req-bachelors which provides information for current and future
health professionals in New Y ork State, yielded the following career options for students graduating with an undergraduate
Bachelor of Science degree in Public Health: community health worker, environmental health workers, health care
managers, health educators, medical records and health information technicians, social and human services assistants, all
projecting an increased need in New Y ork State and in the Capital Region during the period 2014-2024 as presented in
Table 1 and Figure 1. Similar trends were observed in a recent Education Report for Public Health (see A ppendix 3;
Chmura Economics & Analytics, 2017).
Table 1. Number of projected Job Openings for selected Public Health Job Titles in New Y ork and the Capital Region for the
period 2014-2024
Job Title Number of Openings Number of Openings in
in New York State the Capital Region
{Projected 2014-2024) _—_ (Projected 2014-2024)
Health Educator 206 20
Health Care Administrator and Medical and 1191 80
Health Services Manager
Environmental Health Worker 189 10
Community Health Worker 90 20
Social and Human Services Assistant 1290 80
Medical Records and Health Information 356 30
Technician
Total: 3322 240
Projected Percent Increase of Public Health Jobs in New York
(2014-2024)
25
mNyYs
Capitol Region
0
Health Health Care Envirnomental Community Social and Medical
i
PERCENT INCREASE (%)
my
5
w
Educators Administrators Health Health Human Records and
Workers Workers Services Health IT
Assistant
JOB TITLE
Figure 1. Projected Percent Increase in Selected Public Health Job Titles for New York State and the Capital
Region for the period 2014-2024.
h)(2) Employment: For programs designed to prepare rails for immediate employment, use the table below to list
potential employers of grad that have h of the program and state their specific number of
positions needed. If letters from employers support the program, they may be app d at the end of this form.
Need: Projected positions
Employer In initial year In fifth year
h)(3) Similar Programs: Use the table below to list similar programs at other institutions, public and independent, in
the service area, region and state, as appropriate. Expand the table as needed. NOTE: Detailed program-level
information for SUNY institutions is available in the Academic Program Enterprise System (APES) or Academic
Program Dashboards. Institutional research and information security officers at your campus should be able to
help provide access to these password-protected sites. For non-SUNY programs, program titles and degree
information — but no enrollment data — is available from SED ’s Inventory of Registered Programs.
Institution Program Title Degree Enrollment
SUNY Buffalo* [Public Health IBS INew
SUNY Cortland* (Community Health IBS 158
SUNY Old Westbury [Health and Society IBS 211
CUNY Hunter Community Health IBS
[CUNY Lehman [Public Health IBS
CUNY Y ork [Public Health IBS
(Albany College of Pharmacy _ [Public Health IBS
College of St Rose [Public Health IBS
ID’ Youville College [Public Health IBS
Excelsior College [Public Health IBS
[Hartwick College [Public Health IBA
Ithaca College [Public & Community Health IBS
Marymount Manhattan College [Public Health IBS INew
[Nazareth College [Public Health IBS
INew Y ork University (Global Public Health IBA/BS
INew Y ork University [Public Health BS
Syracuse University* [Public Health IBS
(The Sage Colleges [Public Health IBS
(University of Rochester [Health Policy IBA
*SUNY Buffalo and Syracuse University are the only programs listed that are certified by CEPH. SUNY
Cortland has a number of health related programs certified by CEPH, but their Community Health program
is not.
h)(4) Collaboration: Did this program’s design benefit from consultation with other SUNY campuses? If so, what
was that consultation and its result?
An informal consultation was conducted with SUNY Buffalo while they were developing their BS in Public
Health program.
h)(5) Concerns or Objections: If concerns and/or objections were raised by other SUNY campuses, how were they
resolved?
No concerns or objections were raised during the comment period.
h)(6) Undergraduate Transfer: The State University views as one of its highest priorities the facilitation of transfer for
undergraduate students. To demonstrate adequate planning for transfer under SUNY’ s student mobi] ity
policy , Section 9 of this form on SUNY Undergraduate Transfer must be completed for programs leading to
Associate in Arts (A.A.) and Associate in Science (A.S.) and for baccalaureate programs anticipating transfer
enrollment.
[24 Admissi
a) What are all admission requirements for students in this program? Please note those that differ from the institution’s
13
minimum admissions requirements and explain why they differ.
All students eligible for admission to the University at Albany may opt to major in Public Health.
b) What is the process for evaluating exceptions to those requirements?
N/A
c) How will the institution encourage enrollment in this program by persons from groups historically underrepresented in the
institution, discipline or occupation?
University at Albany is a minority serving institution with approximately 40% of students belonging to historically
underrepresented racial/ethnic groups. Our current interdisciplinary studies major and minor reflect the larger student
population; in the Fall 2016 31% of enrolled Public Health majors were A frican-A merican, 14% were Hispanic and 9.5%
were Asian. We expect the student population in the proposed program to be similar. The SPH will continue to work with
the Educational Opportunities Program and other UAlbany programs to reach out to students from underrepresented
groups and make them aware of opportunities for study in these areas.
The School works to attract and retain a diverse student body by offering academic opportunities which reflect its
appreciation for the importance of diversity in public health. Racial/ethnic, socioeconomic, and gender disparities in
health are a topic of interest and expertise among many of the school’s current faculty. Many of our faculty members are
affiliated with the University’s Center for the Elimination of Minority Health Disparities, which focuses on efforts to
prevent health problems in underserved, largely minority populations and offers students the opportunity to become
directly involved in work that addresses the public health needs of diverse communities.
[ 2.5. Academic and Other Support Services
ize the academic advising and support services available to help students succeed in the program.
Upon acceptance to the University at Albany, students are advised through the University at Albany Academic
Advisement Center. Students who intend to major in public health will be advised according to an established public
health M.A.P. (Major Academic Pathway) which lays out a route for completing the required courses within four years.
The Undergraduate Program Coordinator and Faculty Director will provide additional advisement to all declared majors,
who will also be encouraged to seek mentorship from their professors. Once enrollment growth reaches 100 students, we
will seek to hire a staff person that will serve as a dedicated Academic Advisor for the program (SL3: Academic A dvisor).
This staff member will oversee students’ academic progress, provide ongoing advisement, and assist the students in
identifying appropriate electives to match their interests. In addition, this Academic A dvisor will be responsible for
coordinating internship placements and other experiential learning opportunities for students interested in completing an
optional applied learning experience.
Because the SPH is located on the Health Sciences Campus, the program will utilize the university’s stop-in contact center
on the Uptown campus, which is intended for programs located on remote campuses to schedule office hours. Our
Program Coordinator currently has a permanent office in this center space and will continue to be available full-time on
the Uptown campus for the undergraduate students. Faculty members will continue to use this center for office hours. As
enrollment grows, office space on the Uptown campus will be needed for the Academic A dvisor, and ideally the Faculty
Director of the program would have access to an office on the Uptown campus on a part-time basis to enhance her
accessibility to students. Because all of our graduate courses are taught on the Health Sciences campus, students interested
in taking 500-level graduate courses in-class may commute to the Health Science Campus by the University shuttle.
[ 2.6. Prior Learning A
If this program will grant credit based on Prior Learning Assessment, describe the methods of evaluating the leaming and the
maximum number of credits allowed, or check here [X] if not applicable.
[ 2.7. Program A and Impr
Describe how this program’s achievement of its objectives will be assessed, in accordance with SUNY policy, including the
date of the program’s initial assessment and the length (in years) of the assessment cycle. Explain plans for assessing
achievement of students leaming outcomes during the program and success after completion of the program. Append at the
end of this form, a plan or curriculum map showing the courses in which the program’s educational and, if appropriate,
career objectives — from Item 2.3(b) of this form — will be taught and assessed. NOTE: The University Faculty Senate’s
Guide for the Evaluation of Undergraduate Programs is a helpful reference.
The Public Health Undergraduate Program will adhere to the evaluation program policies and guidelines set forth by the
Office of Institutional Planning and Effectiveness. (Please see link for specific guidelines:
http://www.albany.edu/assessment/prog_review.html) as well as those set forth by our accrediting body, CEPH. UAlbany
conducts program reviews on a seven-year cycle. However, since this is a new program we plan an initial assessment at
the completion of its second year which coincides with the School of Public Health’s reaccreditation self-study timing.
This will ensure that the program is meeting the educational objectives and accreditation criteria while maintaining high
quality across the program.
As mandated by our accreditation requirements, we will assess the achievement of student learning outcomes and student
success. Metrics will include student retention and graduation rates and teaching evaluation data, among other measures.
Appendix 2 provides a table of the programs SLOs and indicates the courses/leaming experiences that address each
learning objective.
[Section 3. Program and Curriculum
Complete the SUNY Undergraduate Program Schedule to show how a typical student may progress through the
program. This is the registered curriculum, so please be precise. Enter required courses where applicable, and enter
generic course types for electives or options. Either complete the blank Schedule that appears in this section, or complete
an Excel equivalent that computes all sums for you, and can be found here. Rows for terms that are not required can be
deleted.
EXAMPLE FOR ONE TERM: Undergraduate Program Schedule
Term 2: Fall 20xx cat
Course Number & Title Cr GER [LAS |Maj |TPath New _| Prerequisite(s)
ACC 101 Principles of Accounting 4 4 4
MAT 111 College 3 M 3 3 MAT 110
CMP 101 ion to Computers 3
HUM 110 Speech 3 BC 3 xX
ENG 113 English 102 3 BC 3
Term credit total: | 16 6 9 7 4
a) If the program will be offered through a nontraditional schedule (i.e., not on a semester calendar), what is the schedule
15
and how does it impact financial aid eligibility? NOTE: Consult with your campus financial aid administrator for
information about nontraditional schedules and financial aid eligibility.
b) For each existing course that is part of the proposed undergraduate major (including cognates and restricted electives,
but not including general education), append a catalog description at the end of this document,.
Please see Appendix 4.
c) For each new course in the undergraduate program, append a syllabus at the end of this document. NOTE: Syllabi for
all courses should be available upon request. Each syllabus should show that all work for credit is college level and of the
appropriate rigor. Syllabi generally include a course description, prerequisites and corequisites, the number of lecture and/or
other contact hours per week, credits allocated (consistent with SUNY policy on credit/contact hours), general course
requirements, and expected student learning outcomes.
d) If the program requires external instruction, such as clinical or field experience, agency placement, an intemship,
fieldwork, or cooperative education, append a completed External Instruction form at the end of this document.
SUNY Undergraduate Program Schedule (OPTION: You can paste an Excel version of this schedule AFTER this line, and delete the rest of this page.)
Program/Track Title and Award: Public Health BS
— Indicate academic calendar type: [ X] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):
— Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)
— Name of SUNY Transfer Path, if one exists: _n/a__ See Transfer Path Requirement Summary for details
Use the table to show how a typical student ma’ ‘/expand the table as needed. Complete all columns that apply to a course.
[Course Number & Title Cr Course Number & Title Co/Prerequisites
BIO 130 General Biology - R 3 | NS | 3 3 | [HumanitiesGenEd-RE | 3 | HU | 3
AT 108 Elementary Statistics-) 3 | M 3 3 Basic CommunicationGen| 3 | BC | 3
R IEd - RE
SPH 201 Intro to Public Health-| 3 | SS 3 3 | Elective 3
R
Arts Gen Ed - RE 3] AR | 3 | [Elective 3
Elective 3 | Elective
Term credit totals:| 15 | 12 | 12 | 9 Term credit totals:
‘Fall 2:
] Course Number & Title Cr |GER | LAS | Maj | TPath | New | Co/Prerequisites Course Number & Title Co/Prerequisites
Foreign Language GenEd- RE | 4 | FL 4 SPH 231 Concepts in 3 3 3 Pre: AMAT 108
Epidemiology - R
[US History Gen Ed - RE 3 | AH] 3 SPH 321 Global Env. 3 3 3 Pre: one semester of
Issues and Effects on college-level BIO or
[Human Health —R (CHEM
Local Gen Ed— RE 3 | CH 3 | [international Perspectives | 3 | OW | 3
(Gen Ed- RE
‘inor Course 1 (18 cr minor 3 Minor Course 2 - RE 3
required) - RE
Elective 2 [LAS Elective - RE 3
Term credit totals:| 15 | 10 | 10 Term credit totals:
‘Fall 3:
Course Number & Title Cr |GER | LAS | Maj | TPath | New | Co/Prerequisites Course Number & Title Cr |GER |LAS | Maj |TPath | New | Co/Prerequisites
SPH/ EPI 332 Introduction to 3 3 3 Pre: B or better) SPH 305 Biological Basis | 3 3 3
iostatistics - R in AMAT 108 | jof Personal and Public
Health - R
(SPH Elective 1 of 3- RE 3 3°] 3 | Ee Elective 2 of 3U/L-] 3 3°73
IRE
inor Course 3 - RE 3 [Minor Course 4 U/L- RE | 3
Elective U/L 3 [Elective 3
Elective 3 | [Elective 3
Term credit totals: | 15 6 6 Term credit totals:
‘Falla:
Course Number & Title Cr |GER | LAS | Maj | TPath | New | Co/Prerequisites Course Number & Title Cr |GER |LAS | Maj|TPath |New |Co/Prerequisites
SPH 342 How U.S. Health Care | 3 3 2 ISPH 460 Evidence-Based | 3 3 3 Pre: HSPH 201, 231,
Works: Myths and Realities - R Public Health - R 341
SPS 341z Promoting Health 3 3 | 3 | (SPH Elective 3 of 3 U/L - | 3 3] 3
People and Communities - R IR
inor Course 5 U/L - RE 3 [Minor Course 6 U/L-RE| 3
Elective U/L 3 Elective U/L 3
Elective U/L 3 Elective 3
Term credit totals: 6 6 | Term credit totals: | 15 6 6
: . SUNY LAS: Major: Elective & Upper Lym uoCiam Number of SUNY GER Categories:
Program Totals (in credits); GER: " Other: Division: Major:
31 61 39 60 45 24
KEY Cr: credits GER: SUNY General Education Requirement (Enter Category Abbreviation) LAS: Liberal Arts & Sciences (Enter credits) Maj: Major requirement (Enter credits) TPath: SUNY Transfer Path
Courses (Enter credits) New: new course (Enter X) Co/Prerequisite(s); list co/prerequisite(s) for the noted courses Upper Division: Courses intended primarily for juniors and seniors SUNY GER Category
[Section 4. Faculty
a) Complete the SUNY Faculty Table on the next page to describe current faculty and to-be-hired (TBH) faculty.
b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty member.
NOTE: CVs for all faculty should be available upon request. Faculty CVs should include rank and employment status,
educational and employment background, professional affiliations and activities, important awards and recognition,
publications (noting refereed journal articles), and brief descriptions of research and other externally funded projects. New
York State's requirements for faculty qualifications are in Regulation 52.2 http://www.highered.nysed.gov/ocue/Irp/rules.htm.
c) Whatis the institution’s definition of “full-time” faculty?
A full-time faculty member is one who holds an appointment with a 100% time commitment.
SUNY Faculty Table
Provide information on current and prospective faculty members (identifying those at off-campus locations) who
will be expected to teach any course in the major. Expand the table as needed. Use a separate Faculty Table for each
institution if the program is a multi-institution program.
(a) (b) © (@) () )
Program
Courses Which | Highest and Other
Faculty Member Name and % of Time | May BeTaught | Appli Earned iscipli of
Title/Rank Dedicated (Number and Degrees (include Highest and Other Additional Qualifications: List
(Include and identify Program to This Title) College or Applicable Earned related certifications, licenses and
Director with an asterisk.) Program University) Degrees rofessional experience in field.
PART 1. Full-Time Faculty
Erin Bell*
37.5%
ISPH 321 Global
[Environmental
Issues
SPH 460
[Evidence Based
[Public Health
Ph.D
UNC Chapel Hill
Envi | exposures & adverse birth
joutcomes and child development
[Michael Bloom
12.5%
IEHS 590
Introduction to
[Environmental
[Health
Ph.D
SUNY Buffalo
IE
ly &
tive toxicity of toxic metals,
(Community Health
imetalloids & synthetic organic
compounds; thyroid disruption
(Christine Bozlak
12.5%
SPH 341
[Promoting
(Healthy People
jand Communities
SPH 499
[Research
Placement in
[Public Health
IHPM 525 Social
[Behavior Aspects
lof Public Health
Ph.D
IU Illinois- Chicago
[Community Health
Science/Maternal &
Child Health
imaternal and child health, childhood
lobesity prevention, wellness promotion,
land positive youth development.
[Magdia de Jesus
16.25%
IBMS 305
Biological Basis
lof Personal and
Public Health
IBMS 505
Biological Basis
lof Public Health
Ph.D
Albert Einstein College
lof Medicine
[Microbiology and
IL
7
learly events and immunological
of antigen and microbial
y
linteractions with gut associated lymphoid
tissues (GALT) such as Peyer’s patches
((PPs).
[Diane Dewar 12.5% SPH 342How = Ph.D. [Economics [Health economics / Econometrics
U.S. Health Care |Johns Hopkins
orks
SPH 310 Health
(Care in the U.S.
IHPM 500 Health
(Care
(Organizations,
Delivery and
[Finance
[Beth Feingold 12.5% |SPH 321 Global |Ph.D, MPH, MESc (Environmental Health |Global environmental health, with a focus
[Environmental ohns Hopkins Sciences lon the use of spatial epidemiologic
Health ale Imethods, interdisciplinary research to
lunderstand disproportionate risks of
\disease, particularly due to variations in
environmental characteristics.
ason Herschkowitz 12.5% SPH 202 From ‘Ph.D. (Genetics and (Cancer, RNA, stem cells, therapy-
(Cholera to Cancer |University of North (Molecular Biology __ resistant cancer cells
IBMS 305 (Carolina at Chapel Hill
Biological Basis
lof Personal and
Public Health
[Akiko Hosler 12.5% SPH 231 Ph.D UAlbany Sociology [Epidemiology of diabetes; eval
(Concepts in Iresearch and survey methods
[Epidemiology
SPH 501
Principles and
[Methods of
[Epidemiology
anine Jurkowski 12.5% |SPH 341z PH.D (Health Promotion [Health disparities; community-based
(Promoting U Illinois-Chicago research; aging adults
[Healthy People
land Communities
Igor Kuznetsov 12.5% Ph.D t [Bioinformatics
Introduction to [Mount Sinai School of
[Biostatistics Medicine
[Ricky Leung
12.5%
[SPH 342 How
|U.S. Health Care
orks
IHPM 500 Health
(Care
(Organizations,
[Delivery and
[Finance
Ph.D
|U Wisconsin Madison
Sociology
[Health management, technological
innovation, global health, and
ltransnational studies
ennifer Manganello
12.5%
SPH 343 Mass
[Media and Health
[Behavior
SPH 499
[Research
Placement in
Public Health
Ph.D
ohns Hopkins
[Health Policy &
IM:
(Child & adolescent health; health
& media effects; violence
& injury
[Roxanna Moleshi
12.5%
|SPH 231
(Concepts in
[Epidemiology
IEPI 501
Principles and
[Methods of
[Epidemiology
Ph.D
U British Columbia
[Medical Genetics
Genetic Epidemiology
iabao Xue
12.5%
[SPH 321 Global
[Environmental
[Health
IEHS 590
Introduction to
[Environmental
[Health Sciences
Ph.D
lu Pittsburgh
Civil Engineering
[Life cycle assessment, resource recovery,
lwater-energy nexus, and risk assessment.
Elizabeth V asquez
[25.0%
SPH 231
(Concepts in
[Epidemiology ,
SPH 421
Preventing
Disease, Disability|
land Premature
[Death
Epi 503 Principles}
lof Public Health
[DrPh
INew Y ork Medical
College
[Epidemiology
(Aging population; physical activity; bone
health; chronic pain; social determinants
bone health; chronic pain; social
determinants
[Wendy Weller
12.5%
Part 2. Part-Time Faculty
SPH 342 How
IPhD, Johns Hopkins
[Health Services
[Research
(Chronic care, health care financing and
access for persons with chronic conditions|
[Temilayo Adeyeye 12.5% SPH 202 From PhD, University at Epidemiology
(Cholera to Cancer [Albany
(Cate Teuten Bohn 125.0% SPH 201 MPH Public Health/Health {NYS Council on Children and Families
Introduction to (University of Califomia [Administration
Public Health lat Berkeley
[Marcie Fraser 12.5% ISPH 341z [DrPH [Public Health/Social
[Promoting (University at Albany [Behavior and
[Healthy People (Community Health
land Communities
[Brenda Kirkwood 12.5% SPH 202 From =DrPh (Health Behavior
(Cholera to Cancer |George Washington
[University
[Bruce McEwen 12.5% ISPH 203 IPhD [Biochemistry
(Integrative Care in(Cornell University
Personal and
Public Health
(Blanca Angelica Parker 12.5% |SPH 421
Preventing
Disease, Disability|
land Premature
[Death
Patrick Parsons 12.5% |SPH 323 Ph.D. (Chemistry [Trace Elements and human health effects,
(Environmental |U London, England [Director of the Inorganic and Nuclear
[Laboratory (Chemistry Laboratory, Wadsworth Center|
Perspectives
Part 3. Faculty To-Be-Hired (List as
TBH1, TBH2, etc., and provide
title/rank and expected hiring date.)
[Section 5. Financial Resources and Instructional Facilities ]
a) Whatis the resource plan for ensuring the success of the proposed program over time? Summarize the
instructional facilities and equipment committed to ensure the success of the program. Please explain new
and/or reallocated resources over the first five years for operations, including faculty and other personnel, the
library, equipment, laboratories, and supplies. Also include resources for capital projects and other expenses.
We do not anticipate any need for new full-time faculty hiring during the first years of the program. However, we
do anticipate faculty growth in the School of Public Health over the next few years, and our prioritization for these
searches will be informed by the growth of the undergraduate program. Since we are proposing to create a regular
major from our current Interdisciplinary Studies major, without any major change in the program structure, we do
not anticipate significant changes in faculty needs when the proposed program begins. We anticipate enrollment in
the major will begin with approximately 150 students (equivalent to our projections for our existing program) and
will grow to approximately 350 students during the first three years, and to approximately 400 by the fifth year.
This will necessitate enlargement of some of our required classes and the offering of additional sections of other
required courses. The required core courses will be offered each semester beginning in AY 2018-2019 (the year
prior to beginning the proposed program). Thus, these courses will be part of the normal teaching load for SPH
faculty members, and can be absorbed by our current complement of full-time and contingent faculty at the School
of Public Health. It is anticipated we may need to hire up to 6 additional part-time faculty on a per course basis
when enrollment reaches 350. As is the case with our existing program, some (fewer than half) of our courses will
be taught by part-time contingent faculty members; these are professionals currently working in public health who
bring a beneficial perspective to the classroom. In fact, our accreditation criteria require that we expose students
“to local-level public health professionals and/or agencies that engage in public health practice.”
Enlargement of the major will lead to the need for additional teaching assistants. In addition, our proposed
curriculum will emphasize writing skills, and TAs will be essential to support this element of our undergraduate
classes as well. During the first five years, 11-14 full-time teaching assistants will be needed each year to support
undergraduate classes. The SPH currently receives GSS stipends for 11 PhD students; most of these students are
needed to serve as TAs for the core courses in our MPH program, which has a total enrollment of approximately
200 students. Therefore, we will need approximately 7-10 new teaching assistantships per year to support the
proposed program. These teaching assistantships will benefits our graduate programs as well, as they will enhance
our ability to attract high-quality PhD candidates. In addition, our newly revised CEPH accreditation
requirements for the Doctor of Public Health (DrPH) degree mandate that our students attain competencies in
“delivering training or educational experiences that promote learning in academic, organizational or community
settings,” and “use best practice modalities in pedagogical practices.” These competencies will be addressed by
providing DrPH students with teaching assistantships for which they will support the undergraduate courses.
Budget Justification
The budget was prepared estimating 90 students before the start of the program, 150 students in Y ear 1, 250
students in Y ear 2, 350 students in year 3, 375 students in year 4, and 400 students in year 5.
The personnel costs for “Before Start” represent current expenses for the existing Interdisciplinary Studies
concentration, including full-time and part-time faculty costs for 15 sections of required courses, 5 electives, the
full-time undergraduate coordinator, and partial salary for the existing faculty director. Personnel costs are
adjusted for subsequent years to account for additional sections needed (21 sections for 150 students, increasing to
24 sections for 350-400 students, and additional TAs to accommodate the larger class sizes), plus the hiring of an
Academic A dvisor/Experiential Learning Coordinator in Y ear 1 (SL3; $50,000). Full-time faculty salary costs per
course were calculated as 12.5% of an average salary of $85,000. All salaries include a 3% increase per year for
planning purposes. Part-time faculty costs were calculated with a $4000 per course rate for Y ears 1 and 2 anda
$5000 per course rate for remaining years. Beginning in Y ear 2, personnel costs also include $5000 per course to
pay for additional sections of Math 108.
University Libraries was consulted, and they prepared a report regarding their expenses for the public health
program. During the most recent fiscal year, the University Libraries spent $1,900.00 on books in the subject of
public health. They recommend adding $2,000.00 to the public health firm order budget to support the increased
number of new students that are anticipated to enroll in this new B.S. program. This has been phased in during
years 1-2 ($1000 in year 1, $2000 in years 2-5) as the growth in the major is expected to occur over time. The
library also purchases access to numerous journals and databases relevant to public health which support our
undergraduate and especially our large graduate programs. The two additional journals suggested by the Library
and are specialized journals not likely to be used by our undergraduate students. Thus, it is not anticipated that any
new journals would be needed for this BS program, but journal article requests will be monitored over time to
determine if new journals are needed.
The equipment needs for the new major will occur with the administrative hire in Academic Y ear 1.This figure
includes a computer, printer and software for one staff member at $1,500. Supplies have been estimated at $500 in
Year 1, rising to $750 in Y ear 3. Student costs were calculated using the current SPH stipend amount of $19,500.
Costs were calculated for 11 full-time Teaching Assistants in Y ears 1 and 2, 11.5 full-time Teaching Assistants in
Years 3 and 4, and 14 full-time Teaching Assistants in Y ear 5.We recognize that there could be potential cost
savings in this area, as the GSEU minimum required TA stipend amount is currently $9,764, but we prepared the
budget to be consistent with current SPH stipend amounts.
Weestimate costs of $1000 each year for marketing and recruitment activities to attract new enrollments who are
interested in this major. In addition, the University at Albany Chapter of Delta Omega, the Public Health Honor
Society, will induct up to 10% of eligible senior undergraduate into the society. Funds ($50 per student) are
included in the other category to subsidize the enrollments fees for these graduating students.
b) Complete the five-year SUNY Program Expenses Table, below, consistent with the resource plan summary.
Enter the anticipated academic years in the top row of this table. List all resources that will be engaged
specifically as a result of the proposed program (e.g., a new faculty position or additional library resources).
If they represent a continuing cost, new resources for a given year should be included in the subsequent
year(s), with adjustments for inflation or negotiated compensation. Include explanatory notes as needed.
SUNY Program Expenses Table
(OPTION: You can paste an Excel version of this schedule AFTER this sentence, and delete the table below.)
Program Expense
Categories Before Start di di
Year 1:19-20 | Year2:20-21 | Year 3: 21-22 | Year 4: 22-23 | Year 5: 23-24
Personnel
Faculty $106,250 $116,875 $153,213 $157,809 $162,543 $167,419
Adjunct Instruction $36,000 $36,000 $40,000 $65,000 $65,000 $65,000
Math 108 $5,000 $5,000 $10,000 $10,000 $10,000
Adjunct Instr Fringe $22,493 $25,830 $29,025 $48,375 $48,375 $48,375
Faculty Director $24,260 $24,988 $25,737 $26,510 $27,305 $28,124
Staff $68,811 $65,725 $67,697 $69,728 $71,820 $73,974
Staff $0 $50,000 $51,500 $53,045 $54,636 $56,275
Total Personnel $257,814 $324,418 $372,172 $430,467 $439,679 $449,167
Library $1,900 $2,900 $3,900 $3,900 $3,900 $3,900
Equipment $1,500
Laboratories
Supplies §250 $500 $500 $750 $750 $750
Capital Expenses
Student Stipends/ or
Scholarships $8,000 $214,500 $214,500 $224,250 $224,250 $273,000
Other $1,150 $1,250 $1,400 $1,600 $1,600 $1,600
Total $269,114 $545,068 $592,472 $651,217 $670,189 $728,417
[ Section 6. Library R ]
a) Summarize the analysis of library collection resources and needs for this program by the collection librarian
and program faculty. Include an assessment of existing library resources and accessibility to those resources
for students enrolled in the program in all formats, including the institution’s implementation of SUNY
Connect, the SUNY -wide electronic library program.
Introduction
The University Libraries collect, house, and provide access to all types of published materials in support of the
research and teaching of the schools, colleges, and academic departments of the University. This evaluation
considers those portions of the libraries’ collections and services that would provide support for a B. S. in
Public Health.
Currently, the University Libraries, along with the Dickerman Library of the New Y ork Dept.of Health, provide
collections that are used by undergraduate, masters, and doctoral students, as well as faculty research, in the
School of Public Health.
Library Collections
The University Libraries are among the top 115 research libraries in the country and support a number of
degree programs in the sciences, as well as in public health. The University Library, the Science Library, and
the Dewey Graduate Library contain more than two million volumes and over 2.9 million microforms. The
Libraries provide access to more than 97,000 online serials and over 340,000 online books. Whenever
possible, current subscriptions are available online. Additionally, the Libraries serve as a selective depository
for U.S. Government publications and house collections of software and media.
The Science Library, which opened in September 1999, occupies 61,124 square feet on four floors. The
Science Library serves the entire University at Albany community, but contains collections used by the
departments of Atmospheric and Environmental Sciences, Biological Sciences, Chemistry, Computer Science,
Geography and Planning, Mathematics and Statistics, Physics, and Psychology, as well as the School of Public
Health. Approximately 600,000 volumes in the science and technology subject areas (Q-TP of the Library of
Congress classification scheme) are housed in this library. Online resources (journals, databases, e-books,
streaming video, digital libraries) are available on and off campus, all hours of the day.
Books
The University Libraries acquire books at a basic level that are used in the teaching and research at the School
of Public Health. Currently, the Science Library houses about 2,250 books specifically in the public health call
number range RA 421-RA 790.5. Books in print and ebook formats are acquired via firm order and standing
order for series. During the most recent fiscal year, the University Libraries spent $1,900.00 on books in the
subject of public health. Many of the books acquired would be useful for students in the B.S. in Public Health
program. We recommend adding $2,000.00 to the public health firm order budget to support the increased
number of new students that are anticipated to enroll in this new B.S. program. Books may also be purchased
by other departments and programs that would be useful for public health. These subject areas include biology,
social welfare, business, public policy, and psychology.
Journals
The database Incites Journal Citation Reports was used to derive a list of the twenty most important journals
for public health, as ranked by Impact Factor. The following public health journals in the list are available
through the University Libraries:
American Journal of Epidemiology
-American J ournal of Preventive Medicine
-American J ournal of Public Health
Annual Review of Public Health
Bulletin of the World Health Organization
Environmental Health Perspectives: EHP
Epidemiologic Reviews
International Journal of Hygiene and Environmental Health
Journal of Adolescent Health
Journal of Clinical Epidemiology
Lancet Global Health
Morbidity & Mortality Weekly Report: MMWR
Several journals on the list are available, but have restrictions on accessing the latest issues. Prices are added
which would provide most current content:
Epidemiology — (2017 cost: $1,699.00)
European Journal of Epidemiology — (2017 cost: $1,916.00)
Indoor Air — (2017 cost: $1,116.00)
Journal of Epidemiology and Community Health — (2017 cost: $1,621.00)
Nicotine & Tobacco Research — (2017 cost: $1,563.00)
Tobacco Control -—(2017 cost: $1,282.00)
If a decision is made to order these journals, $9,197.00 in additional funding would be required.
Two joumals on the list are not currently available through the University Libraries. Prices to add a
subscription to these journals have been listed:
-International J ournal of Epidemiology (2017 cost: $813.00)
-Journal of Toxicology and Environmental Health — Part B-Critical Reviews (2017 cost: $1,429.00) If
a decision is made to order these two journals, $2,242.00 in additional funding would be required.
The University Libraries also have subscriptions to several of the most important basic medical journals. These
are: the New England Journal of Medicine, Lancet, JAMA: The J ournal of the American Medical Association,
and BMJ: British Medical Journal. Elsevier’s ScienceDirect full-text database offers an additional 134
journals tagged with the subject “public health and health policy”. Besides the journals in the area of public
health and related subjects that the University Libraries subscribe to, other full text is found in databases such
as MEDLINE, Academic Search Complete, CINAHL Plus with Full Text and Business Source Complete.
If any new journals are needed to support the B.S. in Public Health, additional funding would be required.
Reference Collection
The reference section of the Science Library houses a collection of resources which could be used by students
in the new B.S. program. Some of the resources are available in the Science Library and some are available
online. There are several reference books related to public health, including these titles:
A-Z of Public Health
Chronology of Public Health in the United States
Dictionary of Epidemiology
Dictionary of Public Health
Encyclopedia of Aging and Public Health
Encyclopedia of Epidemiologic Methods
Encyclopedia of Epidemiology
Encyclopedia of Global Health
Encyclopedia of Plague and Pestilence
Epidemiological Research: Terms and Concepts
Gale Encyclopedia of Public Health
Handbook of Epidemiology
International Encyclopedia of Public Health
Pandemics and Global Health
World Atlas of Epidemic Diseases
World Epidemics
If additional reference resources are needed, the Subject Librarian for Science Reference should be able to
acquire them by firm order.
Databases and Digital Collections
The University Libraries currently subscribe or offer access to a number of databases and digital collections
which are used by students, faculty and staff in public health. Those databases are listed and described below.
Important Databases/Digital Collections
MEDLINE/Pubmed — MEDLINE is the primary medical/biomedical database for the United States. Coverage
goes back to the 1960s. This database provides some full- text and also links to the Libraries’ full-text journal
subscriptions.
Academic Search Complete - It is a scholarly, multidisciplinary, database, that contains more than 7,000 full-
text periodicals (6,000+ are peer reviewed) in social sciences, humanities, mathematics, science, and
technology.
Web of Science - WoS indexes numerous journals for all science and technology subjects, including public
health. Besides keyword and author searching, one of its key features is the ability to track an author’s citation
and determine who has cited that work.
ScienceDirect - Contains the full-text of over 1,100 Elsevier journals, which have strong coverage in
medical/biomedical/public health joumnals. Backfile coverage starts with 1995.
Related Databases
Research in public health can cross over to into a number of related fields. Some of the most important
databases in this category available through the University Libraries include:
Abstracts in Social Gerontology covers elder health as well as elder abuse.
Business Source Complete - covers workplace health and safety issues broadly. Provides full-text to more than
1,600 journals.
CINAHL Plus with Full Text - This database covers health, nursing, allied health and alternative health
treatments. Over 3,100 journals are covered, along with selected full-text journal articles.
PAIS International covers international policy and public policy broadly.
PsycINFO covers psychology and behavior issues.
Social Services Abstracts — covers social work as well as human services.
These databases should be sufficient to support the proposed B.S. in Public Health. If addition databases are
required, funding would be needed.
Interlibrary Loan and Delivery Services
The University Libraries’ Interlibrary Loan (ILL) Department borrows books and microforms, and obtains
digital copies of journal articles and other materials not owned by the Libraries from sources locally, state-
wide, nationally, and internationally. ILL services are available at no cost to the user for faculty, staff, and
students currently enrolled at the University at Albany. Users can manage their requests through the use of
ILLiad, the University Libraries’ automated interlibrary loan system, which is available through a Web
interface at https://illiad.albany.edu/.
The University Libraries also provide delivery services for books and articles housed in any of the three
libraries. Books can be delivered to one of the libraries or for faculty, to departmental addresses. Articles are
scanned and delivered electronically via email. The Libraries also provide free delivery services to the home
addresses of online learners and people with disabilities. Delivery services are managed through ILLiad as
well.
Summary
The University Libraries, along with the Dickerman Library, provide collections that are used in the research
and teaching in the School of Public Health. The databases that we currently have access to should be
sufficient to support the students in the proposed B.S. degree. We also do not need funds to purchase additional
public health reference material. In the latest fiscal year, the University Libraries spent nearly $1,900.00 on
books in the subject of public health. This should be sufficient to provide very basic materials to support the
B.S. in Public Health. However, since the enrollment of students in the proposed B.S. degree is expected to
greatly increase, we recommend adding $2,000.00 to the public health firm order book budget to support
these new students. To add the two journals on the list that we do not have would cost $2,242.00. To add
current subscriptions to the six journals on the list would cost $9,197.00. If additional journals or
databases are required, however, additional funds would be needed. Materials the University Libraries does not
own or provide access to can be obtained using interlibrary loan services.
Describe the institution’s response to identified collection needs and its plan for library development.
It was recommended by the Library Staff that $2,000.00 be added to the public health firm order budget to
support the increased number of new students that are anticipated to enroll in this new B.S. program. This was
added to the budget and phased in over years 1-2 as the growth in the major is expected to occur over time.
The two additional journals, as well as the 6 journals in which current content is restricted, suggested by the
Library are specialized journals not likely to be used by our undergraduate students. Any minor needs for
content from these journals can be met through Interlibrary Loan/A rticle Delivery Service. Thus, it is not
anticipated that any new journals would be needed for this BS program, but journal article requests will be
monitored over time to determine if new journals are needed.
Section 7, External Evaluation
SUNY requires external evaluation of all proposed bachelor’s degree programs, and may request an evaluation
for a proposed associate degree or certificate program in a new or emerging field or for other reasons.
Is an external evaluation required? [ ]No [X ] Yes
If yes, list below all SUNY -approved evaluators who conducted evaluations (adding rows as needed), and
append at the end of this document each original, signed External Evaluation Report. NOTE: To select
external evaluators, a campus sends 3-5 proposed evaluators’ names, titles and CVs to the assigned SUNY
Program Reviewer, expresses its preferences and requests approval.
Evaluator #1 Evaluator #2
Name: Dr. Karen Perrin, PhD, MPH, CPH Name: Dr. Stephen Roth, PhD
Title: Associate Professor and Interim Associate Title: Professor and Associate Dean for Academic
Dean for Academic and Student A ffairs Affairs, Director Public Health Science Program
Institution: University of South Florida Institution: University of Maryland, College Park
Section 8. Institutional Response to External Eval Reports ]
As applicable, append at the end of this document a single Institutional Response to all External Evaluation
Reports.
Section 9. SUNY Undergraduate Transfer
The State University views as one of its highest priorities the facilitation of transfer.
a) Fora proposed Associate in Arts (A.A.) or an Associate in Science (A.S.) degree, demonstrate
that the program’s graduates will be able to transfer into at least two parallel SUNY baccalaureate
programs and complete them within two additional years of full-time study, per SUNY policy, by
listing the transfer institutions below and at the end of this document:
— two completed SUNY Transfer Course Equivalency Tables, one for each transfer institution; and
a letter from the Chief Academic Officer of each transfer institution asserting acceptance
of the completed Transfer Course Equivalency Table.
Program proposals must include two articulation agreements with parallel programs. Every effort
should be made to obtain two SUNY articulation agreements for this requirement. In the event that
such articulations are not possible, campuses are encouraged to work with their campus reviewer to
find appropriate altematives.
Baccalaureate Degree Institution Baccalaureate Program SED Code and Title Degree
b) Fora proposed baccalaureate program, document articulation with at least two parallel SUNY
associate degree programs for less transfer, by ion of articul
such as SUNY Transfer Course Equivalency Tables and/or letters of support from Chief Academic
Officers at associate degree institutions or their designees. If transfer does not apply to this
rogram, please explain why.
Associate Degree Institution Associate Program SED Code and Title Degree
Rockland Community College 38165 Public Health IAS.
Sullivan Community College 38165 Public Health IA.S.
NOTE: Transfer course equivalency tables are needed, despite SUNY Transfer Paths, to ensure that all
courses in an A.A. or A.S. program will be accepted for transfer. Official SED program titles and codes can
be found on NYSED ’s Inventory of Registered Programs here.
[Section 10. Application for Distance Educati
a) Does the program’s design enable students to complete 50% or more of the course requirements through
distance education? [X ] No[ ] Yes. If yes, append a completed SUNY Distance Education Format
Proposal at the end of this proposal to apply for the program to be registered for the distance education format.
b) Does the program’s design enable students to complete 100% of the course requirements through distance
education? [X ] No[ ] Yes
[Section MPA-1. Need for Master Plan Amendment and/or Degree Authorization J
a
b
Based on guidance on Master Plan Amendments, please indicate if this proposal requires a Master Plan
Amendment.
[X ]No [ ] Yes, acompleted Master Plan Amendment Form is appended at the end of this proposal.
Based on SUNY Guidance on Degree Authorizations (below), please indicate if this proposal requires
degree authorization.
[X ]No[ ] Yes, once the program is approved by the SUNY Provost, the campus will work with its
Campus Reviewer to draft a resolution that the SUNY Chancellor will recommend to the SUNY Board of
Trustees.
SUNY Guidance on Degree Authorization. Degree authorization is required when a proposed program
will lead to a new degree (e.g., B.F.A., M.P.H.) at an existing level of study (i.e., associate, baccalaureate,
first-professional, master’s, and doctoral) in an existing disciplinary area at an institution. Disciplinary
areas are defined by the New York State Taxonomy of Academic Programs. Degree authorization requires
approval by the SUNY Provost, the SUNY Board of Trustees and the Board of Regents.
[_ List of Appended and/or A ing Items
a) Appended Items: If materials required in selected items in Sections 1 through 4 and Sections 9, 10 and
MPA-1 of this form apply to this proposal, they should be appended as part of this document, after this
page, with continued pagination. In the first column of the chart below, please number the appended
items, and append them in number order.
7
A ded Items
Reference Items
For multi-institution programs, a letter of approval from partner
institution(s)
Section 1, Item (e)
For programs leading to professional licensure, a side-by-side chart
showing how the program’s components meet the requirements of
specialized accreditation, Commi ssi oner’ s Regulations for the
Profession, or other applicable external standards
Section 2.3, Item (e)
For programs leading to licensure in selected professions for which
the SED Office of Professions (OP) requires a specialized form, a
completed version of that form
Section 2.3, Item (e)
1 OPTIONAL: For programs leading directly to employment, letters of Section 2, Item 2.3 h)(2)
support from employers, if available ’ ;
2 For all programs, a plan or curriculum map showing the courses in Section 2.3, Item (e)
which the program’s educational and (if appropriate) career objectives Section 2.7
will be taught and assessed
3 Jobs EQ Education report for Public Health Section 2.3, Item h)(1)
4 For all programs, a catalog description for each existing course that is
part of the proposed undergraduate major (including cognates and Section 3, Item (b)
restricted electives)
5 For all programs with new courses in the major, syllabi for all new Section 3, Item (c)
courses in a proposed undergraduate major ’
For programs requiring external instruction, a completed External .
insteuction E bition documentation required on that form Section 3, Item (d)
For programs that will depend on new faculty, position descriptions or 5
announcements for faculty: to-be-hired we . Section 4, Item (b)
6 For all A.A. and A.S. programs, Transfer Equivalency Tables and
letters of support from at least two SUNY baccalaureate institutions;
for baccalaureate programs that anticipate transfer student Section 9
enrollment, documentation of seamless transfer with at least two
SUNY two-year programs
For programs designed to enable students to complete at least 50% of
the course requirements at a distance, a Distance Education Format Section 10
Proposal
For programs requiring an MPA, a Master Plan Amendment Form
b)
Section MPA-1
Accompanying Items - External Evaluations and Institutional Response: If Sections 7 and 8 of this
form indicate that external evaluation is required as part of this proposal, please send a separate
electronic document to program.review@ suny.edu that contains the original, signed External Evaluation
Reports and a single Institutional Response to all reports. The file name should indicate the campus,
program title, award and content of the file (e.g., BuffaloU-English-PhD-ExEval).
References
Beck AJ, LeiderJP, Coronado F, Harper E. State Health A gency and Local Health Department Workforce:
Identifying Top Development Needs. Am J Public Health. 2017Sep;107(9):1418-1424. doi:
10.2105/AJ PH.2017.303875. Epub 2017 Jul 20. PubMed PMID: 28727537.
Holsinger JW Jr, Lewis AL, Chen Q. Undergraduate Public Health Education: Does it Meet Public Health
Workforce Needs? Front Public Health. 2015 Jan 26;3:1. doi: 10.3389/fpubh.2015.00001. eCollection
2015. PubMed PMID: 25674556; PubMed Central PMCID: PMC4306311.
Kiviniemi MT, Mackenzie SL. Framing Undergraduate Public Health Education as Liberal Education:
Who Are We Training Our Students To Be and How Do We Do That? Front Public Health. 2017 Feb
10;5:9. doi: 10.3389/fpubh.2017.00009. eCollection 2017. PubMed PMID: 28239603; PubMed Central
PMCID: PMC5301016.
Leider JP, Castrucci BC, Plepys CM, Blakely C, Burke E, Sprague JB. Characterizing the growth
of the undergraduate public health major: U.S., 1992-2012. Public Health Rep. 2015 Jan-Feb;
130(1):104-13. PubMed PMID: 25552763; PubMed Central PMCID: PMC4245293.
Nelson R. USA faces severe shortage of public-health workers. Lancet Infect Dis (2008) 8:281.
doi:10.1331/JA PhA .2012.12072
(http://www. thelancet.com/journals/laninf/article/PIIS1473-3099(08)70084-
7/fulltext?version=printerFriendly
Riegelman RK, Albertine S, Wykoff R. A history of undergraduate education for public health:
from behind the scenes to center stage. Front Public Health. 2015 Apr 27;3:70. doi:
10.3389/fpubh.2015.00070. eCollection 2015. PubMed PMID:25964948; PubMed Central PMCID:
PMC4410484.
Rosenstock L, Silver GB, Helsing K. Confronting the public health workforce crisis: ASPH statement on the
public health workforce. Public Health Rep (2008) 123:395-8.
University at Albany
New Program Proposal
BS in Public Health
Appendix 1 Letters of Support:
Albany County Department of Health
Capital District Physician’s Health Plan
Ellis Hospital
HANYS
Hixny
MVP Health Care
New Y ork State Department of Health
New Y ork State Public Health A ssociation
University at Albany
New Program Proposal
BS in Public Health
Appendix 2 Curriculum map detailing educational objectives
Degree Competencies for BS Degree
ro Box % 2 3 Be 9
o 8 B Q or HUE oO
5 > agg /aS8 |SESa/,gb Soi y ses) zs | 488) g
OB SSS iH4as (OFas|SstseR| sree | ge a 8) g
7 8 2 NQry ge a ESS) M2 BT Bo) moo 8 ry |For s
se /S8ulzrgx/ESs | RSae/ESsy RS | reek les yzreyl &
So |/S5s/a85)/a58 mEgysageamssagge |e )255 a
CeB/4ES 4S a | rz23e use relagess | 2s jugs] &
Q <oR =e uw au aw otal a 6 YES 2c] a
oO fun un oO wn a wot wo
Undergraduate Public Health Program Foundational
Domains
The history and philosophy of public health as well as its X x X xX X
core values, concepts, and functions across the globe and
society
xX SPH
The basic concepts, methods, and tools of public health X x x 203,
data collection, use and analysis and why evidence-based 323
approaches are an essential part of public health practice 421
The concepts of population health, and the basic
processes, approaches and interventions that identify and X Xx Xx X SPH
address the major health related needs and concerns of 203
populations
Xx SPH
The underlying science of human health and disease, X X x 203,
including opportunities for promoting and protecting health 323
across the life course 421
xX SPH
The socioeconomic, behavioral, biological, environmental 202
and other factors that impact human health and contribute xX xX Xx Xx '
to health disparities 203,
421
The fundamental concepts and features of project SPH
implementation, including planning, assessment, and xX
evaluation 421
The fundamental characteristics and organizational SPH
structures of the US health system as well as the xX Xx xX 421
differences between systems in other countries
i Bok 6 2 = Sy z
g fs cB QBHor 226] on 223 os
c 1 oo , £9 Oesal/,ucies NEP’ zo Bel y
oa a§8ieau8 Oige a8sg es Note gs Ba 8 g
? > gr) Rae aESS) M2 e)Aaeo5 | 52 oz §
s2|/8Seylzrgv/zr85 |Asas/ESsyohS (rset less fzrey| 8
Ao }/ape/285/45 sog/ tava sg a88§ as |255| a
EEZ|%S3/4So | r2z38/4F ors /HEcS | C2 | 4s3s} fF
Q Log Ee. uw aug fu ofa a 6°U/Z8 sa| z
a Parr) yo a w a wt = W
Basic concepts of legal, ethical, economic and regulatory
dimensions of health care and public health policy and the x
roles, influences and responsibilities of the different
agencies and branches of government
Basic concepts of public health-specific communication, SPH
including technical and professional writing and the use of xX
mass media and electronic technology 323
g Degree F i Cc
X SPH
The ability to communicate public health information, in 203
both oral and written forms, through a variety of media xX xX xX ’
and to diverse audiences 343,
421
xX X SPH
203,
The ability to locate, use, evaluate and synthesize public Xx X x 343,
health information 397,
421,
499
Undergraduate Degree Cross-Cutting Concepts and
Experiences
Advocacy for protection and promotion of the public's xX
health at all levels of society
SPH
Community dynamics xX
421
i Bok 6 2 = Sy z
é a 2S 48 sien aes eB naz zs otf rf
3 ssilnus Ohgc/ SBS ER Gree? |g Bgl 8
93 > Sgr) roe SELS/R@ gt 7 S/3 505 |Te | SGzl s
ee |S8elEsel/ESs |RSae/ESSyAR rSseE| Ss | ze! ¥
Be lsge|F8S/HSe [fess Fosaers esse | as | Res) uw
Q REE is OG |G an) "See F2/% 520 | zB Sal x
a Fun “oO a wa a ot a v
X SPH
203,
Critical thinking and creativity xX xX 397,
421,
499
Cultural contexts in which public health professionals x x x
work
' j j SPH
Ethical decision making as related to self and society X Xx 203
SPH
, 203,
Independent work and a personal work ethic xX Xx 307
499
SPH
Networking x x 203
SPH
Organizational dynamics xX Xx 490
SPH
Professionalism xX Xx x
490
SPH
Research methods xX xX xX 397,
g Bo % g ry Sy 5}
8 > a or a 2 o
5S a ae 4 = 2 sega wee sg nezg zs of® g
o8 sssinus OfgseloagsFGl/¥rse | z Go| 8
? 8 > Rgr lage ,ESSTR™ GT S/F QoS | TH |SGrl 2
oS |8Sy /reu/zr8s NSGB/TEsH AS rESE|S SE |zryey 8
So |/aGe/285/25 Edo rt BvPamn Slr sSeElsas | 25]
S PES /“%ES|4So rese/oeog7 relaees | 22 | oss) 2
Q Log Ee. uw aug fu ofa a 6°U/Z8 sa| z
a Parr) yo a w a wt = W
SPH
Systems thinking xX 203,
490
SPH
203
Teamwork and leadership xX Xx Xx '
421,
490
University at Albany General Education
Competencies:
Advanced Writing
Demonstrate increasingly sophisticated writing SPH
according to the conventions of their academic xX Xx
discipline. 203
SPH
Be able to communicate clearly in writing, employing 397
fundamental rules of usage, style, and mechanics in xX xX xX Xx 421.
the context of their discipline ,
499
Be able to evaluate critically a variety of written texts, Xx SPH
including their own. 203
Demonstrate the ability to incorporate critical
feedback on their writing, coming to understand that x SPH
revision and rewriting are an integral part of the 203
writing process.
i Bok 6 2 = Sy z
G 8 B Q or ed 2 oO
5 assiage [Secelageg 22/9924] 22) 983) ¢
og > |882 R82 |CFes| Rage FB stse | ra) ees) Z
ss |/a8ylzrsu/zr8h |S eulzresu Ss/fSFae lag [xsl 8
So |/aGe/285/25 Edo rt BvPamn Slr sSeElsas | 25]
S PES /“%ES|4So rese/oeog7 relaees | 22 | oss) 2
Q Zo8 ae a au fu goal a 6 YES acl =
o Suu a ao wm a wot u
University at Albany General Education
Competencies:
Critical Thinking
Formulate complex questions, problems, and
hypotheses clearly and precisely, and apply familiar x x x x x
and new concepts in developing solutions and
conclusions.
SPH
203,
Gather and assess relevant information/data. xX X X X 343,
397,
421
Test hypotheses against relevant criteria and Xx x SPH
standards, accounting for the facts. 203
SPH
Develop well-reasoned arguments and communicate
them effectively to others. x x Xx 203,
343
Demonstrate habits of reflection upon their own and
others’ thinking—identifying, analyzing, and SPH
evaluating their own and others’ arguments; and xX Xx X 203
challenging conclusions with alternative explanations
or points of view.
i Bok 6 2 = Sy z
o 8 3 Q or ones] 2 oO
5 > age ag |8Gf2) o8ba PS|/yse8 22) 638 g
o8 83 a OfgseloagsFGl/¥rse | z go g
7 8 io NQry vee o co;m@gr. s/t oo 5 g ot} 8
S e8y reu/r8 aco res Qo eacEl!as | ru §
Be |SeSl/rss lees | RS g sl ass Ral rege se jz gs zs
a awe) wes|usa rese/aossgqre aeos 6/593] 4
Q <a8 =e “ au gu ooal a 6 YES a*| &
a) fun un oO a) a wot wo
University at Albany General Education
Competencies:
Oral Discourse
Communicate ideas effectively appropriate to a x SPH
specific context and according to a specific set of x xX Xx 203,
criteria. 343
ee pialence teh a ed SPH
performer/audience relationship in a given ora
exercise, and actively engage with x x x 343,
listeners/audience. 421
Respond to, and where appropriate, incorporate xX x xX
listener's comments and questions.
SPH
Evaluate, orally or in writing, an oral performance Xx xX Xx 343,
421
Regularly practice communication skills through SPH
questions, discussions, debates and/or presentations X xX xX Xx Xx 203
(both formal and informal).
i Bok 6 2 = Sy z
G 8 B a or ed 2 g
5 a ae 4 = 2 siea aes eB naz zs a 88 4
3 sosi/nus Oggs/SstsHeR| sree |g a8] ¢
O8 > Sgr) roe 4 beS/ Regt 2/3405 | te |For g
oS |Q8Sylreul/zrsG ASCH/TESoHAR/ TEBE SS | Tey 8
ao |/S5n/285)/a5R MEG 2eranS asset l/As | 2553] a
a fR)/ubs|u§a r2se/uSsaqre sees 2) Hn35
Q g oR ea w Jag Bul gada 6°O |Z§ Sal x
a Parr) yo a w a wt = W
University at Albany General Education
Competencies:
Information Literacy
Understand the information environment and x
information needs in the discipline in today’s society, SPH
including the organization of and access to x 203
information, and select the most appropriate ul
strategies, search tools, and resources for each 343
unique information need.
SPH
: oa: 203,
Demonstrate the ability to evaluate content, including
: x 323,
dynamic, online content if appropriate 343
421
Conduct ethical practices in the use of information, in
ways that demonstrate awareness of issues of x
intellectual property and personal privacy in changing xX
technology environments
Produce, share, and evaluate information in a variety x xX x
of participatory environments. x
Integrate learning and research strategies with SPH
lifelong learning processes and personal, academic,
and professional goals. Xx 203
University at Albany
New Program Proposal
BS in Public Health
Appendix 3
Education Report
October 13, 2017
_
was
a
JOBS@Q
Education Report for Public Health,
General
New York
DEFINITION OF PUBLIC HEALTH, . CIP 51.2201
AWARDS
OCCUPATION CROSSWALK.
OCCUPATION DETAILS. 6
EMPLOYMENT BY INDUSTRY. 7
GEOGRAPHIC DISTRIBUTION 9
DEMOGRAPHIC PROFILE 10
FAQ 11
be
Source: J .chmuraecon.com/jobseq mtd
Copyright © conomics & Analytics, All Rights Reserved .
Definition of Public Health, General, CIP 51.2201
A program that generally prepares individuals to plan, manage, and evaluate public health care services; to function
as public health professionals in public agencies, the private sector, and other settings; and to provide leadership in
the field of public health. Includes instruction in epidemiology, biostatistics, public health principles, preventive
medicine, health policy and regulations, health care services and related administrative functions, public health law
enforcement, health economics and budgeting, public communications, and professional standards and ethics.
Awards
The table below is a list of postsecondary awards in CIP 51.2201 that were granted by institutions located in New
York in the 2016 academic year.
Annual Awards, CIP 51.2201 - New York
Regions and Schools Certs & 2yr Awards 4yr Awards Post-Grad Awards
Adelphi University (188429) 10
Columbia University in the City of New York (190150) 374
CUNY Bronx Community College (190530) 31
CUNY Brooklyn College (190549) 31
CUNY Graduate School and University Center (190576) 2
CUNY Hunter College (190594) 84
CUNY Lehman College (190637) 4
Daemen College (190725) 4
Hofstra University (191649) 24
Icahn School of Medicine at Mount Sinai (193405) 37
Ithaca College (191968) 18
LIU Brooklyn (192439) 19
Monroe College (193308) 103 10
New York Institute of Technology (194091) 19
New York Medical College (193830) 7
New York University (193900) 64 86
St John's University-New York (195809) 6
Stony Brook University (196097) 25
SUNY at Albany (196060) 1.
SUNY Downstate Medical Center (196255) 32 61
Syracuse University (196413) 2 2
Touro College (196592) 6
University at Buffalo (196088) 32
University of Rochester (195030) 7 7
Source: J obsEQ ®, http://www.chmuraecon.com/jobseq
Copyright ©2017 Chmura Economics & Analytics, All Rights Reserved.
Annual Awards, CIP 51.2201 - New York
Certs & 2yr Awards | 4yr Awards Post-Grad Awards
Regions and Schools
Upstate Medical University (196307) 19
New York-All Schools (36) 50 239 1028
‘Awards data are per the National Center for Education Statistics (NCES) and] obsEQ for the 2016 academic ye
. Any programs shown he!
reflect only data reported
the NCES; reporting
required of all schools participating in any federal finance assistance program authorized by Title IV of the Higher Education Act of 1965, as amended—other training providers in the region that do
not report data to the NCES are not reflected in the above.
Source: J obsEQ ®, http://www.chmuraecon.com/jobseq
Copyright ©2017 Chmura Economics & Analytics, All Rights Reserved.
Occupation Crosswalk
The below table lists all occupations linked with the program, Public Health, General, CIP 51.2201. The educational
attainment mix data shown are based upon survey data for the years 2014-2015.
Occupations Related to Public Health, General, CIP 51.2201
Medical and Health
11-9111 Bachelor's degree | Less than S years None 9% 15% 12% 32% 32%
Services Managers
21-1091 | Health Educators Bachelor's degree None None 14% 22% 9% 32% 23%
Community Health High school diploma Short-term on-the-job
21-1094 None 14% 22% 9% 32% 23%
Workers or equivalent training
Health Specialties Doctoral or
25-1071 Less than 5 years None 0% 2% 2% 16% 79%
Teachers, Postsecondary | professional degree
Plan, direct, or coordinate medical and health services in hospitals, clinics, managed care organizations, public health agencies, or similar
organizations.
Provide and manage health education programs that help individuals, families, and their communities maximize and maintain healthy
lifestyles. Collect and analyze data to identify community needs prior to planning, i ing, monitoring, and ing programs
designed to encourage healthy lifestyles, policies, and environments. May serve as resource to assist individuals, other health professionals,
or the community, and may administer fiscal resources for health education programs. Excludes “Community Health Workers” (21-1094).
Assist individuals and communities to adopt healthy behaviors. Conduct outreach for medical personnel or health organizations to
implement programs in the community that promote, maintain, and improve individual and community health. May provide information on
available resources, provide social support and informal ing, advocate for individuals and ity health needs, and provide
services such as first aid and blood pressure screening. May collect data to help identify community health needs. Excludes “Health
Educators” (21-1091).
Teach courses in health specialties, in fields such as dentistry, laboratory technology, medicine, pharmacy, public health, therapy, and
veterinary medicine. Excludes "Nursing Instructors and Teachers, Postsecondary" (25-1072) and "Biological Science Teachers,
Postsecondary" (25-1042) who teach medical science.
Source: J obsEQ ®, http://www.chmuraecon.com/jobseq
Copyright ©2017 Chmura Economics & Analytics, All Rights Reserved.
Occupation Details
As of 2017Q2, total employment for occupations linked to Public Health, General in New York was 51,705. Over the
past three years, linked occupations added 3,253 jobs in the region and are expected to need in aggregate
approximately 2,141 newly trained workers per year over the next ten years.
Snapshot of Occupations Linked to Public Health, General in New York
201792
soc Title
Medical and Health Services
11-9111 26,110 | $135,600 | 1.16 501 2.0% 2.1% 3,581 7,131 4,509 1.6%
Managers
21-1091 | Health Educators 4,265 | $55,300 peel 40 1.0% 2.1% 7 840 510 1.1%
21-1094 | Community Health Workers 4,234 | $43,700 114 93 2.3% 2.7% 67 1,053 606 1.3%
Health Specialties Teachers,
25-1071 17,096 | $125,000 | 1.44 336 2.0% 2.2% 1,064 3,112 3,651 2.0%
Postsecondary
Total - Linked Occupations 51,705 | $118,000 | 1.23 969 1.9% 2.2% 4,789 12,136 | 9,275 17%
Total - All Occupations 9,848,498 | $58,000 1.00 nfa nfa 1.6% | 302,830 | 2,543,719 | 539,414 | 0.5%
Source: [obsEQ@
Data as of 2017Q2 unless noted otherwise
Note: Figures may not sum due to rounding,
1. Occupation wages are as of 2016 and should be taken as the average for all Covered Employment
Occupation Employment in New: York
pations Linked to Public Health, ¢ ral 65,000
wee TL 60,000
10 Yis from Now)
0,980
=e 3
os z
er 55,000 5
Cirent 50,000
51,705,
3 Vis Ago
48,452 45,000
2013Q3 2014Q3 2015Q3 2016Q2 2017Q3 2018Q3 2019Q3 2020Q3 2021Q3 2022Q3 2023Q3 2024Q3 2025Q3 2026Q3 202703
Historical - Forecast
are estimated via ix. Industry data are derived from the Quarterly Census of Employment and
wanes, provided by the Bureau of Labor Statistics and currently updated er 201604, imputed where necessary wih preliminary estimates updated © 201702. Wages by ccupaton are 35
ided by the BLS and impi necessary. uses i from the Bureau of Labor Statistics adapted for regional growth patterns.
Seaman unemployment figures are imputed by Chmura.
Source: J obsEQ ®, http://www.chmuraecon.com/jobseq
Copyright ©2017 Chmura Economics & Analytics, All Rights Reserved.
Employment by Industry
The following chart and table illustrate the industries in New York which most employ occupations linked to Public
Health, General. The single industry most employing these occupations in the region is Colleges, Universities, and
Professional Schools, NAICS 6113. This industry employs 15,197 workers in the linked occupations—employment
which is expected to increase by 3,255 jobs over the next ten years; furthermore, 2,830 additional new workers in
these linked occupations will be needed for this industry due to replacement demand, that is, to replace workers in
this occupation and industry that retire or move into a different occupation.
Top Industries in New York That Employ
tions Linked to Public Health, General
Colleges, Universities, and Professional Schools (NAICS 6113) faa
General Medical and Surgical Hospitals vaics 6221) [IEREH
Home Health Care Services (NAICS 6216) | 66x
Offices of Physicians (NAICS 6211) | 5.0%
Outpatient Care Centers (NAICS 6214) |a.04
Individual and Family Services (NAICS 6241) |a.ox
Nursing Care Facilities (Skilled Nursing Facilities) (NAICS 6231) 374
Junior Colleges (NAICS 6112) Bos
Residential Intellectual and Developmental Disability, Mental Health, and Substance Abuse | 7%
Facilities (NAICS 6232)
Management of Companies and Enterprises (NAICS 5511) I 5%
0.0% 5.0%
§ 15.0% 20.0% 25.0% 30.0%
are estimated via and the mix. Industry are derived from ensus of
Wages, provided by the Bureau of Labor Statistics and currently updated through 201604, imputed where necessary with preliminary estimates updated to 201702
Industry Distribution for Occupations Linked to Public Health, General in New York
Current
NAICS " 10-Year Rep! = 10-Year Growth 10-Year Total
Industry Title Occupation
Code Demand Demand Demand
Employment
6113 | Colleges, Universities, and Professional Schools 15,197 2,830 3,255 6,085
6221 | General Medical and Surgical Hospitals 11,694 2,802 187 2,989
6216 | Home Health Care Services 3,399 1,163 2,165 3,328
6211 | Offices of Physicians 2,912 786 586 1,372
6214 | Outpatient Care Centers 2,090 618 945 1,563,
6241 | Individual and Family Services (2,087 513 350 863
6231 | Nursing Care Facilities (Skilled Nursing Facilities) 1,918 495 159 655
6112 | Junior Colleges 1,352 244 252 497
6213 | Offices of Other Health Practitioners 717 233 393 626
Residential Intellectual and Developmental Disability, Mental Health, and
6232 864 238 229 467
Substance Abuse Facilities
5511 | Management of Companies and Enterprises 798 194 10 204
9211 | Executive, Legislative, and Other General Government Support 785 176 -10 165
Source: J obsEQ ®, http://www.chmuraecon.com/jobseq
Copyright ©2017 Chmura Economics & Analytics, All Rights Reserved.
Industry Distribution for Occupations Linked to Public Health, General in New York
Current
NAICS 10-Year Rep! | 10-Year Growth | 10-Year Total
Industry Title Occupation
Code Demand Demand Demand
Employment
6223 _| Specialty (except Psychiatric and Substance Abuse) Hospitals 519 142 125 267
9221 | Justice, Public Order, and Safety Activities 544 125 8 134
8132 | Grantmaking and Giving Services 502 107 32 139
5241 | Insurance Carriers 479 116 2 129
6219 | Other Ambulatory Health Care Services 338 99 141 240
8133 | Social Advocacy Organizations 397 89 20 109
Continuing Care Retirement Communities and Assisted Living Facilities for the
6233 283 88 126 214
Elderly
6215 | Medical and Diagnostic Laboratories 306 89 96 185
-All Others- 4,526 1,043 192 1,235
Source: JobsEQ@
Data as of 2017Q2 except wages which are as of 2016. Note that occupation-by-industry wages represent adjusted national data and may notbe consistent with regional, allindustry occupation
wages shown elsewhere in J obsEQ.
Note: Figures may not sum due to rounding,
re estimated via
data are derived from the Quarterly Census of Employment and
and the ix. Industry
Wages, provided by the Bureau of Labor Statstics and currently updated rough 201604, mputed wher necessary with preliminary estimates updated to 2017Q2. Forecast employment growth
Uses national projections from the Bureau of Labor Statistics adapted for regional growth patterns,
Source: J obsEQ ®, http://www.chmuraecon.com/jobseq
Copyright
52017 Chmura Economics & Analytics, All Rights Reserved.
Geographic Distribution
The map below illustrates the county-level distribution of employed workers in New York in occupations linked to
Public Health, General. Employment is shown by place of work.
New York, Occupation Concentration by Place of Work for Occupations Linked to Public
‘Health, General
)
Top Counties with Employment Linked to Public Health, General, 201702
Region Employment
New York County, New York 12,702
Kings County, New York 4,949
Nassau County, New York 3,704
Queens County, New York 3,509
Suffolk County, New York 2,930
Bronx County, New York 2,834
Monroe County, New York 2,793
Erie County, New York 2,495
Westchester County, New York 2,342
Albany County, New York 1,659
Source: obsEQ®
are estimated via
mix. data are derived from the Quarterly Census of Employment and
Wages, provided by the Bureau of Labor Statistics and currently updated through 201604, imputed where necessary with preliminary estimates updated to 201792.
Source: J obsEQ ®, http://www.chmuraecon.com/jobseq
Copyright ©2017 Chmura Economics & Analytics, All Rights Reserved.
lopsee
Demographic Profile
In 2016, the population in New York was 19,745,289.
Of individuals 25 to 64 in New York, 36.6% have a bachelor’s degree or higher which compares with 31.3% in the
nation. Per Census 2010 estimates, the region has about 269,018 students enrolled in grade 12.
Summary"
Percent Value
New York USA New York USA
Demographics
Population® = —| 19,745,289] 323,127,513
Population Annual Average Growth® 0.3% 0.8% 64,066 2,474,760
Median Age?* = = 38.0 37.2
Under 18 Years* 22.3% 24.0% 4,324,929, 74,181,467
18 to 24 Years* 10.2% 9.9% 1,983,517) 30,672,088
25 to 34 Years‘ 13.7% 13.3% 2,659,337, 41,063,948
35 to 44 Years‘ 13.5% 13.3% 2,610,017, 41,070,606
45 to 54 Years* 14.9% 14.6% 2,878,691, 45,006,716
55 to 64 Years! 11.9% 11.8% 2,303,668) 36,482,729
65 to 74 Years‘ 7.0% 7.0% 1,360,602) 21,713,429
Educational Attainment, Age 25-64
No High School Diploma 12.3% 11.8% 1,306,879) 19,736,243
High School Graduate 24.9% 26.4% 2,641,113) 43,982,863
Some College, No Degree 16.8% 21.7% 1,787,450) 36,187,232
Associate's Degree 9.4% 8.8% 998,201) 14,742,654
Bachelor's Degree 21.3% 19.9% 2,264,242) 33,245,950
Postgraduate Degree 15.2% 11.4% 1,617,475) 18,952,103
Social
Enrolled in Grade 12 (% of total population) 1.4% 1.4% 269,018 4,451,334
Disconnected Youth’ 3.1% 3.0% 32,468 518,859
Children in Single Parent Families (% of all children) 35.6% 34.8% 1,444,567, 24,408,909
Speak English Less Than Very Well (population 5 yrs and over) 13.5% 8.6% 2,491,216) 25,410,756
Source: [obsEQ®
1. ACS 2011-2015, unless noted otherwise
2. Median values for certain aggregate regions (such as MSAs) may be estimated as the weighted averages of the median values from the composing counties.
3. 2016; Current Population Survey, unionstats.com, and Chmura; county- and zip-level data are best estimates based upon industy-, MSA-, and state-level data
4. Census 2010
5. Disconnected Youth are 16-19 year olds who are (1) not in school, (2) nothigh school graduates, and (3) either unemployed or not in the labor force.
6. Census 2016, annual average growth rate since 2006
Source: J obsEQ ®, http://www.chmuraecon.com/jobseq
Copyright ©2017 Chmura Economics & Analytics, All Rights Reserved.
FAQ
Whatis CIP?
The 2010 Classification of Instructional Programs (CIP) is taxonomy of instructional program classifications and descriptions. It was developed and
has been updated by the U.S. Department of Education's National Center for Education Statistics (NCES).
Whatis SOC?
The Standard Occupational Classification system (SOC) is used to classify workers into occupational categories. All workers are classified into one of
over 840 occupations according to their occupational definition. To facilitate classification, occupations are combined to form 23 major groups, 97
minor groups, and 461 occupation groups. Each occupation group includes detailed occupations requiring similar job duties, skills, education, or
experience.
What is training concentration?
Training concentration analysis compares local postsecondary training output to the national norm. As an example consider registered nurses. If in
the nation, one RN award is granted for every twelve RNs employed, that 1:12 ratio is the national norm. if in your region your schools also grant one
RN award for every twelve RNs employed, then your region will be right at the national norm, or we say at 100% of the national norm which is termed
a 100% training concentration. If your region grants two RN awards for every twelve employed, your region would be at twice the national norm or
have a 200% training concentration. Similarly, if your region grants one RN award for every twenty-four employed, your region would be at half the
national norm or have a 50% training concentration. (Note that this analysis, relying on data provided by Title IV postsecondary schools, provides an
incomplete training picture for occupations receiving much of their training from other sources.)
What is the program-to-occupation crosswalk?
Training programs are classified according to the Classification of Instructional Programs (CIP codes). For relating training programs, this report uses
a modified version of the CIP to SOC crosswalk from the National Center for Education Statistics (NCES). While this is a very helpful crosswalk for
estimating occupation production from training program awards data, the crosswakk is neither perfect nor comprehensive. Indeed, itis hard to imagine
such a crosswalk being perfect since many training program graduates for one reason or another do not end up employed in occupations that are
most related to the training program from which they graduated. Therefore, the education program analyses should be considered in this light.
As an example of the many scenarios that may unfold, consider a journalism degree that crosswalks into three occupations: editors, writers, and
postsecondary communications teachers. Graduates with a journalism degree may get a job in one of these occupations—and that may be the most-
likely scenario—but a good number of these graduates may get a job in a different occupation altogether (the job may be somewhat related, such as
a reporter, or the job may be totally unrelated, such as a real estate agent). Furthermore, a graduate may stay in school or go back to school for a
degree that will lead to other occupation possibilities. Stil another possibility includes the graduate not entering the labor market (maybe being
unemployed, being a non-participant, or moving to another region).
What is replacement demand?
Replacement demand is the number of jobs required due to replacements—retirements and turnover resulting from workers moving from one
occupation into another. Note that replacement demand does not include all turnover—it does not include when workers stay in the same occupation
but switch employers. The replacement demand shown in this report may also be understated; thus, it can be taken to be a minimum measure of the
number of workers who will need to be trained for the occupation due to replacements. The total projected demand for an occupation is the sum of
the replacement demand and the growth demand (which is the increase or decrease of jobs in an occupation expected due to expansion or
contraction of the overall number of jobs in that occupation).
What is a location quotient?
A location quotient (LQ) is a of ion in to the nation. An LQ of 1.00 indicates a region has the same concentration
of an occupation (or industry) as the nation. An LQ of 2.00 would mean the region has twice the expected employment compared to the nation and an
LQ of 0.50 would mean the region has half the expected employment in comparison to the nation
What is NAICS?
The North American Industry Classification System (NAICS) is used to classify business establishments according to the type of economic activity.
The NAICS Code comprises six levels, from the “all industry” level to the 6-digit level. The first two digits define the top level category, known as the
“sector,” which is the level examined in this report
About This Report
This report and all data herein were produced by J obsEQ ®, a product of Chmura Economics & Analytics. The information contained herein was obtained from sources we believe to be reliable.
However, we cannot guarantee its accuracy and completeness.
Source: J obsEQ ®, http:/Awww.chmuraecon.com/jobseq
Copyright ©2017 Chmura Economics & Analytics, All Rights Reserved
University at Albany
New Program Proposal
BS in Public Health
Appendix 4
Catalog Descriptions for Existing Courses in the Public Health Major
Public Health BS Course Descriptions
ANT 119 The City and Human Health (3) Survey of the history of health and disease from the
earliest humans before the development of settlements to contemporary populations living in
industrialized cities. Emphasizes the role of culture and behavior in disease.
ANT 211 (formerly ANT 411) Human Population Biology (3) Biological variation in human
populations, with emphasis on genetics, adaptability, demography and related aspects of
population dynamics. Prerequisite(s): A ANT 110; orA BIO 110; orA BIO 120 recommended.
ANT 418/418Z Culture, Environment, and Health (3) Anthropological study of health and
disease patterns in human populations with emphasis on human-made influences on the health of
contemporary societies. The effects of societal and cultural factors on disease patterns, and the
assessment of health status through epidemiological and anthropological methods are explored.
Only one version of A ANT 418 may be taken for credit. Prerequisite(s): A ANT 119.
BIO 130 (formerly BIO 121) General Biology: Molecular and C ell Biology and Genetics (3)
Formerly A BIO 121. First course in a two semester sequence which offers a comprehensive
survey of the structures and functions common to all living systems at the molecular, cellular,
organismal, and population levels. This course emphasizes molecular and cell biology, and
genetics. May not be taken for credit by students who have credit forA BIO 111 orA BIO 121.
BMS 505 Biological Basis of Public Health (3) Introduction to field of biomedical sciences and
public health, including infectious and transmissible vectors, genetic disease and chronic
disorders. Explanation of laboratory based procedures for detection, monitoring, and treating
such diseases. Concepts of basic, relevant laboratory methods and data interpretation introduced.
Discussion of impacts of nanotechnology on biomedical sciences, medicine and public health.
Prerequisite: College level biology or biochemistry or genetics or molecular biology or
permission of instructor.
BMS 622 (EHS 630) Cancer Biology (3) This course will introduce second year students to the
complexity of cancer as a disease. It will focus on the basic molecular cell biology mechanisms
that underlie the origin and progression of cancer, the epidemiological aspects and the principles
of clinical management of the disease. Prerequisites: Basic undergraduate biology; Bms 500 and
Bms 500B or equivalents; or permission of instructor.
COM 340 Health Communication (3) Students explore the role of communication in the
delivery and receipt of health care, especially with respect to physician-patient encounters,
organizations in the health care system, and the design and execution of health care campaigns.
Prerequisite(s): A COM 265 or permission of instructor.
EHS 590 Introduction to Environmental Health (3) Basic concepts of the modes of
transmission of environmental stressors from source or reservoir to host and methods of reducing
their impact on human population; basic concepts, methods and premises of environmental risk
management. Prerequisite: College level biology course or permission of instructor.
EPI 501 Principles and Methods of Epidemiology I (3)Introduction to epidemiology for
students majoring in any aspect of public health; covers the principles and methods of
epidemiologic investigation including describing the patterns of illness in populations and
research designs for investigating the etiology of disease. Introduces quantitative measures to
determine risk, association and procedures for standardization of rates.
EPI 503 Principles of Public Health (3) This course introduces the students to the basic
principles of public health and their application to the development of activities that benefit the
health status of populations. The skills of epidemiology, biostatistics, health care planning and
policy development, health care administration, and community organization are applied to the
assessment of public health needs and the development of prevention and control initiatives.
Epi 514 (Hpm 514) Computer Programming for Data Management and A nalysis in Public
Health (3) The course covers a major statistical computer program (e.g. SAS) used for the
management, analysis and reporting of public health data. Topics include, how to access data
stored in a variety of formats; techniques for identifying errors and outlies in data sets;
combining data from multiple sources into a single data file; calculating statistical and
epidemiologic measures; and report writing.
HPM 486 (= PAD 486 & POS 486) International Health and Human Rights: an
Interdisciplinary Approach (3)
This course takes an interdisciplinary approach to health and human rights and the contemporary
challenges and solutions associated with them. The course will be taught with guest lectures
from experts in public health, philosophy, social welfare, law, gender studies, public
administration the United Nations, among others. Through lectures, discussion and case studies,
students will develop a broad theoretical understanding of health as a human right, become
familiar with legal and policy frameworks to support public health, and acquire skills in the
application of these concepts and the implementation and evaluation of solutions to our modem
health challenges. T PAD/T POS/T SPH 272 is the Honors College version of R PAD/R POS/H
HPM 486. Only one version may be taken for credit.
HPM 500 Health Care Organization, Delivery and Financing (3)This is an introductory
course intended to familiarize students with the organization, delivery and financing of the health
care system. The course covers historical, societal, political and economic forces influencing the
accessibility, cost and quality of personal and public health services. Descriptions of the current
structures within the system, as well as changes occuring (the advent of managed care) and their
effect are emphasized. Health care concepts and terminology, provider characteristics, methods
of financing, government regulations and private sector services will be discussed. The course is
designed to provide baseline understanding of the US health care system and its dynamics. But it
is also meant to begin training the student on how to apply this understanding to issues in health
policy and management.
Hpm 525 Social and Behavioral Aspects of Public Health (3)This course provides an
introduction to the role of social, cultural, psychological, and behavioral factors in determining
the health of populations. Students will: gain understanding of the significance of social, cultural,
psychological, and behavioral factors in relation to health status and well-being; learn to analyze
public health problems in terms of the social, psychological, cultural, economic, and
demographic factors that contribute to or protect from vulnerability to disease, disability, and
death; and improve their ability to apply social science theory, research, and principals to the
critical analysis of the appropriateness of public health interventions.
HPM 531 Childhood Obesity From a Public Health Perspective (3) This course will examine
the epidemic of obesity, particularly childhood obesity, and how various behavioral and
environmental factors place children at risk of becoming overweight. Sources of influence that
will be examined include: children’s nutrition and physical activity behaviors, the family
environment, the school environment, and community characteristics such as fast food
restaurants and access to safe walking and bicycling paths. In addition, this course will examine
ethnic and socioeconomic differences in the prevalence of obesity and its predictors among
children and adolescents. At its conclusion, this course will examine obesity prevention
programs and their effectiveness.
HPM 550/BUS681 Financial Management of Healthcare Institutions (3) This course covers
significant issues in the areas of working capital management, capital financing, cost analysis
and rate setting, budgeting, reimbursement, managed care contracting, and cost controls. The
course has been developed to maximize student opportunities for independent analysis,
development of PC-based problem solving applications, and in-class discussion and evaluation
of pertinent financial issues and problems. An emphasis is placed on uses of information
generated through accounting and financial management systems to control operations in health
care organizations. To promote such understanding, students receive problem oriented
assignments and examinations in which they can apply knowledge and reasoning techniques
gained from this and other courses to reach logical decisions that would effectively control
operations in the simulated exercises.
MAT 108 Elementary Statistics (3) Frequency distributions, measures of central tendency and
dispersion, probability and sampling, estimation, testing of hypotheses, linear regression, and
correlation. Only one of A MAT 108 and B ITM 220 may be taken for credit. Not open for credit
by students who have taken A MAT 308. Prerequisite(s): three years of high school mathematics.
PHI 338 Moral Problems in Medicine (3) An investigation of moral problems in medicine,
such as the health professional—patient relationship, medical paternalism, informed consent,
social justice and health policy, the treatment of severely defective newborns, and the
withholding of life-prolonging treatment. Prerequisite(s): junior or senior standing.
PHI 417 Bioethics (3) Critical study of one or more topics in bioethics. Possible topics include:
advance directives; assisted reproductive technologies; death; genetic engineering; screening and
testing; health care reform; informed consent; matemal-fetal conflicts; medical experimentation;
medical futility; organ transplantation; physician-assisted suicide; proxy consent; and the right to
refuse treatment. Prerequisite(s): A PHI 338 or permission of instructor.
PSY 329/329T Health Psychology (3) Survey of psychological theory and research in the
promotion and maintenance of health, the prevention and treatment of illness, and the
improvement of health care delivery. Topics include health-enhancing and health-compromising
behaviors, stress and coping, patient-provider communication, pain management, and
psychosocial aspects of specific illnesses such as cancer, heart disease, and AIDS. Only one
version of A PSY 329 may be taken for credit. Prerequisite(s): A PSY 101.
SOC 359/359W /359Y /359Z Medical Sociology (3) Comprehensive introduction to sociological
factors in disease etiology and illness behavior and to the sociology of the organization of
medical practice and the health professions. Only one version of A SOC 359 may be taken for
credit. Prerequisite(s): A SOC 115.
SPH 201 Introduction to Public Health (3) A general introduction to what public health is, its
importance for everybody’s health, and how it functions as a combination of science and politics.
The role of the public health system will be illustrated by describing issues confronting New
Y ork State and what is being done about them.
SPH 202 From Cholera to Cancer: History, Challenges, and Achievements in Public Health
(3) Public health crosses political, disciplinary, social, and economic borders. Within this
context, students will discuss key events in the history of public health and the philosophical
basis of studying the health of populations. Readings and outside assignments include popular
plays and books, as well as films and various self-teaching streaming videos.
SPH 203 Integrative Care in Personal and Public Health (3) This course examines the role of
yoga, meditation, and optimal nutrition in managing stress and maintaining a sense of health and
wellbeing. Students will guided in personally practicing these lifestyle interventions and
examining their emerging role in public health.
SPH 231 Concepts in Epidemiology (3) This course is designed to introduce students to the
science of epidemiology. Specific subjects will include causal thinking, the epidemiologic
framework, and study designs utilized in epidemiologic studies and the role of epidemiology in
public health. Prerequisite(s): A MAT 108.
SPH 321 Global Environmental Issues and Their Effect on Human Health (3) Globalization
has made the earth a much smaller place so that we can no longer focus merely on issues in the
United States. This course will address global environmental concerns and their impact on
human change, atmospheric pollution, sanitation, etc., within the context of their impacts on
populations throughout the world. Faculty and invited lecturers will be guest presenters.
Prerequisite(s): one semester of college-level course in biology or chemistry.
SPH 323 (= EHS 323) Environmental Laboratory Perspectives in Public Health (3)
The course will define current public health issues in environmental health sciences, highlighting
emerging concerns faced by researchers and practitioners. This course will explore
environmental agents of disease, including elemental, organic and biological current and
emerging contaminants from an environmental laboratory perspective. The course will define
characteristics of and describe toxicological and analytical considerations of disease derived
from environmental agents. Heavy emphasis will be placed on how laboratory techniques have
driven policy and regulation. Only one version may be taken for credit. Prerequisite(s): one year
of college-level biology.
SPH 332 (=EPI 332) Introduction to Biostatistics (3) This course will be a basic introduction
to statistics as used in the field of public health. Students will learn basic descriptive statistics,
measures of central tendency and dispersion, basic mules of probability spaces, binomial and
normal probability distributions, sampling distributions, estimation and hypothesis testing. In
addition, students will learn how to use a computer program to analyze data. Only one version
may be taken for credit. Prerequisite(s): A MAT 108.
H SPH 397 Independent Study in Public Health (1-3) Independent study or research on
selected topics in public health will be offered under the direction of a faculty member. The
student is responsible for locating an appropriate faculty member who is willing to direct the
research of independent study. An independent study or research assignment may be repeated for
credit, but no more than 6 credits may be earned. Prerequisite(s): permission of instructor and
undergraduate program director, and junior or senior standing. S/U graded.
SPH 342 How U.S. Health Care Works: Myths and Realities (3) This course will introduce
students to everyday realities of the U.S. health care system related to current issues like health
care quality, access to care, the uninsured, patient safety, health care inflation, prescription drugs,
physician-patient interaction, use of health care technology, and end-of-life care. The course is
intended to provide students with an understanding of the various actors, stakeholder
interactions, and functions of the U.S. health care system, through a case-based approach
interweaving real world events, practice experience, and research about those events.
SPH 343 Mass Media and Health Behavior (3) The course will focus on examining how
entertainment media, including the Internet, influences health behavior, including topics such as
tobacco use, obesity, and violence. The course will also look at the role that advertising has on
health, and discuss how the media can be used to educate people about healthy behavior.
SPH 381 (= HPM 381 & ECO 381) Economics of Health Care (3) Economics concepts are
used to explain the nature of demand and supply in the health care field. The behavior of
consumers and health care providers is examined from an economic perspective. A reas of market
failures and the rationale for government intervention are also described. Only one version may
be taken for credit. Prerequisite(s): A ECO 300 or permission of instructor.
SPH 397 Independent Study in Public Health (1-3) Independent study or research on selected
topics in public health will be offered under the direction of a faculty member. The student is
responsible for locating an appropriate faculty member who is willing to direct the research of
independent study. An independent study or research assignment may be repeated for credit, but
no more than 6 credits may be earned. Prerequisite(s): permission of instructor and
undergraduate program director, and junior or senior standing. S/U graded.
SPH 421 Preventing Disease, Disability, & Premature Death (3) This course discusses the
major health behaviors and demographic factors that lead to death, disease & disability
throughout the lifespan. It describes policies and programs that address those underlying causes
of ill health and provides a framework for developing strategies for promoting health and
wellness. Prerequisites: H SPH 201; H SPH 341 preferred.
SPH 490 Field Placement in Public Health (3) Supervised placement in a public health agency
or organization. Provides practical experiences to engage students in the application of public
health principles and practices to complement knowledge gained in the classroom.
Prerequisite(s): open only to public health seniors; at least 9 credits of public health major core
coursework, including H SPH 201 and H SPH 231, which must be completed prior to enrolling
in H SPH 490; G.P.A. of 3.00 or above; permission of instructor. S/U graded.
SPH 499 Research Placement in Public Health (1-3) Research Placement in Public Health will
provide a supervised research experience with a School of Public Health faculty member. The
goal of the placement is to provide an opportunity for students to integrate and apply the
knowledge leamed in the public health major courses while learning about public health
research. May be repeated for up to 6 credits. Prerequisites: seniors in the public health major
with an overall GPA of 3.00 or above; at least 9 credits of public health major coursework,
including H SPH 201, H SPH 231 and one other public health course must be completed prior to
enrolling; permission of instructor. S/U graded.
University at Albany
New Program Proposal
BS in Public Health
Appendix 5 Syllabi for new courses, revised courses or courses listed in catalog which were not
part of other program registrations
SPH 203 Integrative Care in Public Health
SPH/BMS 305 Biological Basis of Personal and Public Health
SPH 323 Environmental Lab Perspectives of Public Health
SPH 341Z Promoting Health People and Communities
SPH 397 Independent Study in Public Health
SPH 460 Evidence-Based Public Health
SPH 499 Research Placement in Public Health
PHI 338 Moral Problems in Medicine
PHI 417L Bioethics
SOC 359 Medical Sociology
HSPH203, Class 8372
Integrative Care in Personal and Public Health
Course Syllabus
Spring Semester 2018
MW 4:15 — 5:35; HU132
Instructor: Dr. Bruce F. McEwen PhD
Lecturer and former Associate Professor of Biomedical Sciences
School of Public Health
University at Albany, State University of New Y ork
Email: bmcewen@albany.edu; Phone 518 491 9432
Office hours: HU016, Monday 2:00 — 4:00. Other hours by appointment.
Course Description:
Integrative Care incorporates meditation, whole foods plant based diet, yoga and other lifestyle
adjustments for prevention and treatment of a number of systemic disorders. These same
elements are also effective for stress management and relief from the effects anxiety and
depression.
Integrative Care emerged in the late twentieth century as a strategy to address the change in the
leading causes of illness and mortality in the USA and other developed countries from infectious
diseases, such as tuberculosis, pneumonia and influenza, to systemic disorders such as
cardiovascular disease, cancer, stroke and diabetes. An increasing number of studies have
implicated high stress, poor diet, and sedentary lifestyle in the rise of systemic disorders.
Consequently, public health policy and health care providers are increasing looking towards a
model of integrated care that includes lifestyle intervention.
In this course students will learn about both the promise and challenge of lifestyle intervention in
public health and receive instruction in meditation, yoga, dietary choices, and strategies for stress
management and long-term health. Students will develop their own daily meditation and yoga
practice, and weekly aerobic exercise program, and set and follow dietary goals. Most of the
practices taught in this course are evidenced-based and most reading assignments contain ample
references to the primary studies in reputable peer-reviewed joumals.
Course objectives
In this course students will:
1. Establish and monitor a consistent daily meditation practice.
2. Develop a balance personal exercise program that includes a safe and effective yoga
practice.
3. Effectively use mindfulness meditation and yoga postures to manage stress and promote a
sense of well-being.
4. Be empowered to make healthy dietary choices and critically evaluate fad diets.
5. Be able to effectively advocate for lifestyle modification and preventative medicine to
have a significant role in personal and public health care.
These course objectives will be established through 5 leaning sequences (described below),
daily practice logs and yoga classes.
Prerequisites: None
Required Reading Sources:
e Full Catastrophe Living (FCL), Jon Kabat-Zinn
e Spectrum, Dean Omish
e Articles and handouts provided by the instructor
Recommended Reading:
e The China Study, T. Collin Campbell and T. Campbell
Grading:
This course will be taught using team-based learning (TBL). Students are responsible for doing
the assigned reading before they come to class. Student comprehension will be assessed through
quizzes taken individually then again as teams at the start of each leaming sequence.
(Percentages are approximate)
Daily Practice Logs 35%
Team-Based Learning Assignments 25%
Peer evaluation 5%
Written Assignments 25%
Participation in yoga classes 10%
Each of these course elements will be graded using a points system with a total of 200 points
possible in the course. Letter grades are assigned based on the percentage of 200 points the
student accumulates during the semester, according to University guidelines. For example, if
you get a total 182 points for the semester your percentage is 91% and your letter grade is A-.
Daily Practice Logs — 35% of your grade:
Daily practice logs record the amount of meditation and exercise you do each day. Daily practice
logs are due each week starting with the week beginning on Jan 28 ending through the week
beginning on April 29, including the week of spring break. This weekly report will consist of
short daily entries recording the amount of meditation and yoga practiced that day along with a
few sentences describing special insights and/or challenges the student experienced. The daily
log will also include a record of aerobic exercise and the experiences you have working with the
different attitudinal foundations of mindfulness.
Note that although the goal is to get students to actually try out meditation, yoga, aerobic
exercise, there is no practical way to monitor compliance. Even if compliance could be
monitored, health providers tell us that fear and coercion are poor motivators for lifestyle change.
Thus, while you need to meditate regularly to get the full benefit of this course, I can’t require it.
However, for full credit on the daily practice log you are required to record how long you
meditated each day and if you didn’t meditate, tell me why not. Y ou are also required to answer
any questions on the log concerning the attitudinal foundations of mindfulness and your overall
reflection of your progress. In general, if you provide all of the requested information you will
get full credit for the log.
There are a total of 14 daily practice logs during the semester and they are due at the end of the
day on the Sunday immediately following the week recorded in the log (logs end on Saturdays).
Team-based learning — 25% of your grade
There will be a Readiness Assessment Test (RAT) on the first day of each leaning sequence.
The RAT is a quiz covering the assigned reading for the beginning of the leaning sequence.
Y ou will first take the quiz individually. Y ou will then take the same quiz as team discussing
each answer among yourselves to get a broader perspective on the question. Y our grade on the
RAT will be equally weighted between your individual and team score.
Successive days will be 4S style team questions worth 15% of your grade. Some of these will be
multiple choice, others short answers. Y ou need to be present to receive the team points for the
day. Most dasses will have graded in-dass work— unexcused absences will lower your grade!
There is no final in this course.
Peer Evaluation — 5% of your grade
Part of your grade will be determined by your teammates assessment of how much you
contribute to the team effort on in class questions and problem solving. This is an assessment of
how well you carry your own weight without dominating conversations.
Written Assignments - 25% of your grade
There will be a written assignment at end of each leaning sequence consisting of short answer
questions. The written assignments are meant to promote deeper understanding and personal
reflection upon the material covered in the learning sequence. Written assignments are due at the
end of the day on the Sunday following conclusion of the learning sequence.
Attendance Policy
Class attendance is vital to this class because of the highly interactive and participatory nature of
most of the instruction. Since each class will consist of quizzes and other team-based learning
activities or yoga classes, students will lose points for unexcused absences.
Students will be exempt from class for medical reasons, athletic participation and certain other
personal emergencies. In general I need to be notified before the missed class. The University
Medical Absence policy can be found at:
https://www.albany.edu/health_center/medicalexcuse.shtml
In case of athletic participation, I need the standard letters that the university provides athletes to
give to their instructors. Exemption from a class means that the class neither counts for or against
you in calculating the percentages that determine you final grade.
Late Submissions
I strongly encourage you to keep up with your written submissions. As mentioned above, daily
practice logs and written assignment are due on Sundays at 11:59 PM. In practice, submission
anytime Sunday night will be accepted without late penalty. Submissions after 9:00 AM
Monday but before 9:00 AM Tuesday will lose 0.5 points. Submissions after 9:00 AM Tuesday
but before the following Sunday at 11:59 PM will lose 1.0 point
Submissions 1 to 2 weeks late lose 1.5 points
Written assignments more than 2 weeks late lose 2.0 points.
Daily practice logs will not be accepted beyond 2 weeks overdue.
Extensions on specific assignments will be granted for medical reasons, documented disability
concems and other exceptional circumstances. In rare incidences students may be granted
exemptions from assignments. It is your responsibility to contact me if exceptional
circumstances prevent you from completing an assignment on time.
Other Class Policies
Cell phones and other electronic devices must be turned off or in “Airplane Mode” during yoga
classes and in class meditations. Use of electronic devices during other class times will be
strictly limited to class discussions and note taking. Students using electronic devices
inappropriately, especially to the distraction of others, will be asked to tum the device off.
All yoga poses taught can be adapted to match the needs of each student based on their
flexibility, strength and range of motion. Students with special conditions are encourage to
contact the instructor at the beginning of the course so appropriate modification and
contraindications can be suggested. Students with special disabilities should also contact me by
the second week of class so appropriate modifications can be made.
Academic Dishonesty
The University and I take academic integrity very seriously. Plagiarism, cheating on exams,
submitting work of another student, etc. will not be tolerated. Students could be required to
resubmit the work will a lower grade and even receive a 0 for the assignment. Direct quotes
from published material must be clearly indicated and appropriately cited. Students are expected
to be familiar with U Albany’s “Standards of Academic Integrity” as detailed on the university
website: https://www.albany.edu/undergraduate_bulletin/requlations. html.
In general students are encouraged to put their thoughts into their own words and limit the use of
direct quotes in written assignments.
Learning Sequences:
1. Mindfulness meditation and breath centered yoga poses (2 weeks)
a. Breath awareness meditation
b. Foundational attitudes of mindfulness
c. Body scan and other fundamental meditations
d. Informal meditations and meditating through the day.
e. Assigned reading
i. “Full Catastrophe Living” by Jon Kabat-Zinn; Selected sections from
Chapters 1-2
ii. “Full Catastrophe Living” by Jon Kabat-Zinn; Selected sections from
Chapters 3-5,7.
2. Basic principles of healthy eating (2 % weeks)
a.
The spectrum of choices
b. Key attitudes of sustainable food choices
&
d. Assigned reading:
Basic principles of healthy eating
i. “The Spectrum” Dean Ornish chapters 1-3, 5
ii. USDA dietary guidelines
iii. Dr. T. Campbell’s principles of healthy eating
iv. Dash diet.
3. Balance physical exercise program (2 weeks)
eoeaomp
. Components of a balanced exercise program
. Fundamental yoga poses with safety and alignment cues
Basic skeletal and muscular anatomy for stabilizing the joints and the back
. Principles of safety in yoga and physical exercise
Assigned reading
i. “The Spectrum” Dean Ornish chapter 8
ii. Handouts from the instructor on yoga anatomy, and cues for alignment
and safety
4, Changing perspectives on nutrition and emotional health (3 ‘4 weeks)
a.
b.
mo Bo
Uncertainties in epidemiological studies
Critical evaluation of fad diets and nutritional recommendations
i. The protein myth
ii. Carbs and fats
iii. Supplements
Influence of financial interests on nutritional information
. Environmental impact of food choices
Major causes of mortality in industrialized communities
Paradigm shift: Reductionism vs. Integrative Whole.
i. Application to cardiac diseases and cancer
. Assigned reading:
i. Material from the instructor for statistical significance
ii. Instructor summary of material from Dr. T Colin Campbell and others.
iii. Full Catastrophe Living” Selections from Chapters 11 -13.
iv. Instructor Summary of “Radical Remission” by Kelly Turner
v. The Spectrum” Chap 13
5. Self-compassion and stress management (3 2 weeks)
a.
Social and medical factors affecting public health
i. Opioid crisis
ii. Stress related illnesses
. The role of love, relationships and community support in health
Self compassion vs. self-esteem
Managing the stress response through awareness.
Affirmations and mantra meditations.
Integrative stress management.
. Assigned reading:
i. “The Spectrum” Chap 6
ii. Newsweek article about Dean Ornish
iii. Ted talk by Kristin Neff
iv. “Full Catastrophe Living” Selections from Chapters 17-20
v. Other sources provided by the instructor.
amenor
Public Health Program Knowledge Domains and C ompetencies:
The Public Health Program and the University at Albany have both established
Knowledge Domains and Competencies that all graduating students need to
achieve. In HSPH203 we will address the following Knowledge Domains and
Competencies.
Public Health Foundational Domains (CEPH)
1. Identify basic concepts, methods, and tools of public health data collection, use and
analysis and why evidence-based approaches are an essential part of public health
practice
2. Gain an understanding of the concepts of population health, and the basic processes,
approaches and interventions that identify and address the major health related needs
and concerns of populations
3. Gain an understanding of the underlying science of human health and disease,
including opportunities for promoting and protecting health across the life course
4. Explain the socioeconomic, behavioral, biological, environmental and other factors
that impact human health and contribute to health disparities
Undergraduate Public Health Foundational C ompetencies (CEPH)
1. Demonstrate the ability to communicate public health information, in both oral and
written forms, through a variety of media and to diverse audiences
2. Demonstrate the ability to locate, use, evaluate and synthesize public health
information
Public Health Cross-C utting C oncepts and Experiences (CEPH)
1. Critical thinking and creativity
2. Ethical decision making as related to self and society
. Independent work and a personal work ethic
. Networking
. Systems thinking
. Teamwork and leadership
Oo ew
University at Albany General Education C ompetencies:
Advanced Writing
iia
Demonstrate increasingly sophisticated writing according to the conventions of their
academic discipline.
. Be able to evaluate critically a variety of written texts, including their own.
. Demonstrate the ability to incorporate critical feedback on their writing, coming to
understand that revision and rewriting are an integral part of the writing process.
Critical Thinking
1. Gather and assess relevant information/data.
Pwon
. Test hypotheses against relevant criteria and standards, accounting for the facts.
. Develop well-reasoned arguments and communicate them effectively to others.
. Demonstrate habits of reflection upon their own and others’ thinking—identifying,
analyzing, and evaluating their own and others’ arguments; and challenging
conclusions with alternative explanations or points of view.
Oral Discourse
1.
Communicate ideas effectively appropriate to a specific context and according to a
specific set of criteria.
. Regularly practice communication skills through questions, discussions, debates and/or
presentations (both formal and informal).
Information Literacy
1,
Understand the information environment and information needs in the discipline in
today’s society, including the organization of and access to information, and select the
most appropriate strategies, search tools, and resources for each unique information
need.
. Demonstrate the ability to evaluate content, including dynamic, online content if
appropriate.
. Integrate learning and research strategies with lifelong learning processes and personal,
academic, and professional goals.
BMS 305: BIOLOGICAL BASIS OF PERSONAL
AND PUBLIC HEALTH
Fall 2019
Contents: Course Information and Syllabus
Magdia De} esus, Ph.D., Course Director
J ason Herschkowitz, Ph.D., Course Director
Mon and Wed 9:00 am -10:20 am
UAlbany Main Campus
Room TBD
(3 Credits)
BMS 305- BIOLOGICAL BASIS OF PERSONAL AND PUBLIC HEALTH
Syllabus — Fall 2019
Meeting times: Tuesday & Thursday, 9:00am — 10:20am
Location: UAlbany Main Campus
Room: TBD
Course Directors:
Magdia De J esus, Ph.D.
Department of Biomedical Sciences
Wadsworth Center, David Axelrod Institute
(518) 486-4179
mdejesus2@ albany.edu
magdia.dejesus@ health.ny.gov
Jason Herschkowitz Ph.D.
1 Discovery Drive
Room 342E
Rensselaer, NY 12144-3456
(518)-591-7204
jherschkowitz@ albany.edu
Teaching Assistants: TBD
Office Hours: Students should contact instructor by email to arrange meetings.
Course Description:
This course is designed to provide students with a foundation of how biological processes,
infectious diseases, pathologies and immunological tools impact personal and public
health. This course is designed for students with minimal formal training in the biological
sciences. The primary emphasis of this course is to provide the necessary information to
students with diverse backgrounds such that they learn both the breadth and depth of how
biological processes are important in the health sciences and public health.
Prerequisite: One semester of college level biology is required.
This course covers a broad range of topics. Students are highly encouraged to reach out
to the faculty if class material is unclear. Students should do this early in the semester in
order to keep up with the material. Below is the contact information of the instructor.
Instructor Contact Information:
Faculty Memb Institution Email address
Dr. Magdia De J esus UAlbany/W adsworthC enter mdejesus2@ albany.edu
Dr. J ason Herschkowitz Cancer Research Center jherschkowitz@ albany.edu
Office Hours:
By appointment, location to be determined.
Course Web Site
Lecture and reading material will be made available via Blackboard and the MyUAlbany
web site (http://www.albany.edu/myualbany/). Access requires a current UAlbany netID.
Learning objectives:
e You will be able to communicate basic biological terminologies that are relevant to
the health sciences and public health.
e You will learn about the emergence of infectious diseases and their threats to
personal and human health.
e You will learn the basic biology of major viral diseases.
e You will begin to understand the importance of immunology as a tool in health
sciences and public health.
e You will learn about endemic diseases in NYS and worldwide.
e You will learn about the ethical issues of working with stem cells and the
importance of the cell cycle.
e You will learn about the role of genetics and infectious diseases in cancer.
e You will be able to describe existing and proposed programs in newborn, genetic
screening and cancer screening, and discuss pros and cons of each program,
including medical, economic, ethical, social and political factors.
e You will be able to communicate about personalized medicine and its implications.
e You will learn where to acquire accurate and practical biological information that
impacts health sciences and public health issues.
Public Health Program K ledge D ins and Competencies:
The Public Health Program and the University at Albany have both established
Knowledge Domains and Competencies that all graduating students need to achieve prior
to graduation. In BMS 305 we will address the following Knowledge Domains and
Competencies
e The underlying science of human health and disease, including opportunities for
promoting and protecting health across the life course.
e The history and philosophy of public health as well as its core values, concepts,
and functions across the globe and society.
e Demonstrate the ability to locate, use, evaluate and synthesize public health
information.
e Demonstrate the ability to communicate public health information, in both oral and
written forms, through a variety of media and to diverse audiences.
Grading: NOTE: THE GRADES IN THIS COURSE ARE NOT CURVED.
Exam 1 Exam 2 Exam 3 Exam 4 Assignment
20% 20% 20% 20% 20%
Lectures 1-4 Lectures 5-8 Lectures 9-15 Lectures 16-21 Due:
Grading Scale:
A =93-100 A-=90-92
B+=87-89 B =83-88 B- =80-82
C+=77-79 C =73-78 C-=70-72
D+=67-69 D=63-68 D-=60-62
E =0-59
Note 1: The “earned” grade of “E” is treated mathematically as a “30”.
Note 2: Plagiarism without proper citation from any and all sources will result in a grade
of “E” for the course. Consult the Student Bulletins or the course Instructors if you have
any questions.
Attendance: There will be a sign in sheet at every lecture, please make sure to sign it.
Three or more unexcused absence from a class will result in loss of three or more points
on your final grade. Ifa student misses class for an extenuating circumstance (e.g. medical
emergency) please let the instructor/course directors know as soon as possible. Non-
emergencies will be handled on a case-by-case basis.
R ble Acc dations: Reasonable accommodations will be provided for
students with documented physical, sensory, systemic, cognitive, learning and psychiatric
disabilities. If you believe you have a disability requiring accommodation in this class,
please notify the Director of the Disability Resource Center (Campus Center 137, 442-
5490) at the beginning of the ter. That office will provide the course instructor
with verification of your disability, and will recommend appropriate accommodations. See
http://www.albany.edu/disability/ for more information.
Student Concerns: Students are encouraged to discuss any concerns they have about
grading and other academic issues with the instructors. The first step you should take in the
appeals process is to discuss the concern with the instructor directly involved. Grade
appeals must be initiated within two weeks of the graded assignment. If the concern is not
resolved satisfactorily with the instructor, the student should consult the course director(s).
If the concern is still not resolved, the course director(s) may request a meeting with the
faculty mentor. Any decision made by the faculty mentor is final.
Academic integrity: Every student has the responsibility to become familiar with the
standards of academic integrity at the University. The University’s Standards of Academic
Integrity as defined in the Undergraduate Bulletin can be found at:
http://www.albany.edu/undergraduate_bulletin/regulations.html.
All standards of academic integrity will be strictly enforced and cheating will not be
tolerated. Any student cheating on an assignment, plagiarizing assignments, or
committing other violations of the code will fail the course and be reported to the Dean of
Undergraduate Studies for disciplinary action.
Unless specifically stated, students are to work alone on all graded assignments. All but
casual conversation about a particular assignment is considered working together and is a
violation of the Academic Integrity P olicy.
Assignment 1: Brochure and Public Service Announcement to Reinforce the
NEED for Vaccination
Due:
This assignment will be worth 20% of your final grade.
Learning Outcomes:
Students will learn how to communicate the need for vaccination by (1) developing a
written brochure and (2) a 30 second public service announcement video.
Assignment instructions:
Pretend that you have just been hired by a non-profit organization (Vaccination Works)
whose goal is to increase vaccination rates in the capital region. You have been asked
by your boss to develop a brochure and public service announcement to increase
vaccination rates in a certain target population.
(1) Choose your audience and a specific vaccine (choose one)
(a) First time moms at pediatrician’s office who are considering vaccinating their
children against Hepatitis B, Polio, Diphtheria, Pertussis, Measles or Mumps
(choose one disease for this scenario). Why is it important that they vaccinate
their children according to the recommended schedule?
(b) Health care workers for yearly flu vaccination. Why is it important that they
receive the influenza vaccination every year?
(c) Parents of teenagers for vaccinations targeting human papillomavirus (HPV)
Why is it important that they vaccinate their teen-aged children?
(2) Write a 400-500 word brochure targeted to your chosen audience on why
individuals should be vaccinated. Consider all the pros and cons before you
write it. The brochure can be a fact sheet, bi-fold or tri-fold document.
(3) Develop a 30 second public service announcement video to convey the
importance of your chosen topic. You can be as creative as you would like! You
can use a cell phone video camera or a video camera, invite your friends and
family to participate, use background music, whatever you would like to convey
the message. You can even show your brochure in the video telling the audience
if they want more information they can call and obtain a free brochure.
Turning in the assignment:
Videos and Brochure should be uploaded unto blackboard inside an individual folder with your
name on it. More details about this to follow.
Grading:
The maximum grade that you can obtain for this assignment is 100 points. This grade will then
count towards 20% of your final grade.
Written brochure (total: 50 points)
- Contains accurate information (10 points)
- Information is compelling and targeted to appropriate audience (10 points)
- Writing is concise (400-500 words) and well-structured for easy comprehension (10 points)
- Correct spelling and grammar are used throughout (10 points)
- Brochure is visually appealing (10 points)
Public service announcement video (total: 50 points)
- Captivating within the first 10-15 seconds. Does the video have a hook? (10 points)
- Contains accurate information (15 points)
- Does the message in the video make the viewer want to get vaccinated (10 points)
- The video is creative and unique (10 points)
- Is the video well made, can you hear and see the message clearly (5 points)
For some ideas: Brochure:
http://ctb.ku.edu/en/table-of-contents/participation/promoting-interest/brochures/main
Video:
http://ctb.ku.edu/en/table-of-contents/participation/promoting-interest/public-service-
announcements/main
Look at YouTube there are some good examples however if you plagiarize the brochure or copy off
a video on You Tube we will know
Schedule:
Lec DATE | DAY MODULE TOPIC (Instructors)
#
1 8/27 M Bi lecule: Course Organization and Introduction to Personal and Public Health
2 8/29 Ww Cells and Biomolecules, Prokaryotes vs Eukaryotes, DNA and RNA
9/3 M NO CLASS LABOR DAY
3 9/5 Ww Biomolecules: Proteins
9/10 M NO CLASS ROSH HASHANAH
4 9/12 Ww Mendelian Genetics
9/17 M Infectious EXAM1 EXAM 1 (Lectures 1-4)
9/19 W Diseases NO CLASS YOM KIPPUR
5 9/24 M Bacteria: The problem antibiotic resistance
6 9/26 WwW Viruses: Structure, Entry and Lifecycles Influenza, Zika and AIDS
7 10/1 M Endemic Diseases in NYS-Tickborne
8 10/3 Ww Eukaryotes: Fungi the underestimated pathogen
10/8 M EXAM 2 EXAM 2 (Lectures 5-8)
9 10/10 | W Immunological | immunological tools for Public Heath
To [10715 [Mm _| Tools Vaccines
11 10/17_ |W Asthma
12 10/22 |M Cardiovascular Diseases
13 10/24 |W Chronic Obesity
14 10/29 |M Di Diabetes
15 10/31 |W Autoimmunity
11/5 M EXAM 3 EXAM 3 (Lectures 9-15)
16 11/7 Ww Cancer: The Cell Cycle
17 11/12 [| M Cancer and Tobacco ASSIGNMENT DUE
18 11/14 |W Cancer: HPV
19 11/19 | M Per lized Personalized Medicine Human Sequencing
11/21 |W Medicine THANKSGIVING BREAK
20 11/26 |M The Human Microbiome
21 11/28 |W Stem Cells
22 12/3 M A ASSIGNMENT 1 Class Grading Groups
23 12/5 [|W Grading ASSIGNMENT 1 Class Grading Groups
12/10 | M EXAM 4 EXAM 4 (Lectures 16-21)
University at Albany
School of Public Health
HSPH 341 Z (class number TBD): Upper-Level Writing Intensive
Promoting Healthy People and Communities
Tuesdays and Thursdays: 8:45am — 10:55am;
Office Hours Location: HU BO16
INSTRUCTOR: Janine M Jurkowski, MPH, PhD
School of Public Health
402-0420
jjurkowski@albany.edu
OFFICE HOURS: — Tuesday and Thursday from 8:15-8:45 and 10:05-10:35am or by appointment
COURSE PREREQUISITES: None
Course Overview:
This course focuses on how health promotion strategies influence healthy behaviors, healthy people, and
healthy communities. Current public health issues will guide us in examining key health promotion
concepts, health concerns at different ages, and the multilevel causes of different health behaviors. Health
inequalities will be weaved into most topics.
To meet requirements for a BS in Public Health, all students must have the opportunity to:
integrate, synthesize and apply knowledge through cumulative and experiential activities, and
must complete a cumulative, integrative and scholarly or applied experience or inquiry project
that serves as a capstone to the education experience. In addition, students should have exposure
to local level public health professionals engaged in the practice of public health.
HSPH 341z and HSPH 460 fulfill this capstone requirement. As the first course in the two-
course capstone sequence, HSPH 341z, provides students with the opportunity to integrate their
public health coursework by synthesizing the literature and writing an evidence-based final
research paper. As the second course in the capstone sequence, HSPH 460 will focus on how to
apply the knowledge gained in 341z to in public health practice.
Learning Objectives:
1.) To understand the basic concepts, methods and tools of public health data collection,
application and analysis and why evidence based approaches are an essential part of public
health practice
2.) To understand how to evaluate information data for public health decision making
3:
To understand and discuss the impact of study design, outcome and exposure measurement
and data collection on interpretation of results.
4.) To understand how to develop a research question
5.) To be able to describe and defend the choice of research tools (e.g. study design, outcome and
exposure assessment and statistical methods) for a particular research proposal.
6.) To be able to describe public health indicators.
7.) To be able to evaluate and write a literature review as justification for a proposed evaluation.
8.) Develop an improved understanding of how to conceptualize cause-and-effect relationships
in designing public health interventions.
9.) To understand the impact of data implications on one’s environment (zip code), socio-
economic (race, culture, education etc. on community health).
Public Health Program Knowledge Domains and Competencies:
The Public Health Program and the University at Albany have both established Knowledge
Domains and Competencies that all graduating students need to achieve. In HSPH341z we will
address the following Knowledge Domains and Competencies.
e Explain the socioeconomic, behavioral, biological, environmental and other factors that impact
human health and contribute to health disparities
e Identify basic concepts of public health-specific communication, including technical and
professional writing and the use of mass media and electronic technology
e Demonstrate the ability to locate, use, evaluate and synthesize public health information
e¢ Community dynamics
e Cultural contexts in which public health professionals work
e Critical thinking and creativity
e Demonstrate the ability to evaluate content, including dynamic, online content if appropriate
e Develop well-reasoned arguments and communicate them effectively to others.
e Demonstrate habits of reflection upon their own and others’ thinking—identifying, analyzing,
and evaluating their own and others’ arguments; and challenging conclusions with alternative
explanations or points of view.
e Demonstrate increasingly sophisticated writing according to the conventions of their academic
discipline.
e Beable to communicate clearly in writing, employing fundamental rules of usage, style, and
mechanics in the context of their discipline.
e Beable to evaluate critically a variety of written texts, including their own.
e Demonstrate the ability to incorporate critical feedback on their writing, coming to understand
that revision and rewriting are an integral part of the writing process.
e Develop well-reasoned arguments and communicate them effectively to others.
e Communicate ideas effectively appropriate to a specific context and according to a specific set
of criteria.
Required Readings
Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams. The craft of research. University of
Chicago press, 2003.
McKenzie, James F., and Robert R. Pinger. An introduction to community and public health. Jones &
Bartlett Publishers, 2014.
There will be articles required for class reading for different class session. A!l articles will be provided
on Blackboard. Information from these articles will be necessary for class participation and assignments.
Import ant Resource but will not have assigned readings:
Strunk, W., & White, E. B. (1979). The elements of style (3" ed.). New Y ork: Allyn and Bacon.
Evaluation
This course combines lectures, assignments, in-class group exercises, and written assignments for
evaluation. It is essential that the readings and exercises are completed on time so that each student is
fully engaged in the class discussions. The course attempts to take each student through the process of 1)
identifying and defining a public health problem 2) identifying and defining the population at-risk 3)
creating a purpose statement and research question, 4) researching the issue through an extensive
literature review 5) presenting a critical discussion justifying recommended public health strategies and 4)
completing a final paper
Please thoroughly acquaint yourself with the terms of this syllabus. Y ou are responsible for the total
of its content.
COURSE MATERIALS and REQUIREMENTS:
Research Articles and other readings will be posted to the Blackboard class website.
Lectures:
The course will consist of two one-hour and twenty minute lectures per week. In class, we will apply the
concepts covered in the reading assignment due that day; therefore, completing the reading on time is
essential for success in the course.
Assignments
There will be 6 class assignments during the semester and a quiz on the readings. Assignments will
consist of 3 short assignments, 2 drafts and one final draft of your paper. This course is designed to help
the student in developing their final paper. Y our assignment should be typed. A plagiarized assignment
will be assigned a zero. We will discuss appropriate source material and the assignments in greater detail
in class, Late assignments will not be accepted.
Final Paper:
Students will produce a compressive paper that had been submitted and critiqued in developmental stages
throughout the semester.
The final paper shall consist of three sections, described below.
3
Section 1. Literature Review summarizing known risk factors/contributors for your assigned Public
Health Indicator
This section must not be limited to a simple listing of study results. Rather, the student is expected to
summarize the methodologies and results of the studies (study design, exposure assessment, outcome
definition and selection etc.) and thoroughly discuss the strengths and limitations of the methodological
approaches and implications of bias as a result of the chosen methods. Creating a table with columns for
study design, outcome definition, exposure, results and statistical methods will help you in framing your
discussion. An example will be presented and discussed in class.
Section 2. Description of Public Health Indictor for an assigned community
Each student will be assigned a public health indicator (e.g. infant mortality) and will be responsible for
describing its distribution and impact on a designated community.
Section 3. Discuss what you think should be the next step in addressing the public health issue and why
you think the next proposed step is appropriate.
At every stage of the writing process it is understood that the paper is a work in progress. Instructors are
willing to read and provide feedback on rough drafts throughout the semester. Students are encouraged to
share drafts with fellow students and instructors for comments and feedback.
Papers should be formatted with 1 inch margins, 11 point font and 1.5 spacing. Additional direction will
be provided in class.
Oral Presentation
Each student will be assigned to a group defined by their public health indicator. Each group will prepare
a 20 minute presentation describing their public health indicator, their summary of the literature and
proposed next steps. Each lecture will be followed by a 5 minute question and answer period. The
presentation will be graded by the Professor and each member of the group on comprehension,
organization, design and use of overheads or other visual aids, clarity, timeliness and response to
questions.
Grading:
The written assignments and drafts will contribute a total of 30%, final paper 50%, group presentation
20%.
Total score for the class:
95-100
90-94
87-89
84-86
80-83
77-79
74-76
70-73
67-69
64-66
60-63
<60
+
MOUVMQNNFVWOWSS
: y* rian) i
Dr. Jurkowski reserves the right to move the grading cut-points, however the cutpoints will not be
changed to a lower letter grade (e.g. a 90 will not result in a grade below A-).
Web-site:
Lecture notes, assignments, and other course materials will be posted on the Blackboard Leaming System
course web-site. Students registered for the class can access the course material by logging on through
the MyUalbany link to Blackboard Learning System. Notes and readings will be posted as Adobe
Acrobat files (i.e., with .pdf extensions). Workshop assignments will be distributed as Word (.doc) files
so that you can use the files as a template for typing your assignments.
Academic Integrity Students are expected to abide by the University at Albany’s Code of Academic
Integrity. Collaboration is encouraged in many instances; however, work submitted for academic credit
must be the student’s own work. Academic dishonesty (refer to
http://www.albany.edu/undergraduate_bulletin/regulations.html ), may result in a failing grade for the
course and the student(s) may be subject to sanctions by the University.
Talking, discussions and the use of any electronic device are not permitted during exams or quizzes. It
will be assumed that students who are talking are cheating and will be given a failing grade for the exam
or quiz, which may lead to failure of the course and additional disciplinary action by the University.
Plagiarism:
As stated on the Undergraduate Academic Regulations website
(http://www.albany.edu/undergraduate_bulletin/regulations.html) plagiarism is defined as:
“Plagiarism: Presenting as one's own work the work of another person (for example, the words, ideas,
information, data, evidence, organizing principles, or style of presentation of someone else). Some
examples of plagiarism include copying, paraphrasing, or summarizing without acknowledgment,
submission of another student's work as one's own, the purchase/use of prepared research or completed
papers or projects, and the unacknowledged use of research sources gathered by someone else. Failure to
indicate accurately the extent and precise nature of one's reliance on other sources is also a form of
plagiarism. Students are responsible for understanding legitimate use of sources, the appropriate ways of
acknowledging academic, scholarly, or creative indebtedness.
Examples of plagiarism include: failure to acknowledge the source(s) of even a few phrases, sentences, or
paragraphs; failure to acknowledge a quotation or paraphrase of paragraph-length sections of a paper;
failure to acknowledge the source(s) of a major idea or the source(s) for an ordering principle; failure to
acknowledge the source (quoted, paraphrased, or summarized) of major sections or passages in the
paper or project or website; the unacknowledged use of several major ideas or extensive reliance on
another person's data, evidence, or critical method; submitting as one's own work, work borrowed,
stolen, or purchased from someone else.”
Students are strongly advised to avoid placing themselves in situations where academic integrity may be
compromised. Please refer to the University’s website regarding Undergraduate Academic Regulations
(http://www.albany.edu/undergraduate_bulletin/regulations.html).
Accommodations:
Reasonable accommodations will be provided for students with documented physical, sensory, systemic,
medical, cognitive, leaning and mental health (psychiatric) disabilities. If you believe you have a
disability requiring accommodation in this class, please notify the Disability Resource Center (518- 442-
5490; drc@ albany.edu). Upon verification and after the registration process is complete, the DRC will
provide you with a letter that informs the course instructor that you are a student with a disability
registered with the DRC and list the recommended reasonable accommodations.
This statement appears on our University website as part of our Statement of Reasonable Accommodation
Policy In Response to the A mericans with Disabilities Act that can be found at the following link:
https://portal.itsli.albany.edu/documents/14702/27405/ep-hp-RA P-UpdatedSummer2016.pdf
CLASS | DATE TOPIC READINGS ASSIGNMENTS
DUE
Class 1 | January Introduction — The Craft of Research, Prologue pp 3-
23 Overview and 6, Chapter 1 pp 9-15
Discussion of the use
of Research Introduction to Community and Public
Health Chapter 1, pp2-9
Group assignments
Class 2 | January Organizations that Introduction to Community and Public
25 Help Shape Health Chapter 2
Community and
Public Health The Craft of Research, Chapter 2
Connecting with Y our
Audience: In Class
exercise
Class 3 | January Community Chapter 5 pp117-133
30 Organizing/Building | Minkler, Meredith, and Nina
and Health Wallerstein. "Improving health
Promotion through community
Programming organization." Community organizing
and community building for
health (2005): Chapter 13, pp26-51.
Class4 | February | Asking The Craft of Research, Part II:29-63
1 Questions/Finding
Answers
Developing your
research question
Class 5 | February6 | School asa Introduction to Community and Public [Assignment 1: Topic, Research
Component of Health, Chapter 6, pp138-155 (Question, Potential Practical
Community Health Significance Due
In Class Activity
Class6 | February | Synthesizing health The Craft of Research, Part II, Chapter
8 literature 4
In Class Assignment
Summarizing two
community health
articles
Class 7 | February | From Problems to The Craft of Research, Part II, Chapter
13 Sources 5
Literature searches
and Citations
Guest Speaker Sue
Kaczor
Class 8 | February | Community Health | Introduction to Community and Public
15 and the Environment | Health Chapter 14
Guest Speaker
Class9 | February | Making and Writing | The Craft of Research, Part III, \A ssignment 2: Literature Review
20 an Argument Chapter 7,8 ‘able
Class February | Writing Day Developing an outline
10 22 In-class exercise
Class February | Injuries asa Introduction to Community and Public [Assignment 3: Outline due
11 27 Community Health | Health Chapter 15
Problem
Class March 1 Race/Ethnic Introduction to Community and Public
12 Communities Health Chapter 10
Jacobs-Wingo, Jasmine L., David K.
Espey, Amy V. Groom, Leslie E.
Phillips, Donald S. Haverkamp, and L.
Sandte. "Causes and disparities in
death rates among urban A merican
Indian and Alaska Native populations,
1999-2009." American journal of
public health 106, no. 5 (2016): 906-
Class March6 | Planning your paper | The Craft of Research, Part II, Chapter
13 12
Bring outline and literature table to
class
Class March 8 | Writing Day and The Craft of Research, Chapter 16
14 Feedback
Bring outline, literature table and draft
of paper to class
March 13- | Spring Break
17
Class March 20 | Community wealth McKee, Martin, and David Stuckler. [Assignment 4: Draft 1 due
15 and Poverty “Health and Wealth in the United
States and England—Two Very
8
Different Countries With Similar
Findings." JAMA internal
medicine 177, no. 12 (2017): 1753-
1754.
Class
16
March 22
In class exercise
Bring introduction and research
question to class
Class
17
March 27
Community Mental
Health
Introduction to Community and Public
Health Chapter 11
Class
18
March 29
Workplace Health
Introduction to Community and Public
Health Chapter 16
Class
19
April 3
Writing Day and
Feedback
The Craft of Research, Part II, Chapter
17, read 17.1-17.4
Bring Draft 1 to class
Class
20
April 5
Discrimination in
community health
Williams, David R., Naomi Priest, and
Norman B. Anderson. "Understanding
associations among race,
socioeconomic status, and health:
Patterns and prospects." Health
Psychology 35, no. 4 (2016): 407.
Krieger, Nancy. "Discrimination and
health inequities." International
Journal of Health Services 44, no. 4
(2014): 643-710.
Class
21
April 10
Social Capital in
Communities
Aldrich, Daniel P., and Michelle A.
Meyer. "Social capital and community
resilience." American Behavioral
Scientist 59, no. 2 (2015): 254-269.
Waverijn, Geeke, Monique Heijmans,
Peter Spreeuwenberg, and Peter P.
Groenewegen. "Associations between
neighborhood social capital, health
literacy, and self-rated health among
people with chronic illness." Journal
of health communication 21, no. sup2
(2016): 36-44.
\Assignment 5: Draft 2 due
Class
22
April 12
Empowering
Communities
Cashman, Suzanne B., Sarah Adeky,
Alex J. Allen III, Jason Corbum,
Barbara A. Israel, Jaime Montatio,
9
Alvin Rafelito et al. "The power and
the promise: working with
communities to analyze data, interpret
findings, and get to
outcomes." American journal of public
health 98, no. 8 (2008): 1407-1417
THOMPSON, Beti, Y amile Molina,
Kasisomayajula Viswanath, Richard
Warnecke, and Michael L. Prelip.
"Strategies to empower communities
to reduce health disparities." Health
Affairs 35, no. 8 (2016): 1424-1428
Class April17 | Quiz Quiz on readings up until April 12th
23
Class April19 | Writing Day and
24 Feedback
Class April 24 | Adolescents and Introduction to Community and Public
25 Young Adults Health Chapter 8, pp 204-219
In class activity Need extra reading
Class April26 | Maternal and Child | Introduction to Community and Public
26 Health Health Chapter 7
Guest Speaker Additional reading by speaker
Class May 1 Gun Violence asa Jashinsky, Jared Michael, Brianna
27 Public Health Issue Magnusson, Carl Hanson, and Michael
Barnes. "Media agenda setting
regarding gun Violence before and
after a Mass shooting." Frontiers in
public health 4 (2017): 291.
Hemenway, David, and Matthew
Miller. "Public health approach to the
prevention of gun violence." N Engl J
Med368, no. 21 (2013): 2033-2035.
Class May 3 Contemporary Topic | Jouriles, Emest N., Alison Krauss,
28 in College Health Nicole L. Vu, Victoria L. Banyard,
and Renee McDonald. "Bystander
Programs A ddressing Sexual Violence
on College Campuses: A Systematic
Review and Meta-Analysis of
Program Outcomes and Delivery
Methods." Journal of American
College Healthjust-accepted (2018).
Class
29
May 8
Course De-Brief
In class activity
\A ssignment 6: Final Paper Due
HSPH 397, Independent Study, Public Health (C ourse #6501)
Faculty: TBD
Semester, Meeting Location and Time: Determined by Faculty and student (see attached form
to be completed with mentor)
Course Credits: 1-3 credits
Prerequisites:
Permission of instructor and undergraduate program director, and junior or senior standing.
Course Description/Overview:
This course provides public health major independent study and research students opportunities
to enhance their knowledge of public health topics of interest under the supervision of an
appropriate faculty member. Students will identify the topic and faculty member willing to
mentor them through the independent and/or research experience. Independent study on selected
topics in public health will be offered under the direction of a faculty member. The student is
responsible for locating an appropriate faculty member who is willing to direct the independent
study. An independent study may be repeated for credit, but no more than 6 credits may be
accumulated.
Course Grading:
The course grade will be S-U. Students will be evaluated based on accomplishments of the
learning objectives, a final written paper describing tasks performed, and their overall gained
public health knowledge and application of the independent study and/or research topic. The
grade of S is defined as equivalent to the grade of C or higher and is acceptable to fulfill
graduation requirements. The grade of U (C- or lower) is unsatisfactory and is not acceptable to
fulfill graduation requirements.
Learning Objectives:
As determined by the project.
Public Health Program Knowledge Domains and Competencies:
The Public Health Program and the University at Albany have both established Knowledge
Domains and Competencies that all graduating students need to achieve prior to graduation. The
following Knowledge Domains and Competencies will be addressed.
The ability to locate, use, evaluate and synthesize public health information
Critical thinking and creativity
Independent work and a personal work ethic
Research Methods
Be able to communicate clearly in writing, employing fundamental rules of usage, style, and
mechanics in the context of their discipline.
Gather and assess relevant information/data
COURSE MATERIALS: As determined by the project
Academic Integrity Students are expected to abide by the University at Albany’s Code of
Academic Integrity. Collaboration is encouraged in many instances; however, work submitted
for academic credit must be the student’s own work. Academic dishonesty (refer to
http://www.albany.edu/undergraduate_bulletin/regulations.html ), may result in a failing grade
for the course and the student(s) may be subject to sanctions by the University.
Talking, discussions and the use of any electronic device are not permitted during. It will be
assumed that students who are talking are cheating and will be given a failing grade for the exam
or quiz, which may lead to failure of the course and additional disciplinary action by the
University.
Plagiarism:
As stated on the Undergraduate A cademic Regulations website
(http://www.albany.edu/undergraduate_bulletin/requlations.html) plagiarism is defined as:
“Plagiarism: Presenting as one's own work the work of another person (for example, the words,
ideas, information, data, evidence, organizing principles, or style of presentation of someone
else). Some examples of plagiarism include copying, paraphrasing, or summarizing without
acknowledgment, submission of another student's work as one's own, the purchase/use of
prepared research or completed papers or projects, and the unacknowledged use of research
sources gathered by someone else. Failure to indicate accurately the extent and precise nature of
one's reliance on other sources is also a form of plagiarism. Students are responsible for
understanding legitimate use of sources, the appropriate ways of acknowledging academic,
scholarly, or creative indebtedness.
Examples of plagiarism include: failure to acknowledge the source(s) of even a few phrases,
sentences, or paragraphs; failure to acknowledge a quotation or paraphrase of paragraph-
length sections of a paper; failure to acknowledge the source(s) of a major idea or the source(s)
for an ordering principle; failure to acknowledge the source (quoted, paraphrased, or
summarized) of major sections or passages in the paper or project or website; the
unacknowledged use of several major ideas or extensive reliance on another person's data,
evidence, or critical method; submitting as one's own work, work borrowed, stolen, or purchased
from someone else.”
Students are strongly advised to avoid placing themselves in situations where academic integrity
may be compromised. Please refer to the University’s website regarding Undergraduate
Academic Regulations (http://www.albany.edu/undergraduate_bulletin/regulations.html).
Accommodations:
Reasonable accommodations will be provided for students with documented physical, sensory,
systemic, medical, cognitive, learning and mental health (psychiatric) disabilities. If you believe
you have a disability requiring accommodation in this class, please notify the Disability
Resource Center (518- 442-5490; drc@ albany.edu). Upon verification and after the registration
process is complete, the DRC will provide you with a letter that informs the course instructor
that you are a student with a disability registered with the DRC and list the recommended
reasonable accommodations. This statement appears on our University website as part of our
Statement of Reasonable Accommodation Policy In Response to the A mericans with Disabilities
Act that can be found at the following link:
https://portal.itsli.albany.edu/documents/14702/27405/ep-hp-RA P-UpdatedSummer2016.pdf
p&q SCHOOL OF PUBLIC HEALTH
NV UNTVERSITY AT ALBANY.
of New York
University at Albany School of Public Health
Registration for Independent Study
This form must be completed by the student in consultation with the Research Mentor and the
student’s Faculty Advisor. The student, mentor and faculty advisor should sign and agree to this
learning contract prior to the student beginning work on the independent study as it serves as the
basis for the mentor's evaluation of the student, assignment of grades, and the student's
evaluation of the internship experience and host organization. Students must obtain faculty
advisor approval prior to accepting or beginning an independent study and will not be permitted
to register until this approval is obtained.
** All students should also submit a copy of this form to their department**
Student Information
Name Phone Email
Address
Degree Program: B.S. __
Faculty Advisor AdvisorEmal
Semester of Independent Study Year
ForCredit: Y= N Number of Credits
Title of Independent Study:
Mentor for the Independent Study
Name Position
Phone Number Email:
Agency Address
City State ZipCode
Location and Schedule
Site of Indepndent study
(If NY SDOH, please include Bureau & Program)
Start Date: End Date:
Schedule of Independent Study (hours and days each week):
Monday
Tuesday
Wednesday:
Thursday
Friday:
Project Description: Students should attach a typed detailed description of the internship
project(s). Project descriptions should include the following:
+ Project Background and Goals;
« Student’s Role in Project;
« Expected Student Outcomes and Deliverables;
+ Project Duration and Scheduling Considerations;
« Statements to describe the Public health impact
University at Albany
School of Public Health
HSPH 460 (Class number TBD)
Public Health CAPSTONE: Evidence-Based Public Health
Time and location TBD
INSTRUCTORS: TBD
School of Public Health
Phone: TBD
TBD@albany.edu
OFFICE HOURS: TBD
COURSE PREREQUISITES: Introduction to Public Health (HSPH 201), Concepts in
Epidemiology (HSPH 231), and Promoting Healthy People and Communities (HSPH 341z)
Course Overview:
Public health programs and policies typically aim to influence, facilitate, or promote healthy
behavior change. However, not all programs are equally effective at changing behavior and
improving population health. Therefore, a critical skill for public health practitioners is the
ability to determine which programs or policies are likely to be the most effective, as well the
ability to develop and improve programs in order to maximize their effectiveness.
To meet requirements for a BS in Public Health, all students must have the opportunity to:
integrate, synthesize and apply knowledge through cumulative and experiential activities, and
must complete a cumulative, integrative and scholarly or applied experience or inquiry project
that serves as a capstone to the education experience. In addition, students should have exposure
to local level public health professionals engaged in the practice of public health.
HSPH 341z and HSPH 460 fulfill this capstone requirement. As the first course in the two-
course capstone sequence, HSPH 341z, provided students with the opportunity to integrate their
public health coursework by developing an evidence-based final research paper. As the second
course in the capstone sequence, HSPH 460 will focus on how to apply that knowledge in public
health practice. Namely this course will provide students with practical guidance on how to
identify and implement public health programs that are known to be effective based on rigorous
study and testing (i.e., evidence-based programs), how to develop new programs that are based
on a strong foundation of existing knowledge, and how to evaluate programs and policies so that
they can be improved, retained, or discontinued.
These objectives will be achieved by exposing students to lectures, workshops, and class
presentations by local public health practitioners from County and State Health Departments.
These practitioners will engage students in presentations and discussions regarding the
development and evaluation of public health programs implemented locally. Students will have
the opportunity to reflect on these discussions and provide input and feedback to each other and
the Public Health agencies. Students are expected to be active and engaged learners.
Learning Objectives:
1.) To understand the basic concepts, methods and tools of public health data collection,
use and analysis and why evidence based approaches are an essential part of public
health practice
2.) To understand how to evaluate information data for public health decision making
3.) To understand and discuss the impact of study design, outcome and exposure
measurement and data collection on interpretation of results.
4.) To understand how to develop a research question
5.) To be able to describe and defend the choice of research tools (e.g. study design,
outcome and exposure assessment and statistical methods) for a particular research
proposal.
6.) To be able to describe public health indicators
7.) To be able to evaluate and write a literature review as justification for a proposed
evaluation
8.) Develop an improved understanding of how to conceptualize cause-and-effect
relationships in designing public health interventions.
Public Health Program Knowledge Domains and C ompetencies:
The Public Health Program and the University at Albany have both established Knowledge
Domains and Competencies that all graduating students need to achieve prior to graduation. In
HSPH 460 we will address the following Knowledge Domains and Competencies.
e Identify basic concepts, methods, and tools of public health data collection, use and
analysis and why evidence-based approaches are an essential part of public health
practice
e Describe the fundamental concepts and features of project implementation, including
planning, assessment, and evaluation
e Demonstrate the ability to communicate public health information, in both oral and
written forms, through a variety of media and to diverse audiences
e Demonstrate the ability to locate, use, evaluate and synthesize public health information
e Critical thinking and creativity
e Independent work and a personal work ethic
e Networking
e Organizational dynamics
e Professionalism
e Research methods
e Teamwork and leadership
e Demonstrate increasingly sophisticated writing according to the conventions of their
academic discipline.
e Be able to communicate clearly in writing, employing fundamental rules of usage, style,
and mechanics in the context of their discipline.
e Gather and assess relevant information/data.
e Demonstrate habits of reflection upon their own and others’ thinking—identifying,
analyzing, and evaluating their own and others’ arguments; and challenging conclusions
with alternative explanations or points of view.
e Communicate ideas effectively appropriate to a specific context and according to a
specific set of criteria.
e Establish and maintain an appropriate performer/audience relationship in a given oral
exercise, and actively engage with listeners/audience.
e Respond to, and where appropriate, incorporate listener’s comments and questions.
e Evaluate, orally or in writing, an oral performance.
e Regularly practice communication skills through questions, discussions, debates and/or
presentations (both formal and informal).
e Produce, share, and evaluate information in a variety of participatory environments.
Required Readings
There will be articles required for class reading. All articles will be provided on Blackboard.
Information from these articles will be necessary for class participation.
Evaluation
This course combines lectures, oral presentations, peer reviews, and a variety of written
assignments for evaluation. It is essential that the readings and assignments are completed on
time so that each student is fully engaged in the class discussions.
Please thoroughly acquaint yourself with the terms of this syllabus. Y ou are responsible for
the total of its content.
COURSE MATERIALS and REQUIREMENTS:
Articles and other readings will be posted to the Blackboard class website.
Lectures:
The course will consist of two one-hour and twenty minute lectures per week. In class, we will
apply the concepts covered in the reading assignment due that day; therefore, completing the
reading on time is essential for success in the course.
Assignments
Each student will deliver 4 in-class presentations and will submit 4 brief written assignments. All
presentations will be prepared and delivered in groups formed by the instructor.
e Presentation #1 (January 30) will focus on needs assessment and will be developed and
presented by student pairs. The presentations will consist of 1 slide and a 3 minute oral
presentation.
e For presentation #2 (February 8, 13, and 15), student groups (3-4 students) will have
approximately 10-15 minutes each to present an overview of an evidence-based program
that they think is well-suited to addressing a specific problem and target population
assigned to them in class.
e For presentation #3, each student group (3-4 students) will have 10 minutes to present the
outline of a basic logic model for a program idea that they have been instructed to work
on. The logic model will include process and outcome evaluation measures.
e For the final presentation, #,, student groups (3-4 students) will prepare and present their
ideas of a new health promotion program that they think could be effective at UAlbany,
and a basic plan for both process and outcome evaluation of the program.
All students will provide anonymous peer reviews of each other students’ presentations.
The short writing assignments will be assigned one week prior to the scheduled due date. Each
student will be responsible for preparing and submitting their own written assignment. The
written assignments will have a variety of formats (e.g., professional letters, letter to the editor,
white paper), and will focus on each student’s reflection on the work of the public health
professionals who have visited our class. Each written assignment should be typed, and
formatted with 1 inch margins, 11 point font and 1.5 spacing. A plagiarized assignment will be
assigned a zero. We will discuss appropriate source material and the assignments in greater detail
in class. Late assignments will not be accepted. A dditional direction will be provided in class.
Grading:
The written assignments and drafts will contribute a total of 30%, final paper 50%, group
presentation 20%.
Total score for the class:
95-100 A
90-94 A-
87-89 Bt
84-86 B
80-83 B-
77-79 C+
74-76 c
70-73 C-
67-69 D+
64-66 D
60-63 D-
<60 E
The professor reserves the right to move the grading cut-points, however the cutpoints will not
be changed to a lower letter grade (e.g. a 90 will not result in a grade below A-).
Web-site:
Lecture notes, assignments, and other course materials will be posted on the Blackboard
Learning System course web-site. Students registered for the class can access the course
material by logging on through the MyUalbany link to Blackboard Leaming System. Notes and
readings will be posted as Adobe Acrobat files (i.e., with .pdf extensions). Workshop
assignments will be distributed as Word (.doc) files so that you can use the files as a template for
typing your assignments.
Academic Integrity Students are expected to abide by the University at Albany’s Code of
Academic Integrity. Collaboration is encouraged in many instances; however, work submitted
for academic credit must be the student’s own work. Academic dishonesty (refer to
http://www.albany.edu/undergraduate_bulletin/regulations.html ), may result in a failing grade
for the course and the student(s) may be subject to sanctions by the University.
Talking, discussions and the use of any electronic device are not permitted during exams or
quizzes. It will be assumed that students who are talking are cheating and will be given a failing
grade for the exam or quiz, which may lead to failure of the course and additional disciplinary
action by the University.
Plagiarism:
As stated on the Undergraduate A cademic Regulations website
(http://www.albany.edu/undergraduate_bulletin/regulations.html) plagiarism is defined as:
“Plagiarism: Presenting as one's own work the work of another person (for example, the words,
ideas, information, data, evidence, organizing principles, or style of presentation of someone
else). Some examples of plagiarism include copying, paraphrasing, or summarizing without
acknowledgment, submission of another student's work as one's own, the purchase/use of
prepared research or completed papers or projects, and the unacknowledged use of research
sources gathered by someone else. Failure to indicate accurately the extent and precise nature of
one's reliance on other sources is also a form of plagiarism. Students are responsible for
understanding legitimate use of sources, the appropriate ways of acknowledging academic,
scholarly, or creative indebtedness.
Examples of plagiarism include: failure to acknowledge the source(s) of even a few phrases,
sentences, or paragraphs; failure to acknowledge a quotation or paraphrase of paragraph-
length sections of a paper; failure to acknowledge the source(s) of a major idea or the source(s)
for an ordering principle; failure to acknowledge the source (quoted, paraphrased, or
summarized) of major sections or passages in the paper or project or website; the
unacknowledged use of several major ideas or extensive reliance on another person's data,
evidence, or critical method; submitting as one's own work, work borrowed, stolen, or purchased
from someone else.”
Students are strongly advised to avoid placing themselves in situations where academic integrity
may be compromised. Please refer to the University’s website regarding Undergraduate
Academic Regulations (http://www.albany.edu/undergraduate_bulletin/requlations.html).
Accommodations:
Reasonable accommodations will be provided for students with documented physical, sensory,
systemic, medical, cognitive, learning and mental health (psychiatric) disabilities. If you believe
you have a disability requiring accommodation in this class, please notify the Disability
Resource Center (518- 442-5490; drc@ albany.edu). Upon verification and after the registration
process is complete, the DRC will provide you with a letter that informs the course instructor
that you are a student with a disability registered with the DRC and list the recommended
reasonable accommodations.
This statement appears on our University website as part of our Statement of Reasonable
Accommodation Policy In Response to the Americans with Disabilities A ct that can be found at
the following link:
https://portal. itsli.albany.edu/documents/14702/27405/ep-hp-RA P-UpdatedSummer2016.pdf
Class Date Topic Due
Class 1 | January 23 Introduction — Overview of course
Class 2 | January 25 Needs assessment: Public Health
indicators and databases
Class 3 | January 30 Rapid-fire needs assessment presentations | Presentation #1
and peer reviews
Class 4 | February 1 Identifying evidence-based programs
Class 5 | February6 Choosing an evidence-based program
Class 6 | February 8 Presenting and justifying the use of an Presentation #2
evidence based program and peer reviews
Class 7 | February 13 Presenting and justifying the use of an Presentation #2
evidence based program and peer reviews
Class 8 | February 15 Presenting and justifying the use of an Presentation #2
evidence based program and peer reviews
Class 9 | February 20 Introduction to theory-based program
planning
Class 10 | February 22 Theory-based program planning, part 2
Class 11 | February 27 Introduction to logic models
Class 12 | March 1 Classroom work session: Developing
logic models
Class 13 | March 6 Logic model presentations Presentation #3
and peer reviews
Class 14 | March 8 Logic model presentations Presentation #3
and peer reviews
March 13-17 Spring Break
Class 15 | March 20 Introduction to process evaluation
Class 16 | March 22 Introduction to impact evaluation
Class 17 | March 27 Visit from Albany County Health
Department
Class 18 | March 29 Class discussion and reflection on Albany | Written analysis of
County programs Albany County
programs (in form
of professional
thank you letter)
-due April 5
Class 19 | April 3 Visit from New Y ork State Department of
Health
Class 20 | April 5 Class discussion and reflection on Written analysis of
NYSDOH programs NYSDOG
programs (in form
of white paper)
-due April 12
Class 21 | April 10 Visit from Community Based
Organization
Class 22 | April 12 Class discussion and reflection on CBO Written analysis of
programs CBO programs (in
form of letter to
the editor)
-due April 19
Class 23 | April 17 Visit from workplace health promotion
program in private industry
Class 24 | April 19 Class discussion and reflection on Written analysis of
workplace programs workplace
programs (in form
of professional
thank you letter)
-due April 26
Class 25 | April 24 Visit from student health center
Class 26 | April 26 Class discussion and reflection on student
health center programs
Class 27 | May 1 Classroom group work session: Outlining
new idea for UA lbany health promotion
program
Class 28 | May 3 Group Presentations: New idea for Presentation #4
UAlbany health promotion program and peer reviews
Class 29
May 8
Group Presentations: New idea for
UAlbany health promotion program
Presentation #4
and peer reviews
HSPH 499, Research Placement in Public Health
Faculty: TBD (Course #varies by instructor)
Semester, Meeting Location and Time: Determined by Faculty and student (see attached
form)
Course Credits: 3 credits
Prerequisites:
Seniors in the public health major. At least 9 credits of public health major coursework,
including HSPH 201, HSPH 231 and one other public health course must be completed prior to
enrolling in HSPH 499. Permission of instructor is required. Students must have an overall
GPA of 3.0 or above.
Course Description/Overview:
Research Placement in Public Health will provide a supervised research experience with a
School of Public Health faculty member. The goal of the placement is to provide an opportunity
for students to integrate and apply the knowledge leamed in the public health major courses
while leaming about public health research. May be repeated for credit but no more than 6
credits may be accumulated.
Course Assignments and Grading:
The course grade will be S-U. Students will be evaluated based on accomplishments of the
learning objectives, a final written paper describing their project and tasks performed, and their
overall gained public health knowledge and application of the research topic. The grade of S is
defined as equivalent to the grade of C or higher and is acceptable to fulfill graduation
requirements. The grade of U (C- or lower) is unsatisfactory and is not acceptable to fulfill
graduation requirements.
Learning Objectives:
As dictated by specific project.
Public Health Program Knowledge Domains and Competencies:
The Public Health Program and the University at Albany have both established Knowledge
Domains and Competencies that all graduating students need to achieve prior to graduation. This
course will address the following Knowledge Domains and Competencies.
Research Methods
Independent work and a personal work ethic
Critical Thinking and creativity
The ability to locate, use, evaluate and synthesize public health information
1
Be able to communicate clearly in writing, employing fundamental rules of usage, style and
mechanics in the context of their discipline
COURSE MATERIALS: As determined by the project
Academic Integrity Students are expected to abide by the University at Albany’s Code of
Academic Integrity. Collaboration is encouraged in many instances; however, work submitted
for academic credit must be the student’s own work. Academic dishonesty (refer to
http://www.albany.edu/undergraduate_bulletin/requlations.html ), may result in a failing grade
for the course and the student(s) may be subject to sanctions by the University.
Talking, discussions and the use of any electronic device are not permitted during. It will be
assumed that students who are talking are cheating and will be given a failing grade for the exam
or quiz, which may lead to failure of the course and additional disciplinary action by the
University.
Plagiarism:
As stated on the Undergraduate A cademic Regulations website
(http://www.albany.edu/undergraduate_bulletin/regulations.html) plagiarism is defined as:
“Plagiarism: Presenting as one's own work the work of another person (for example, the words,
ideas, information, data, evidence, organizing principles, or style of presentation of someone
else), Some examples of plagiarism include copying, paraphrasing, or summarizing without
acknowledgment, submission of another student's work as one's own, the purchase/use of
prepared research or completed papers or projects, and the unacknowledged use of research
sources gathered by someone else. Failure to indicate accurately the extent and precise nature of
one's reliance on other sources is also a form of plagiarism. Students are responsible for
understanding legitimate use of sources, the appropriate ways of acknowledging academic,
scholarly, or creative indebtedness.
Examples of plagiarism include: failure to acknowledge the source(s) of even a few phrases,
sentences, or paragraphs; failure to acknowledge a quotation or paraphrase of paragraph-
length sections of a paper; failure to acknowledge the source(s) of a major idea or the source(s)
for an ordering principle; failure to acknowledge the source (quoted, paraphrased, or
summarized) of major sections or passages in the paper or project or website; the
unacknowledged use of several major ideas or extensive reliance on another person's data,
evidence, or critical method; submitting as one's own work, work borrowed, stolen, or purchased
from someone else.”
Students are strongly advised to avoid placing themselves in situations where academic integrity
may be compromised. Please refer to the University’s website regarding Undergraduate
Academic Regulations (http://www.albany.edu/undergraduate_bulletin/regulations.html).
Accommodations:
Reasonable accommodations will be provided for students with documented physical, sensory,
systemic, medical, cognitive, learning and mental health (psychiatric) disabilities. If you believe
you have a disability requiring accommodation in this class, please notify the Disability
Resource Center (518- 442-5490; drc@ albany.edu). Upon verification and after the registration
process is complete, the DRC will provide you with a letter that informs the course instructor
that you are a student with a disability registered with the DRC and list the recommended
reasonable accommodations. This statement appears on our University website as part of our
Statement of Reasonable Accommodation Policy In Response to the Americans with Disabilities
Act that can be found at the following link:
https://portal.itsli.albany.edu/documents/14702/27405/ep-hp-RA P-UpdatedSummer2016.pdf
p&q SCHOOL OF PUBLIC HEALTH
ANY UNIVERSITY AT ALBANY sinc
of New York
University at Albany School of Public Health
Registration for Research Placement
This form must be completed by the student in consultation with the Research Mentor and the
student’s Faculty Advisor. The student, mentor and faculty advisor should sign and agree to this
learning contract prior to the student beginning work on the project(s) as it serves as the basis for
the mentor's evaluation of the student, assignment of grades, and the student's evaluation of the
internship experience and host organization. Students must obtain faculty advisor approval prior
to accepting or beginning a research placement and will not be permitted to register until this
approval is obtained.
** All students should also submit a copy of this form to their department**
Student Information
Name Phone Email
Address
Degree Program: B.S. __
Faculty Advisor Advisor Email
Semester of Research Placement. Year
ForCredit: Y= N
Title of Research Placement Project:
Mentor for the Research Placement
Name Position
Phone Number Email:
Agency Address
City State Zip Code
Research Location and Schedule
Site of Research Placement
(If NY SDOH, please include Bureau & Program)
Start Date: End Date:
Schedule of Research placement (hours and days each week):
Monday
Tuesday
Wednesday:
Thursday
Friday:
Research Placement Project Description: Students should attach a typed detailed description
of the internship project(s). Project descriptions should include the following:
+ Project Background and Goals;
« Student’s Role in Project;
« Expected Student Outcomes and Deliverables;
+ Project Duration and Scheduling Considerations;
« Statements to describe the Public health impact
Moral Problems in Medicine
Professor: Monika Piotrowska Course Number: APHI 338 Sec 6690
Office: Department of Philosophy, HU 251 Course Time: Fall 2016, MWF 11:30 am-12:25 pm
Email: mpiotrowska@albany.edu Course Location: Business Administration (BA) 225
Phone: 518-442-4230 Office Hours: Weds. 9:00 — 11:00 am and by appointment
Course Description: This course investigates moral problems in medicine. In the first few weeks, students are
introduced to theories and concepts used in biomedical ethics, which will serve as background
aid for thinking through the particular issues to be discussed. Topics to be covered include the
doctor-patient relationship, biomedical enhancement, experimentation on human and
nonhuman subjects, end-of-life care, human reproduction, and access to healthcare. The aim is
to help students develop views on these topics by critically analyzing arguments advanced by
academics, judges, and healthcare professionals.
Required Text: Biomedical Ethics (7th edition), David DeGrazia, Thomas A. Mappes, & Jeffrey Brand-Ballard, ISBN:
978-0073407456
Evaluation Criteria: Class Participation (20%):
In order to receive class participation points you will have to speak up, but speaking up too
much can also hurt your grade. Participation includes a variety of things, such as listening
respectfully, making references to the assigned readings in your comments, engaging with other
students, etc.
Reading Reflection Assignments (40%):
On each day there is a debate, you have a reading reflection assignment due (see calendar for
due dates). Choose one of the following options for each of the two assigned readings, without
repeating any of the options on any given assignment.
Option 1. Raise_a question: Compose what you take to be an important question left
unanswered by the author. Write down the question and then explain why answering this
question would be valuable given the context of the reading.
Option 2. Connect to past readings: Make a connection between something covered in this
reading and something covered in one of our previous readings. Make sure to name the relevant
authors so that it’s clear what two readings are being compared.
Option 3. Raise an objection: Focus on a claim made by the author and raise an objection to it.
Start by referencing the relevant claim (e.g., “On pg. 86, the author claims that...”) and then
explain what you think is wrong with this claim. Make sure to be fair to the author by not taking
her claim out of context.
Each of your options should start with the following bold heading: title of the reading (in
quotes), author of the reading, option number (e.g., “Why Doctors Should Intervene,” Terrence
F. Ackerman, Option 3). Now you are ready to address the option you have chosen, in 5-7
sentences.
Reading reflection assignments must be typed using Times New Roman 12 pt. font, single
spaced, with one-inch margins on top, bottom and right, and two-inches on the left. Do not type
your name at the start of the assignment. Instead, write your name with a pen on the back of
Grading Scale:
Grading Policy:
Attendance Policy:
Missed Classes:
the page (in the center of the page) so that | can grade blindly. Blind grading helps me eliminate
bias. You are allowed to drop two of these assignments, thus either miss two or drop your two
lowest scores. | WILL NOT ACCEPT READING REFLECTIONS VIA EMAIL. NO LATE ASSIGNMENTS
WILL BE ACCEPTED.
Debate Presentation (20%):
Each of you will do a presentation that will loosely resemble a debate. A sign-up sheet for the
presentations will be distributed in class. You will present in pairs, with each student presenting
on one of two assigned readings due on Debate day (see calendar). Since the two readings will
advance opposing arguments on a single topic, it is not necessary for you to collaborate with the
other presenter. However, you should study your opponent’s position to understand how the
two readings differ.
Presentations will be done using Pecha Kucha style. Pecha Kucha presentations are precisely 6
minutes and 40 seconds long (20 slides shown for 20 seconds each). To learn how to prepare a
Pecha Kucha presentation, please watch the following tutorial: “Creating a Pecha Kucha
Presentation Using PowerPoint,” provided by the Department of Teaching, Learning, and
Technology at the College of Charleston, https://youtu.be/I9zxNTpNMLo.
Note that the goal of these presentations is NOT simply to summarize the article, but to
convince the audience that the author of the article is right. To achieve this goal, it is best to
focus on the most convincing arguments in the reading and to present these arguments in an
interesting and engaging fashion (supplying additional evidence to strengthen the arguments
whenever necessary). See attached presentation grading rubric for criteria | will use to evaluate
each presentation.
Final Exam (20%)
The final exam will take place on Wednesday, December 14, 3:30 pm — 5:30 pm. NO EARLY OR
MAKE-UP EXAMS WILL BE OFFERED. The exam will be short essay format and will directly cover
material from your readings and the material discussed in class. There will be a review session
on the last day of class, before the final exam.
A= 93-100%, A- = 90-92%, B+ = 87-89%, B = 83-86%, B- = 80-82%, C+ = 77-79%, C = 73-76%, C- =
70-72%, D+ = 67-69%, D = 63-66%, D- = 60-62%, F = 59% and below
You do not get graded on effort but on the quality of work you produce. If you produce work
that is of poor quality, providing me with excuses is a waste of your (and my) time. If you need a
good grade in this course (because you’re on a scholarship, for example) then get a good grade
in this course. Trying to get me to sympathize with your situation is NOT an effective way of
raising your grade.
On the other hand, if you are dissatisfied with your grade because you think my grading was
unfair you are welcome to raise your concerns with me. | am willing to look over your work
again, but be aware that | will re-evaluate it and provide you with a new grade. This means that
there is a chance your grade will go down because | may decide that | was too generous the first
time.
| will not take attendance in this class, but if you happen to be sick on an exam day, you should
familiarize yourself with the University’s Medical Excuse Policy:
http://www.albany.edu/health_center/medicalexcuse.shtml.
If you miss a class and would like to know what you missed, it is your responsibility to obtain
lecture notes from another student.
Emails:
Class Etiquette:
Academic Integrity:
ADA Statement:
Blackboard:
| will respond to student emails once a day, Monday through Friday.
| expect you not to disrupt me, or other students, during class, which means that if | catch you
texting, reading the paper, surfing the Internet, or talking to another student you will be asked
to leave. | don’t allow students to use laptops, iPads, E-Readers, phones, smart watches or other
screens in class. | expect you to treat your fellow students and their opinions with respect, and
to show up on time.
Instructors have a duty to protect honest and hardworking students from the disadvantages they
may incur as a result of the violations of academic integrity by their peers. To learn how to
preserve your academic integrity while at UAlbany, visit the University’s Standards of Academic
Integrity webpage: http://www.albany.edu/undergraduate_bulletin/regulations.html. Cheating,
plagiarism, and unauthorized collaboration with other students on assignments, whether
intentional or unintentional, are examples of violations of academic integrity.
Reasonable accommodations will be provided for students with documented physical, sensory,
systemic, cognitive, learning and psychiatric disabilities. If you believe you have a disability
requiring accommodation in this class, please notify the Director of the Disability Resource
Center (Location: BA 120, Phone: 518-442-5490). The office will provide me with verification of
your disability and will recommend appropriate accommodations.
| will regularly post links and supplemental readings to Blackboard.
SEMESTER SCHEDULE:
Monday
Friday
Week 1 (August 29-Sept. 2)
Introduction
Fundamentals of Bioethics
(Ch. 1)
Fundamentals of Bioethics
(Ch. 1)
Week 2 (September 5-9) NO SCHOOL Fundamentals of Bioethics | Fundamentals of Bioethics
(Ch. 1) (Ch. 1)
Week 3 ( 12-16) Fe Is of Bioethics | Fundamentals of Bioethics | Fundamentals of Bioethics
(Ch. 1) (Ch. 1) (Ch. 1)
Week 4 19-23) Fund Is of Bioethics | Paternalism & Autonomy Physicians’ Obligations
(Ch. 1) Debate (Ch. 2 Childress (Ch. 2 The Hippocratic
and Siegler vs. Ackerman)
Oath & Higgs)
Week 5 (September 26-30)
The Role of Nurses
Debate (Ch. 2 Newton vs.
Confidentiality
Debate (Ch. 2 Justice
Intersex
(Ch. 3 Groveman (Morris))
Kuhse) Tobriner vs. Justice Clark)
Week 6 (October 3-7) NO SCHOOL Cochlear Implants Amputation
Debate (Ch. 3 Crouch vs. (Ch. 3 Elliott)
Tucker)
Week 7 (October 10-14) Cosmetic Surgery NO SCHOOL Psychopharmacology
Debate (Ch. 3 Miller et al.
vs. Little)
Debate (Ch. 3 Kramer vs.
Freedman)
Week 8 (October 17-21)
Research Ethics
(Ch. 4 The Nuremberg
Code & Declaration of
Helsinki)
Research Ethics
(Continued)
Randomized Clinical Trials
Debate (Ch. 4 Hellmans
vs. Litton and Miller)
Week 9 (October 24-28)
Animal Research
Debate (Ch. 4 Cohen vs.
Hettinger)
Definition of Death
Debate (Ch. 5 Bernat vs.
McMahan)
Adults Refusing Life-
Sustaining Treatment
Debate (Ch. 5 Powell and
Lowenstein vs. Michel)
Week 10 (October 31-Nov. 4)
End-of-Life Decisions
(Film)
End-of-Life Decisions
(Film)
NO CLASS
Week 11 (November 7-11)
Advance Directives
(Ch. 5 Mappes)
The Morality of Suicide
Debate (Ch. 6 Kant vs.
Brandt
Defining Euthanasia
Week 12 (November 14-18) Defining Euthanasia Active Euth Euth ia of Infants
(Continued) Debate (Ch. 6 Rachels vs. Debate (Ch. 6 Verhagen
Callahan) and Sauer vs. Kon)
Week 13 (November 21-25) Treating Infertility NO SCHOOL NO SCHOOL
(Ch. 8 The New York State
Task Force...)
Week 14 (November 28-Dec. 2)
Donation and Surrogacy
Debate (Ch. 8 Murray vs.
Steinbock)
Human Cloning
Debate (Ch. 8 Kass vs.
Wachbroit)
Genetics and Human
Reproduction
Week 15 (December 5-9)
Genetic Enhancement
Debate (Ch. 8 Sandel vs.
Brock)
Justice and Health Care
Debate (Ch. 9 Buchanan
vs. Nielsen)
Bitter Pill: Why Medical
Bills Are Killing Us (TIME
magazine article)
Week 16 (December 12-16)
Review for Final Exam
FINAL EXAM
3:30 pm-5:30 pm
Schedule is subject to change for pedagogical reasons
Pecha Kucha Presentation Rubric”
Exemplary
Accomplished
Developing
Beginner
Script
The presenter obviously prepared
a compelling script, rehearsed, and
demonstrated superior knowledge
of the subject matter.
The presenter obviously
prepared a script, rehearsed,
and demonstrated strong
knowledge of the subject
matter.
It appears the presenter prepared a
mediocre script, was not adequately
rehearsed, or demonstrated
marginal knowledge of the subject
matter.
It appears that the presenter
did not prepare a script, did not
rehearse, or demonstrated
minimal knowledge of the
subject matter.
Organization
The Pecha Kucha was very well
organized and the material
transitioned seamlessly from slide
to slide.
The Pecha Kucha was well
organized, but there were
perhaps jumps and transitions
that were not entirely seamless.
The Pecha Kucha was poorly
organized and not easy to follow.
Ideas and images were put together
in a way that made comprehension
difficult.
The Pecha Kucha was
unorganized and difficult to
follow. Ideas and images were
put together with little thought
to audience understanding.
Visuals The images/text chosen were The images/text chosen were The presenter used adequate quality | Visual images were poorly
appropriate and thoughtful to the appropriate and considered the | visual images, but did not use a chosen, the quality of the
topic and conveyed in an excellent | topic in a thoughtful way. The creative or interesting visual design images was not legible, or the
manner the Pecha Kucha's presenter used good quality for the presentation. The images/text chosen often
purpose. The audience was visual images. images/text chosen sometimes distracted from the
informed and entertained. distracted from the presentation. presentation.
Public Demonstrated outstanding Demonstrated sound Demonstrated fair presentation Demonstrated poor
Speaking presentation skills presentation skills skills (pace/tone/volume, presentation skills
(pace/tone/volume, (pace/tone/volume, confidence/poise, gestures, eye (pace/tone/volume,
confidence/poise, gestures, eye confidence/poise, gestures, eye | contact, etc.). confidence/poise, gestures, eye
contact, etc.). contact, etc.). contact, etc.).
Philosophical | Student persuasively defended the | Student accurately presented Student did not accurately present Student presented an
Analysis author’s position and effectively the author’s position, but also the author’s position or focused too | incomplete or inaccurate
brought together relevant but
disparate points from the author’s
argument.
included some elements from
the article that did not
strengthen the author’s
argument.
much on the chronological rather
than the logical structure of the
article.
account of the author’s
position. The audience
struggled to understand what
the article was about.
' Rubric modeled after: Weiss, D. M. (n.d.). Pecha Kucha Presentation Rubric. Retrieved from http://faculty.yep.edi
1%20KuchaY
» policies _links/P
APHI 417: Bioethics
Professor: Monika Piotrowska Course Number: APHI 417 Sec 9968
Office: Department of Philosophy, HU 251 Course Time: Spring 2017, TuTh 1:15 — 2:35 pm
Email: mpiotrowska@albany.edu Course Location: BA 223
Phone: 518-442-4230
Office Hours: Thurs. 9:00 — 11:00 am and by appointment
Course Description:
Readings:
Evaluation Criteria:
The age of biotechnology is here. Instead of relying on random mutations, we can now directly
manipulate the genes of organisms to create new traits. That’s an incredibly powerful fact, and
with great power comes great responsibility. In this class, we will think about a range of ethical
issues that arise from the application of modern biotechnology to plants, nonhuman animals,
and humans. The goal is to introduce you to the current controversies surrounding
biotechnology while sharpening your critical reading and writing skills.
We will not be using a textbook in this class. All reading assignments will be posted on
Blackboard.
Participation (20%)
The success of this class will strongly depend on your personal engagement with the material.
Accordingly, | expect you to carefully read the assigned readings before each class and come
prepared to discuss them. Participation will be graded on how often you participate and on the
quality of your contribution to class discussion.
Reading Comprehension Assignments (40%):
You must submit a total of 5 reading comprehension assignments. Only the readings with a
black dot next to them are eligible for reading comprehension assignments (see “Class
Schedule”). Reading comprehension assignments are due in class on Tuesdays the week of the
assigned reading. | WILL NOT ACCEPT READING COMPREHENSION ASSIGNMENTS VIA EMAIL. NO
LATE ASSIGNMENTS WILL BE ACCEPTED.
Each reading comprehension assignment must begin with the title and the author of the reading
(in bold) followed by answers to the following three questions:
1. What is the main conclusion or thesis of the article? (In one sentence)
2. What is the author’s argument for the main conclusion? In other words, what reasons does
the author provide to convince the reader of his or her main conclusion?
3. What is one problem with the author’s argument? Make sure to reference the page number
that corresponds to the place in the reading where you want to insert your objection.
Reading comprehension assignments must be typed using Times New Roman 12 pt. font, single
spaced, with one-inch margins on top, bottom and right, and two-inches on the left. Do not type
your name at the start of the assignment. Instead, write your name with a pen on the back of
the last page (in the center of the page) so that | can grade blindly. Blind grading helps me
eliminate bias. Reading comprehension assignments must be between 1 % and 2 pages long.
Final Exam (40%)
The final exam will take place on Monday, May 15, 10:30 am — 12:30 pm. NO EARLY OR MAKE-
UP EXAMS WILL BE OFFERED. The exam will be short essay format and will directly cover
material from your readings and the material discussed in class.
Grading Scale:
Grading Policy:
Absence Policy:
Missed Classes:
Class Etiquette:
Academic Integrity:
ADA Statement:
Blackboard:
A= 93-100%, A- = 90-92%, B+ = 87-89%, B = 83-86%, B- = 80-82%, C+ = 77-79%, C = 73-76%, C- =
70-72%, D+ = 67-69%, D = 63-66%, D- = 60-62%, F = 59% and below
You do not get graded on effort but on the quality of work you produce. If you produce work
that is of poor quality, providing me with excuses is a waste of your (and my) time. If you need a
good grade in this course (because you’re on a scholarship, for example) then get a good grade
in this course. Trying to get me to sympathize with your situation is NOT an effective way of
raising your grade.
On the other hand, if you are dissatisfied with your grade because you think my grading was
unfair you are welcome to raise your concerns with me. | am willing to look over your work
again, but be aware that | will re-evaluate it and provide you with a new grade. This means that
there is a chance your grade will go down because | may decide that | was too generous the first
time.
| will not take attendance in this class, but if you happen to be sick on an exam day, you should
familiarize yourself with the University’s Medical Excuse Policy:
http://www.albany.edu/health_center/medicalexcuse.shtml
If you miss a class and would like to know what you missed, it is your responsibility to obtain
lecture notes from another student.
| expect you not to disrupt me, or other students, during class, which means that if | catch you
texting, reading the paper, surfing the Internet, or talking to another student you will be asked
to leave. | don’t allow students to use laptops, iPads, E-Readers, phones, smart watches or other
screens in class. | expect you to treat your fellow students and their opinions with respect, and
to show up on time.
Instructors have a duty to protect honest and hardworking students from the disadvantages they
may incur as a result of the violations of academic integrity by their peers. To learn how to
preserve your academic integrity while at UAlbany, visit the University’s Standards of Academic
Integrity webpage: http://www.albany.edu/undergraduate_bulletin/regulations.html. Cheating,
plagiarism, and unauthorized collaboration with other students on assignments, whether
intentional or unintentional, are examples of violations of academic integrity.
Reasonable accommodations will be provided for students with documented physical, sensory,
systemic, cognitive, learning and psychiatric disabilities. If you believe you have a disability
requiring accommodation in this class, please notify the Director of the Disability Resource
Center (Location: BA 120, Phone: 518-442-5490). The office will provide me with verification of
your disability and will recommend appropriate accommodations.
| will regularly post links and supplemental readings to Blackboard.
Class Schedule
Week 1 (Jan. 24, 26): Introduction to Evolution
°
Movie Assignment: Darwin’s Dangerous Idea
Week 2 (Jan 31, Feb. 2): Darwin’s Influences
°
°
°
Thomas Robert Malthus (1798) “An Essay on the Principle of Populations.”
William Paley (1802) “Natural Theology.”
Jean Baptiste Lamarck (1809) “Zoological Philosophy.”
Charles Lyell (1830-33) “Principles of Geology.”
Week 3 (Feb. 7, 9): The Origin and Nature of Species
o. Charles Darwin (1859) “On the Origin of Species.”
°
.
Robert J. O’Hara (1997) “Population Thinking and Tree Thinking in Systematics.”
Kevin De Queiroz (1988) “Systematics and the Darwinian Revolution.”
Week 4 (Feb. 14, 16): Intrinsic Objections to Recombinant DNA
°
°
Michael J. Reiss and Roger Straughan (1996) “The Practicalities of Genetic Engineering.”
Michael J. Reiss and Roger Straughan (1996) “Moral and Ethical Concerns.”
Week 5 (Feb. 21, 23): Extrinsic Objections to Recombinant DNA
°
°
Paul Berg, D. Baltimore, and H. W. Boyer (1974) “Potential Biohazards of Recombinant DNA Molecules.”
Robert L. Sinsheimer (1979) “Two Lectures on Recombinant DNA Research.”
Stephen Stich (1979) “The Recombinant DNA Debate: Some Philosophical Considerations.”
Week 6 (Feb. 28, March 2): The Ethics of Labeling Genetically Engineered Food
o U.S. Food and Drug Administration (2001) “Guidance for Industry: Voluntary Labeling Indicating Whether Foods
Have or Have Not Been Developed Using Bioengineering.”
o Alan McHughen (2000) “Uninformation and the Choice Paradox.”
* Robert Streiffer and Alan Rubel (2004) “Democratic Principles and Mandatory Labeling of GE Food.”
Week 7 (March 7, 9): i | Ethics and i i ed Crops
¢ J. Baird Callicott (1986) “The Search for an Environmental Ethic.”
o. Philip Dale, Belinda Clarke, and Eliana Fontes (2002) “Potential for the Environmental Impact of Transgenic
Crops.”
o John Losey (1999) “Transgenic Pollen Harms Monarch Larvae.”
o Eric Niiler (1999) “GM Corn Poses Little Threat to Monarchs.”
o Carol Yoon (1999) “No Consensus on Effect of Genetically Altered Corn on Butterflies.”
Week 8 (March 14, 16): (NO SCHOOL—SPRING BREAK)
Week 9 (March 21, 23): Animal Applications of Biotechnology
°
°
Sara Reardon (2016) “The CRISPR Zoo.”
Alta Charo and Henry Greely (2015) “CRISPR Critters and CRISPR Cracks.”
* David E. Cooper (1998) “Intervention, Humility, and Animal Integrity.”
* Bernard E. Rollin (1998) “On Telos and Genetic Engineering.”
Week 10 (March 28, 30): Human Genetic Engineering and Genetic Counseling
o Benno Muller-Hill (1994) “Lessons from a Dark and Distant Past.”
* Robert Wachbroit and David Wasserman (1995) “Patient Autonomy and Value-Neutrality in Nondirective
Genetic Counseling.”
* Dena S. Davis (1997) “Genetic Dilemmas and the Child’s Right to an Open Future.”
Week 11 (April 4, 6): Human Genetic i ‘ing and Prenatal Diag
* Derek Parfit (1976) “Rights, Interests, and Possible People.”
* Leon R. Kass (1973) “Implications of Prenatal Diagnosis for the Human Right to Life.”
* Laura M. Purdy (1995) “Genetics and Reproductive Risk: Can Having Children Be Immoral?”
¢ Jeff McMahan (2005) “The Morality of Screening for Disability.”
Week 12 (April 13): Human Genetic Engineering and Enhancement
* Thomas H. Murray (2007) “Enhancement.”
¢ Julian Savulescu (2007) “Genetic Interventions and the Ethics of Enhancement of Human Beings.”
Week 13 (April 18, 20): Human Genetic Engineering and Immortality
* Bernard Williams (1973) “The Makropulos Case: Reflections on the Tedium of Immortality.”
¢ John Martin Fischer (1994) “Why Immortality is Not So Bad.”
* Christine Overall (2010) ““From Here to Eternity”: Is It Good to Live Forever?”
Week 14 (April 25, 27): di Student Pr
Week 15 (May 2, 4): Graduate Student Presentations
Week 16 (May 9): Review for Exam
Week 17 (Monday, May 15): Final Exam
o Exam time: 10:30 am — 12:30 pm.
SOC 359 (#1986) -MEDICAL SOCIOLOGY
Summer 2017 Syllabus
Dates: 05/30/2017 - 06/23/2017
Instructor: Kaya Hamer-Small
E-mail: khamer-small@albany.edu
Communication: Please contact me via the email address above or feel free to use the course Ask a
Question discussion board. I will log on to the Blackboard Monday through Friday and the discussion
forum is generally the best place to ask most questions. However, if you need to contact me on an
individual basis, please email and I will try to reply within 24 hours. Your communication is important
to me! To ensure that I see your message among my email, please use the class name and number SOC
359 in your subject line. If you are located in a different time zone than the instructor’s eastern US
location, you may have to allow up to 36 hours for a prompt reply.
Course Description
This course provides an introduction to the sociological study of health and illness, which is a broad
field examining the social production of health, wellness, illness and mortality. This sub-discipline of
sociology starts from the assumption that we cannot understand the topics of health and illness simply
by looking at biological phenomena and medical knowledge, but, instead, we must also consider a
variety of social, political, economic, and cultural forces. This course will explore health, illness, and
health care from a sociological perspective by surveying the central topics in the field with an
emphasis on the following themes:
1. The social production and distribution of disease and illness, which will focus on how social
structure influences the occurrence of illness and why some social groups suffer more sickness
and disease than others;
2. The meaning and experience of illness, which will explore different models of illness
(including cultural models) and how people decide when they are sick, respond and cope with
the symptoms of various diseases, and make decisions about when and from whom to seek
help;
3. The social organization of medical care, which will examine the challenges facing the US
health care system, health care reform, and alternative global systems;
4. Contemporary Critical Debates, which will analyze current debates in society regarding the
effects of medical marijuana, obesity, aging, disability, and incarceration on health.
In sum, this course will improve your understanding of the many ways that society and culture affects
health and illness. This course emphasizes active learning in an engaged environment enabling
students to become both consumers and producers of knowledge; the course also promotes critical
thinking. Course prerequisites: Socl115 or 115Z.
Course Objectives
As a result of taking this course, students will:
1. Be able to identify the sociological dimension of health and illness-related phenomena in
society;
Page 1
SOC 359 (#1986) —Medical Sociology Syllabus
2. Be able to distinguish the sociological perspective from biomedical models of disease and
understand how social and cultural factors together affect who gets sick and who stays healthy;
3. Become familiar with the major concepts, methods, and theories medical sociologists use to
understand the distribution of health and illness in society;
4. Be able to describe how gender, race, ethnicity, social class, and other social factors influence
the likelihood a person will become ill and how individuals manage their health and respond to
illnesses;
5. Have a basic familiarity with the social organization of the US health care system and other
models across the globe, including how it developed and operates, the roles of major
stakeholders in the system, and the health care related challenges we face as a society,
including health care reform and the Affordable Care Act;
6. Challenge your individual critical thinking, analytical, reading and writing skills.
Course Structure
This course will be delivered entirely online through the course management system Blackboard.
You will use your UAlbany account information to login to the course from the Blackboard login
page (https://blackboard.albany.edu/)
On Blackboard, you will access online lessons, course materials, and resources. Activities will
consist of discussion forums, email, web posting, quizzes and a final writing assignment.
Required Reading
All readings will be available on Blackboard (See Course Units). You can download and print the
readings from Blackboard or you can read them online. There is no required textbook for this
course
Grade Breakdown and A
Grading (Graded Points '% of Final Grade
Introduction 15 4%
Discussions (4 @ 25 pts. each) 100 32%
Reading Quizzes (4 @ 25 pts. each) 100 32%
Final Writing Assignment 100 32%
Total 315 100%
Grading Scale
A 95-100 B- 80-82 D+ 69-66
A-90-94 C+77-79 D 65-63
B+ 87-89 C 73-76
B 83-86 C-70-72
Discussions
Each student is expected to maintain an online dialog with the instructor and other students
in the Medical Sociology discussion forum. Students’ work in the discussion forum should reflect
Page 2
SOC 359 (#1986) —Medical Sociology Syllabus
their growing confidence and independence, knowledge and understanding, skills and strategies,
use of prior and emerging experience, and critical reflection/thinking in Medical Sociology.
Students can use a variety of strategies to reflect their growing understanding of the subject matter.
Several suggestions are listed below:
¢ Post “cultural artifacts” (e.g. pictures of signs/billboards, Youtube videos, videos of
commercials or links to TV shows, etc.) which relate to medical sociology;
¢ Post annotated bibliography entries of peer reviewed literature in medical sociology;
¢ Explore forms of art, music, poetry, etc. as they relate to medical sociology;
¢ Describe your own thoughts, perceptions, and feelings related to the course literature,
activities, lectures, and films;
¢ Write your own stories/music/poetry that have relevance to medical sociology;
¢ Describe events in your life (or others’ lives) as they relate to medical sociology.
¢ This is your opportunity to reflect on your learning; just make sure you make mention of
something that happened in class. However, do not simply summarize one of the weekly
readings.
Your response can be as short or as long as you see fit. Although discussions are not due until Sunday
night, it would make sense to complete them earlier while the class readings are fresh in your head.
You are required to respond to at least two classmates. Students are required to post to the
discussion forum weekly (minimum 4 entries total). Also, students are expected to comment on a
minimum of two student’s posts each week (minimum of 8 entries total).
Reading Quizzes
Each week there will be a reading quiz that covers the respective weekly materials (e.g. required
readings and material from lectures. Each quiz will be 20-25 questions with a combination of true
or false questions, multiple choice questions, and/or short answer questions.
Final Writing Assignment
During the semester, each of you will be researching the four general trends appearing in
developed countries, which are likely to have an effect on health care policy in the future and
comparing health care systems of two developed countries to the U.S. More instructions will be
posted on Blackboard.
Course Policies
Late Work Policy
Be sure to pay close attention to deadlines. Late work will be accepted for this course. Please
contact me in advance if there are extenuating circumstances.
Viewing Grades in Blackboard
Click on the My Grades link on the left navigation to view your grades. The online grades will be
updated each time a grading session has been completed—typically 4 days following the
completion of an activity.
Build Rapport
If you find that you have any trouble keeping up with assignments or other aspects of the course,
make sure you let your instructor know as early as possible. As you will find, building rapport and
effective relationships are key to becoming an effective professional. Make sure that you are
proactive in informing your instructor when difficulties arise during the semester so that we can
Page 3
SOC 359 (#1986) —Medical Sociology Syllabus
help you find a solution.
Participation and Completing Assignments
Students are expected to participate in all online activities as listed on the course calendar.
Participation will be gauged by submitting all assignments before the deadlines.
All discussion assignments must be completed by the assignment due date and time. Missing
assignments will negatively affect the student’s grade.
Inform Your Instructor of Any Accommodations Needed
If you have a documented disability and verification from the Disability Resource Center (DRS),
and wish to discuss academic accommodations, please contact your instructor as soon as possible.
It is the student’s responsibility to provide documentation of disability to DRC and meet with a
DRC counselor to request special accommodation before classes start or by the end of the first
week.
DRC is located in BA 120 and can be contacted by phone at (518) 442-5490 (Voice) or via email
at cmalloch@albany.edu.
Commit to Integrity
As a student in this course (and at this university) you are expected to maintain high degrees of
professionalism, commitment to active learning and participation in this class and also integrity in
your behavior in and out of the classroom.
University at Albany's Academic Honesty Policy & Procedures
“The academic community needs to trust that its members do not misrepresent their data, take
credit for another's ideas or labor, misrepresent or interfere with the work of other scholars, or
present previous work as if it were new. Acts of academic dishonesty undermine the value and
credibility of the institution as a whole, and may distract others from important scholarship or
divert resources away from critical research. In particular, students who plagiarize or falsify their
work not only fail to adhere to the principles of scholarly inquiry and fail their peers by taking
undeserved credit or reward, but they also fail to demonstrate their learning.”
Read more about UAlbany's Standards of Academic Integrity
Important Note: Any form of academic dishonesty, including cheating and plagiarism, may be
reported to the office of student affairs.
Course policies are subject to change. It is the student’s responsibility to check Blackboard for
corrections or updates to the syllabus. Any changes will be posted on Blackboard.
Page 4
SOC 359 (#1986) —Medical Sociology Syllabus
Weekly Schedule
*All discussions and quizzes are due by 11:59pm on Sundays*
*Syllabus is subject to change as the needs of the class dictate*
Week 1: May 30" —June 4"
Course Introduction and The Social Production And Distribution Of Disease And Illness
Readings:
Instructor course slides for Unit | under Course Materials for Week 1
Link, Bruce. G. and Jo C. Phelan.1995. “Social conditions as fundamental causes of
disease.” Journal of Health and Social Behavior 35(Extra Issue): 80-94.
Elo, Irma T. 2009. “Social Class Differentials in Health and Mortality: Patterns and
explanations in Comparative Perspective.” Annual Review of Sociology 35: 553-572.
Burgard, Sarah A., and Katherine Y. Lin. 2013. “Bad Jobs, Bad Health? How Work and
Working Conditions Contribute to health Disparities.” American Behavioral Scientist
57:1105-1127.
Williams, David R., and Michelle Sternthal. 2010. “Understanding Racial/ethnic
Disparities in Health: Sociological Contributions.” Journal of Health and Social Behavior
51(Suppl): $15—S27.
Miech, Richard A., Shanahan, Michael J., Boardman, Jason, and Bauldry, Shawn. 2015.
"The Sequencing of a College Degree during the Transition to Adulthood Implications for
Obesity." Journal of Health and Social Behavior 56(2): 281-295.
Assignments:
O Introduce yourself in Chit Chat Central & Complete Syllabus Quiz (due: 06/02/17)
O Participate in unit 1 discussion forum
O Complete unit 1 quiz
Week 2: June 5" — June 11"
The Meaning And Experience Of Illness
Readings:
Instructor course slides for Unit 2 under Course Materials for Week 2
Brown, Phil. 1995. “Naming and Framing, the Social Construction of Diagnosis and
Illness Shifting Engines of Medicalization.” Journal of Health and Social Behavior 35: 34-
52,
Kleinman, Arthur, Leon Eisenberg and Byron Good. 1978. “Culture, Illness and Care:
Clinical Lessons from Anthropologic and Cross-Cultural Research.” Annals of Internal
Medicine 88: 251-258.
Smith, Kristen P., and Nicolas A. Christakis. 2008. “Social Networks and Health.” Annual
Review of Sociology 34:385-403.
Thoits, Peggy A. 2005. “Differential Labeling of Mental Illness by Social Status: a New
Look at an Old Problem.” Journal of Health and Social Behavior 45: 102-119.
Assignments:
O) Participate in unit 2 discussion forum
O Complete unit 2 quiz
Week 3: June 12" — June 18"
The Social Organization Of Medical Care
Page 5
SOC 359 (#1986) —Medical Sociology Syllabus
Readings:
Instructor course slides for Unit 3 under Course Materials for Week 3
Light, Donald W. 2011. “Historical and Comparative Reflections on the U.S. National
Health Insurance Reforms.” Social Science & Medicine 72(2): 129-132.
Quadagno, Jill. 2011. “Interest-Group Influence on the Patient Protection and Affordability
Act of 2010: Winners and Losers in the Health Care Reform Debate.” Journal of Health
Politics, Policy and Law 36 (3): 449-453.
Kikuzawa, Saeko, Olafsdottir, Sigrun, and Pescosolido, Bernice A. 2008. “Similar
Pressures, Different Contexts: Public Attitudes toward Government Intervention for Health
Care in 21 Nations.” Journal of Health and Social Behavior Vol 49: 385-399.
Schoen, Cathy, Robin Osborn, David Squires, Michelle M. Doty, Roz Pierson and Sandra
Applebaum. 2010. “How Health Insurance Design Affects Access to Care and Costs, by
Income, in Eleven Countries.” Health Affairs 29(12): 2323-2334.
Assignments:
O) Participate in unit 3 discussion forum
O Complete unit 3 quiz
Week 4: June 19" — June 23"4
Contemporary Critical Debates
Readings:
Instructor course slides for Unit 4 under Course Materials for Week 4
Clark, Peter A. 2000. “The Ethics of Medical Marijuana: Government Restrictions vs.
Medical Necessity.” Journal of Public Health Policy 21(1): 40-60.
Tezzoni, Lisa I., Kurtz, Stephen G., and Roa, Sowmya R. 2014. “Trends in U.S. Adult
Chronic Disability Rates Over Time” Disability and Health Journal 7(1): 402- 412.
Boardman, Jason D., Jarron M. Saint Onge, Richard G. Rogers and Justin T. Denne. 2005.
“Race Differentials in Obesity: The Impact of Place.” Journal of Health and Social
Behavior 46(3): 229-243.
Schnittker, Jason and Andrea John. 2007. “Enduring Stigma: The Long-Term Effects of
Incarceration on Health.” Journal of Health and Social Behavior 48:115-130.
Rosich Katherine J. and Janet R. Hankin. 2010. “Executive Summary: What Do We
Know? Key Findings From 50 Years Medical Sociology.” Journal of Health and Social
Behavior 51 (S): S1-S9.
Horowitz, Michael D. and Rosensweig, Jeffrey A. 2007. “Medical Tourism — Health Care
in the Global Economy.” The Physician Executive
Assignments:
O Participate in unit 4 discussion forum
O Complete unit 4 quiz
Last day of class
O June 23", 6:00pm: Writing Assignment due
O Course Evaluations
YOU SURVIVED!!! HAVE A GREAT SUMMER ©
Page 6
University at Albany
New Program Proposal
BS in Public Health
Appendix 6
Articulation Tables and Letters of Community College Letters of Support
External Evaluation Report
The Stete University Form 2D
of New Yor Version 21-08-02
The External Evaluation Report is an important component of a new academic program
proposal. The external evaluator’s task is to examine the program proposal and related materials, visit the campus
to discuss the proposal with faculty and review related instructional resources and facilities, respond to the
questions in this Report form, and submit to the institution a signed report that speaks to the quality of, and need
for, the proposed program, The report should aim for completeness, accuracy and objectivity.
The institution is expected to review each External Evaluation Report it receives, prepare a single institutional
response to all reports, and, as appropriate, make changes to its program proposal and plan. Each separate
External Evaluation Report and the Institutional Response become part of the full program proposal that the
institution submits to SUNY for approval. If an external evaluation of the proposed program is required by the
New York State Education Department (SED), SUNY includes the External Evaluation Reports and Institutional
Response in the full proposal that it submits to SED for registration.
Institution: SUNY University at Albany, School of Public Health
Evaluator Name (Please print.): Karen M. Perrin, PhD, MPH, RN, CPH
Evaluator Title and Institution: Associate Dean of Academic and Student Affairs
Assistant Dean of Undergraduate Studies
University of South Florida
College, iblic Health
Evaluator Signature: 4 Ly /
Proposed Program Title: Undergraduate Degree Program
Degree: Bachelor of Science in Public Health
Date of evaluation: November 28-29, 2017
1. Program
1. Assess the program’s purpose, structure, and requirements as well as formal mechanisms for program
administration and evaluation, Address the program’s demic rigor and intell 1 coherence.
Purpose: The BS in Public Health (BSPH) prepares students for both graduate study in public health and other-
health related disciplines, as well as for entry-level positions in the public health workforce.
Structure: The structure is in place for the BSPH degree to be successful. Since 2007, the School of Public Health
(SPH) has offered a concentration in Public Health within the Interdisciplinary Science Major at the University of
Albany. There are sufficient faculty and infrastructure to support the BSPH program.
Curricula; The curricula includes 6 credits (2 courses) of prerequisite courses, 21 credits (7 courses) of public health
core courses and 12 credits (4 courses) of electives.
Prerequisites: The two prerequisites courses are sufficient.
Core Courses; Two weaknesses are noted in the seven public health core courses. First, it is recommended that an
upper-level health science course be added to the required public courses. This course should have a strong focus
on disease process and prevention. The current lower-level prerequisite biology course does not meet the Council
on Education in Public Health (CEPH) undergraduate competency requirements, Second, SPH 460 Evidence-
Based Public Health, capstone course, should be taught in a two-semester sequence with additional information
related to program planning and evaluation, The current capstone course does not meet the CEPH undergraduate
competency requirements,
Electives: There are 33 elective 3-credit courses listed of which less than one-third (10 courses) are SPH courses.
However, it was noted in the conversations that the faculty are planning additional public health electives and the
advisors are suggesting that the BSPH students take the current public health courses. As SPH faculty continue to
develop more public health electives for the BSPH program, they may consider creating focus areas of electives
that specifically provide the skills required to employment demands.
As for the BSPH SPH 490 field placement and SPH 499 research placement courses, Ms. Katrina Chamberlain
and Ms. Madhu Anand from the New York State Health Department coordinate an impressive array of
opportunities for the BSPH students.
Since “there are 800-900 freshmen annually who indicate an interest in ‘medicine’ who will benefit from
expanded pre-health curricula” (page 7), it would be beneficial to develop a 4-year curriculum map for those
BSPH students i d in a clinical profession. This map would ensure that the BSPH students have the
prerequisite natural science courses required for entrance into clinical professions.
Academic rigor: Besides the two noted weaknesses, the academic rigor is sufficient for BSPH student success.
Requirements:
Prerequisite Core: 6 credits
Public Health Core: 21 credits
Public Health Electives: 12 credits
Total: 39 credits
Administration: It is clear that there is adequate administrative structure including Undergraduate Steering
Committee (faculty from each academic department, Associate Dean of Academic Affairs, Assistant Dean for
Admissions and Student Affairs, Coordinator of the Undergraduate Program) and Faculty Director reporting to
the Dean of the School.
Evaluation: The BSPH program adheres to the evaluation program policies and guidelines set forth by the Office
of Institutional Planning and Effectiveness as well as Council on Education for Public Health (CEPH).
2. Comment on the special focus of this program, if any, as it relates to the discipline.
Not applicable,
3. Comment on the plans and exp ions for self- and continuous improvement.
Self-assessment: During the meeting with Jack Mahoney, Office of Academic and Resource Planning and.
Timothy Lee, Director of Undergraduate Admissions, it was clear that BSPH program adheres to the evaluation
program policies and guidelines set forth by the Office of Institutional Planning and Effectiveness as well as
CEPH.
Continuous improvement: The conversations with Laura Schweitzer, Vice President for Health Sciences and
Interim Dean, School of Public Health, Mary Gallant, Senior Associate Dean for Academic Affairs and Erin Bell,
Faculty Director of Undergraduate Program Public Health focused on developing and maintaining the
accreditation requirements while achieving student learning outcomes effectiveness and student success.
Although the university maintains the student metrics including student retention, graduation rates, and teaching
evaluation data, SPH uses such data for decisions on how to improve their degree programs,
4, Discuss the relationship of this program to other programs of the institution and collaboration with
other institutions, and assess available support from related programs.
Relationship of this program to other programs of the institution: As stated in several conversation, the BSPH
program, enhances the desired program growth for UAlbany. In addition, the BSPH program provides a
foundation for the planned growth of the Homeland/Cybersecurity and in Health Sciences.
5. What is the evidence of need and demand for the program locally, in the State, and in the field at large?
What is the extent of occupational demand for graduates? What is the evidence that demand will
continue?
During almost every conversation, there were references to the citations within the document related to the need.
for additional public health workers due to upcoming retirements and continuous needs within New York. Even
though there are 19 undergraduate degree program related to public health, only two of the BSPH are housed
within CEPH-accredited program,
Occupational demand for graduates: According to document, there are employment demands for health care
medical managers, human services assistants, environmental health workers and health information technicians.
As the faculty move forward with creating more SPH undergraduate electives, they may consider creating focus
areas of electives that specifically provide skills related to employment demands.
Evidence that demand will continue: Recent evidence points to a 38% percent reduction in the state public health
workforce due to retirement by 2020.
IL. Faculty
6. Evaluate the faculty, individually and collectively, with regard to training, experience, research and
publication, professional service, and recognition in the field.
All faculty have doctoral degrees except one individual teaching Introduction to Public Health. Training matches
the BSPH courses being taught. UAlbany has an office on main campus dedicated to improving teaching skills
and enhancing courses. This office provides specialized workshops to meet the specific needs of a school or
program. While meeting with faculty and administrators, there seems to be ample enthusiasm for the faculty to
teach in the BSPH program.
7. Assess the faculty in terms of number and qualifications and plans for future staffing. Evaluate faculty
responsibilities for the proposed program, taking into account their other institutional and
programmatic commitments, Evaluate faculty activity in generating funds for research, training,
facilities, equipment, etc. Discuss any critical gaps and plans for addressing them.
Full-time Faculty
1@37.5%
1@25%
15 faculty @ 12.5%
Part-Time Faculty
1@25%
4@125%
Plans for future staffing: There do not appear to be any critical faculty gaps. The conversations provided
information that there are no plans to hire additional new faculty within the next three years.
8. Evaluate credentials and involvement of adjunct faculty and support personnel.
Adjunct faculty: The conversations provided details regarding the unique relationship between UAlbany School
of Public Health and the State Department of Health that is located a short distance from the campus. There is
clearly excellent collaboration between the two institutions. As a result, many BSPH courses have the added value
of guest lectures from professionals working in public health.
Support p 1: During the ions, the evaluators advised various administrators and faculty that it is
likely that the BSPH program will increase faster than the anticipated numbers stated in the document. As a result,
the recommendation is for the administration to plan on hiring additional support staff sooner than expected
especially dedicated BSPH advisors and enhancing the services of field placement coordinator. In addition, since
the teaching assistant support is an essential element of the BSPH courses, administrators will need to monitor the
availability of this support.
TH. Students
9, Comment on the student population the program secks to serve, and assess plans and projections for
student recruitment and enrollment.
Student population the program seeks to serve: The document stated that all students eligible for admission. to the
University at Albany may opt to major in public health.
Assess plans and projections for student recruitment and enrollment: It is likely that the enrollment projections
stated in the document will be exceeded faster than anticipated.
10. What are the prospects that recruitment efforts and admissions criteria will supply a sufficient pool of
highly qualified applicants and enrollees?
Recruitment efforts: During the conversations, it was not clear how the BSPH program would recruit the high
quality candidates, even though that is a desired outcome. Since the BSPH program is new, the School of Public
Health has removed all of the admissions restrictions except for the requirement of a B grade in the two
prerequisite courses.
There is a close relationship between the local community colleges and thus the transfer students from these
community colleges. However, there no official Memorandum of Agreements with the local community colleges
at this time. When the MOAs are finalized, the student course credits will transfer to UAlbany seamlessly.
Admission criteria: All students eligible for admission to the University at Albany may opt to major in public
heaith. There was no response addressing the process for evaluating exceptions to the admission criteria.
11. Comment on previsions for encouraging participation of persons from underrepresented groups. Is
there adequate attention to the needs of part-time, minority, or disadvantaged students?
During the conversations, it is evident that faculty are interested in attracting and retaining a diverse student body
in public health. For example, the faculty are active in the University Center for Elimination of Minority Health
Disparities, involve undergraduate students in some of their research and activities in diverse communities.
Several individuals mentioned that the UAlbany students are from the local community and are often first-
generation college students from lower income families. There is support for students within SPH and the
university in general.
12. Assess the system for monitoring students’ progress and performance and for advising students
regarding academic and career matters.
During the meeting with Jack Mahoney, Office of Academic and Resource Planning and Timothy Lee, Director
of Undergraduate Admissions, the system for monitoring student progress and performance was explained. In a
conversation with Caitlin Reed, Assistant Dean for Student Affairs, Janice Pata, Department Chair and Lue Ellis,
Undergrad Public Health Program Coordinator, the process of student advising was explained. Later during a tour
of main campus, the evaluators visited Lue Ellis at her office in the Contact Office for Public Health and Cathy
Parker, Associate Director of Career Services. These conversations confirmed a strong commitment to monitoring
student progress, student advising and student career services.
13. Discuss prospects for graduates’ post-completion success, whether emp job ad
future study, or other outcomes related to the program’s goals.
Since the BSPH is a new program, the data are limited on where the students are employed. However, such data
will be closely tracked as the BSPH program moves forward in the future.
IV. Resources
14, Comment on the adequacy of physical resources and facilities, ¢.g,, library, computer, and laboratory
facilities; practica and internship sites or other experiential learning opportunities, such as co-ops or
service learning; and support services for the program, including use of resources outside the
institution.
‘The document provides an excellent description of the physical resources and facilities, e.g., library, computer,
and laboratory facilities. However, the evaluators noted several concerns related to space for the BSPH program
including classroom space on main campus, touch-down space in the Contact Center, office space for additional
advisors in the Contact Center, and computer lab classrooms for specific public health courses. The
recommendation is for the SPH administrators to plan for rapid growth in the BSPH program and secure essential
resources from the Provost prior to time of immediate need. As for the practica and internship sites or other
experiential learning opportunities, such as co-ops or service learning, there seems to be plenty of opportunity
through the State Department of Health and the local community partners.
15, What is the institution's commitment to the program as demonstrated by the operating budget, faculty
salaries, the number of faculty lines relative to student numbers and workload, and discussions about
administrative support with faculty and administrators?
The budget appears to be adequate at the present time, However, as previously noted in this report, it is likely that
the BSPH program will grow faster than anticipated. Therefore, the university administration and the SPH
administrators must be prepared to move forward the projected budget years as the needs become essential to
maintain the increased growth projections.
V. Summary Comments and Additional Observations
16. Summarize the major strengths and weaknesses of the program as proposed with particular attention
to feasibility of implementation and appropriateness of objectives for the degree offered.
Major strengths of the BSPH program include:
a) Success of the BSPH within the Interdisciplinary Science Major since 2007;
b) Commitment from the UAlbany administration for the success of the BSPH program;
c) Enthusiastic commitment from the SPH administrators, faculty and staff for the continued success of the
BSPH program;
d) Strong commitment from the State Department of Health staff for the success of the BSPH program and a
willingness to continue to facilitate field placement and reserach opportunities for the BSPH students; and
Strong feasibility of the process for the implementation and appropriateness of objectives for the BSPH
program,
There are no major weaknesses noted for the proposed BSPH program.
€
&
17, If applicable, particularly for graduate programs, comment on the ways that this program will make a
unique contribution to the field, and its likelihood of achieving State, regional and/or national
prominence.
Not applicable.
18. Include any further observations important to the evaluation of this program proposal and provide any
recommendations for the proposed program.
It is recommended that:
a) An upper-level health science course be added to the required public courses. This course should have a
strong focus on disease process and prevention. The current lower-level prerequisite biology course does
not meet the Council on Education in Public Health (CEPH) undergraduate competency requirements.
SPH 460 Evidence-Based Public Health, capstone course, should be taught in a two-semester sequence
with additional information related to program planning and evaluation. The current required core
capstone course does not meet the CEPH undergraduate competency requirements,
SPH faculty continue to develop more public health electives for the BSPH program. In this process, the
faculty may consider creating focus areas of electives that specifically provide the skills required to meet
employment demands.
4) SPH administrators plan on hiring additional support staff sooner than expected with a focus on dedicated
BSPH advisors, enhancing field pl cer services, and monitoring the availability of teaching
assistant support as an essential element of the BSPH courses.
BSPH program secure additional physical space and resources including classrooms on main campus,
faculty offices in the Contact Center, office space for additional advisors in the Contact Center, and
computer lab classrooms for specific public health courses, The recommendation is for the SPH.
administrators to plan for rapid growth in the BSPH program and secure essential resources from the
Provost prior to time of immediate need.
bd
c
g
3
g
The State University
of New York
External Reviewer Conflict of Interest Statement
Tam providing an external review of the application submitted to the State University of New York by:
University of Albany, School of Public Health
‘The application is for (circle A or B below)
A) New Degree Authority
B) Registration of a new academic program by an existing institution of higher education:
Bachelor of Science in Public Health
Taffirm that I:
1. am not a present or former employee, student, member of the governing board, owner or shareholder
of, or consultant to the institution that is seeking approval for the proposed program or the entity
seeking approval for new degree authority, and that I did not consult on, or help to develop, the
application; E E
2. am not a spouse, parent, child, or sibling of any of the individuals listed above;
3. am not seeking or being sought for employment or other relationship with the
institution/entity submitting the application?
4, do not have now, nor have had in the past, a relationship with the institution/entity submitting
the application that might compromise my objectivity.
Name of External Reviewer (please print):
Karen M. Perrin, PhD, MPH, RN, CPH
Baal
External Evaluation Report
Form 2D
Version 201-08-02
The External Evaluation Report is an important component of a new academic program
proposal. The external evaluator’s task is to examine the program proposal and related materials, visit the campus
to discuss the proposal with faculty and review related instructional resources and facilities, respond to the
questions in this Report form, and submit to the institution a signed report that speaks to the quality of, and need
for, the proposed program. The report should aim for completeness, accuracy and objectivity.
The institution is expected to review each External Evaluation Report it receives, prepare a single institutional
response to all reports, and, as appropriate, make changes to its program proposal and plan. Each separate
External Evaluation Report and the Institutional Response become part of the full program proposal that the
institution submits to SUNY for approval. If an external evaluation of the proposed program is required by the
New York State Education Department (SED), SUNY includes the External Evaluation Reports and Institutional
Response in the full proposal that it submits to SED for registration.
Institution: University at Albany, SUNY, School of Public Health
Evaluator Name (Please print.): Stephen M. Roth, PhD
Evaluator Title and Institution: Professor and Associate Dean for Academic Affairs, Univ. Maryland
Evaluator Signature: LER
Proposed Program Title: Public Health
Degree: B.S.
Date of evaluation: 29 Nov 2017
I. Program
1. Assess the program’s purpose, structure, and requirements as well as formal mechanisms for program
administration and evaluation. Address the program’s academic rigor and intellectual coherence.
Broadly, the B.S. in Public Health will provide students with a degree emphasizing a breadth of knowledge and
skills in public health, appropriate as both a terminal degree for a fraction of entry-level health-related careers and
a foundational degree for further education in public or allied health. The program has been designed to address the
specific competencies required for accreditation of undergraduate public health degrees by the School of Public
Health’s accrediting body (CEPH). As required by UAlbany, students would also complete an 18-cr. minor as part
of their B.S. degree requirements. The required B.S. program courses are found mostly in the last two years of the
4-yr program, which will accommodate the many transfer students served by UAlbany, so is well structured in that
way. The students complete a culminating capstone experience that provides for an opportunity to synthesize their
prior learning. This degree program has essentially been piloted for the past several years as an Interdisciplinary BS
degree program at UAlbany, and will be overseen by the same Director who has overseen the existing pilot program
and who works closely with the Dean’s office. The program has been designed to address accreditation
requirements, which include regular evaluation. The program is also subject to the UAlbany program evaluation
requirements, which include both course learning outcomes assessment and regular 7-yr program assessment. With
a limited number of pre-requisite courses and a modest number of required courses in public health, the program
allows for considerable flexibility for students who wish to plan for a variety of career and future education paths,
though that flexibility results in greater variability in the public health knowledge and skills that students acquire
(e.g., some may take very few public health elective courses while others will take many). The rigor of the program
appears appropriate as does the intell 1 cok with courses designed to build on each other and culminating
in the capstone experience. There are two areas of concern regarding the program requirements, which inform the
recommendations later in this report. First, the CEPH requirements for an accredited undergraduate program require
a foundation in the biology of human health and disease. In the current proposal, that requirement is met only by a
first-year general biology course. In general, such entry level biology courses are not focused on human biology
nor on disease biology in particular. Second, the CEPH requirements also include grounding in public health
program planning and evaluation, which is a core skill for many public health professionals. In the present proposal,
those el: are included within the caps! course but are not a focus within the capstone. With the capstone
course dedicated to general synthesis of public health knowledge through a written “thesis” there is limited space
available for a strong grounding in program planning and evaluation. Modifications to strengthen coverage of these
two areas is recommended.
2. Comment on the special focus of this program, if any, as it relates to the discipline.
The program does not have a special focus but rather provides a broad foundation in general aspects of public health.
This is an appropriate design for an undergraduate public health degree.
3. Comment on the plans and expectations for self-assessment and continuous improvement.
Both the UAlbany/SUNY and the School of Public Health’s accrediting body (CEPH) require in-depth
programmatic review and conti s quality impr p and the administration and faculty are clearly
committed to applying those best practices to the evaluation and improvement of the proposed degree program.
From regular course learning outcomes assessments to more periodic full program evaluation procedures, the
School has demonstrated a commitment to ensuring a high-quality degree program that meets accreditation
standards for both the campus and the school. The proposal outlines an accelerated process for programmatic
evaluation (3 years vs. the required 7 years), which is indicative of this commitment.
4. Discuss the relationship of this program to other programs of the institution and collaboration with other
institutions, and assess available support from related programs.
The B.S. degree program is clearly embedded within the graduate programs of the School of Public Health and will
likely serve as a pipeline for students into those graduate programs. The same faculty will serve both the
undergraduate and graduate programs, which is a strength, as courses will be developed that are distinct from each
other (e.g., 400 vs 500 level) yet coordinated to ensure appropriate coverage of knowledge and skills. With the
exception of required courses outside of the School of Public Health (e.g., math, general education), there is no
distinct collaboration with other programs at UAlbany, nor are there any distinct collaborations with other
institutions. Several undergraduate students do complete voluntary or elective internships with the State Department
of Health, which does have a very strong linkage with the School of Public Health and this linkage provides an
excellent pathway for curricular enhancements and workforce development.
5. What is the evidence of need and demand for the program locally, in the State, and in the field at large? What
is the extent of occupational demand for graduates? What is the evidence that demand will continue?
From a national perspective, the growth of undergraduate programs in public health has been incredibly strong in
the past decade and is a major topic of conversation at leadership meetings for public health academic
administrators. The program proposed here is consistent with this continued growth, which reflects an expansion
of entry-level workforce opportunities in public health and health-related fields. This growth is considered to be
stable and reflects an aging society broadly and expanding/improving health services nationally. These same
2 of 8
trends appear to be true for the state of New York and the Albany region in particular, which provides evidence of
need for this particular program. One note of caution is that ~15 such programs (i.e., B.S. in public health or
related degrees) have been approved across NY (as listed in the proposal), though only a small number are in the
SUNY system, so the need for these programs is likely reaching capacity and future degree additions across the
state will not likely improve access for interested students. With regard to demand, the proposed degree program
has been piloted for several years as an “interdisciplinary” BS degree at UAlbany and has had steady enrollment
despite having both GPA and pre-requisite restrictions. Many of those admissions restrictions will be lifted for the
proposed program, which will likely increase both demand and enrollments, as has been reflected nationally in
similar B.S. degree programs in public health. How long this national trend will continue is unclear, but most
estimates suggest at least a 10-yr window of continued growth or steady enrollment with current numbers.
II. Faculty
6. Evaluate the faculty, individually and collectively, with regard to training, experience, research and
publication, professional service, and recognition in the field.
The faculty, individually and collectively, are expert, experienced, and diverse, and clearly show a commitment to
excellence in teaching and mentoring undergraduate and graduate students. As is typical and acceptable, some of
the faculty are more focused on undergraduate instruction and will provide key points of contact for students in the
proposed program. The faculty are highly training in the various disciplines of public health and are performing
research and service appropriate to their appointments. UAlbany has a teaching and learning center that provides
workshops and training in pedagogy and some faculty have availed themselves of these services to improve their
instruction and better prepare for teaching the undergraduate student body. The faculty are nearly all core faculty
within the School of Public Health and have been recently vetted by the CEPH accrediting body, which requires an
in-depth analysis of the strength of the faculty in regard to research, teaching and service/practice.
7. Assess the faculty in terms of number and qualifications and plans for future staffing. Evaluate faculty
responsibilities for the proposed program, taking into account their other institutional and programmatic
commitments. Evaluate faculty activity in generating funds for research, training, facilities, equipment, etc.
Discuss any critical gaps and plans for addressing them.
As noted below, a primary concern (as reflected by national trends) is that student enrollment growth may outpace
the projections provided in the proposal. This was a major topic of conversation in the site visit that preceded this
report, as strong growth would impact both faculty and staff resources. No additional faculty resources are planned
as part of this proposal (which is appropriate), though additional staff resources are proposed (also appropriate).
The number of qualified faculty appears satisfactory for the launch and continuation of this program over the next
few years. There is evidence of additional teaching capacity within the existing faculty complement and the School
of Public Health has committed the needed teaching resources for the program as envisioned in the proposal. Some
of the faculty will be new to undergraduate teaching, but the campus has a dedicated teaching and learning center
that can provide workshops and other support for assistance in teaching support and best practices. For staffing,
however, the school or campus may need to accelerate support beyond that outlined in the present proposal, namely
by providing additional advising and support staff earlier than year 3 (as proposed) if enrollment growth exceeds
expectations. The current interdisciplinary pilot BS program already has nearly 90 students and the existing advising
and support capacity appear to be at their maximum. Thus, even a small amount of growth will require additional
advising and staffing resources. Again, these additional resources are outlined in the proposal but they may need to
be secured earlier than planned.
8. Evaluate credentials and involvement of adjunct faculty and support personnel.
3 of 8
A small number of adjunct faculty support the program through teaching and mentorship activities. These adjuncts
appear to be highly qualified and are nearly all high-quality public health practitioners, many in the state Dept. of
Health. This is both appropriate and expected for a public health degree, ensuring student contact with qualified and
experienced practitioners in the field. The support personnel appear equally well-suited to support the proposed
program based on the strong outcomes of the interdisciplinary pilot degree program.
Til. Students
9. Comment on the student population the program seeks to serve, and assess plans and projections for
student recruitment and enrollment.
Currently, the interdisciplinary pilot degree program serves a diverse cadre of students, many of whom are first
generation and/or underrepresented minorities. This is fairly typical of similar undergraduate public health degree
programs across the country. The proposed program will seek to support these same types of students and there is
little reason to doubt the student population d hics will change considerably from their current form as the
program transitions. A key issue with the current proposal is the program enrollment projections, which are likely
to be low. This is based on three primary justifications: 1) the restrictions associated with the current
interdisciplinary pilot program will be reduced considerably, which will naturally allow more students to enroll in
the program; 2) the name of the program, moving to Public Health, will improve visibility for students and likely
result in earlier awareness and interest; and 3) the national trend: sociated with the launch of similar
undergraduate public health degree programs show very strong interest and growth, with several programs
exhibiting larger-than-expected growth and sequential resource chall The School of Public Health is
aware of these issues, as evidenced in the proposal, but must plan accordingly.
10. What are the prospects that recruitment efforts and admissions criteria will supply a sufficient pool of highly
qualified applicants and enrollees?
As an undergraduate program at UAlbany, admissions are managed by the central campus and the program does
not need to do direct recruitment or admissions. They will work with the admissions unit to ensure clear
messaging for students. Given the growth of undergraduate enrollment at UAlbany in recent years, there is
evidence of a sufficient pool of enrollees for this program.
11. Comment on provisions for encouraging participation of persons from underrepresented groups. Is there
adequate attention to the needs of part-time, minority, or disadvantaged students?
There is a clear commitment from the faculty and staff of the program that underrepresented students should be a
central focus for this proposed degree program. That nearly half of the enrollees of the present pilot
interdisciplinary degree program are under-represented minorities provides evidence that the program encourages
and supports participation from these groups. Moreover, the outcomes from the current program indicate a strong
pathway to careers and graduate-level education, showing strong retention and success of these students. Finally,
there are clear plans for articulation agreements with area community colleges, which should provide additional
support for disadvantaged students, who often use that as a pathway to 4-yr programs.
12. Assess the system for monitoring students’ progress and performance and for advising students regarding
academic and career matters.
Student advisement at UAlbany includes both central campus and departmental points of contact. Students receive
campus-level advising in their first year, then move to departmental advising once a major is declared. As noted
above, the students in the current program appear to be receiving excellent advising and are moving through the
4of8
program very well with strong outcomes. The additional advising support outlined in the application for Year 3 of
the proposed program may be needed earlier than proposed, as discussed above if enrollments are higher than
projected. The advising system is clearly working well and should continue to work well with additional support
provided for the expected increases in enrollment. The School of Public Health is also clearly focused on ensuring
strong outcomes and student performance, both through advising and surveys of recently graduated students and
alumni. These processes are more robust for the graduate programs, reflecting CEPH requirements, so taking
some of the best practices from the graduate programs and applying them to the undergraduate program is likely
to yield even stronger success in this area. There was a clear commitment to developing “program maps” for
students with various career and future education plans (e.g., pre-med, pre-MPH, etc.), ensuring in advising
sessions that students know which courses to take and when in order to be move forward in their plans without
gaps in pre-requisites or other preferred coursework.
13. Discuss prospects for graduates’ post-completion success, whether employment, job advancement, future
study, or other outcomes related to the program’s goals.
Based on the outcomes of students from the pilot interdisciplinary degree program, the prospects for post-
completion success are strong. Our discussions indicated that over half of graduates from the pilot program have
moved to graduate education, with many others employed in a health-related field. These same outcomes have been
noted in similar programs around the country and are reflected in the occupational opportunity outlooks noted
above. Undergraduate public health degrees are strong foundations for a number of allied health and related graduate
and professional degree programs, as well as serving as a credential for entry-level health-related careers. National
public health organizations predict continued strong occupational outlooks in a variety of careers over the next
decade and beyond. UAlbany is served by a strong career services advising office that engages directly in
classrooms and with students to improve students’ post-completion success.
TV. Resources
14. Comment on the adequacy of physical resources and facilities, e.g., library, computer, and laboratory facilities;
practica and internship sites or other experiential learning opportunities, such as co-ops or service learning; and
support services for the program, including use of resources outside the institution.
The program is well supported in a number of ways, from excellent faculty and staff to library, computer and other
physical and related resources. The linkage of the School of Public Health to the State Department of Health
provides unique and excellent opportunities for student engagement in internships and research or practice
opportunities that are not available to many peer programs. UAlbany is committed to ensuring the general resources
needed to provide pre-requisite courses outside of the program requirements are provided adequately. There are
some areas of potential concern. Because the program is effectively split between the Uptown and Health Sciences
campuses, faculty and students will be required to be present at both campuses at different times. Faculty (housed
at Health Sciences in the School of Public Health) will teach at the main Uptown campus, which will strain the
capacity of the Contact Office, which has a small number of cubicles for temporary office space of teaching faculty
for holding office hours, etc. Additional space is likely needed to accommodate both the increase in students
(requiring more access to the Contact Office) and the additional instructors needed to teach more sections (and/or
meet with more students). All of this is done within the small Contact Office, which is also shared by other
programs. This is likely to be a stress point for the program in a short period of time. Outside of classes, students
will likely need to visit the Health Sciences campus more often for special visits with faculty for class or mentoring
related visits. There is a shuttle bus, but the length of time for a round-trip visit will be limiting for many students
given class and work/personal schedules; while not insurmountable, it will be a limitation. The campus may want
to consider an accelerated or expanded shuttle service specific to the Health Sciences campus to better support
growth of this (and other such) programs.
5 of 8
15. What is the institution's commitment to the program as demonstrated by the operating budget, faculty salaries,
the number of faculty lines relative to student numbers and workload, and discussions about administrative
support with faculty and administrators?
Institutional support for the program is strong. Whether in the proposal itself or in our site visit discussions, there
was no concern about the commitment of the campus or the School of Public Health to fully support the proposed
program. The faculty, staff, and administration are clearly enthusiastic about expanding and improving
opportunities for students to complete this public health degree. They recognize the possibility that growth may be
stronger than projected and are ready to be responsive, and they are aware of the possible resource challenges related
to offering courses and providing strong mentorship/advising and are equally prepared to ensure excellence. Also
clear was UAlbany’s commitment to generally improving the undergraduate student experience across the
university, with new programs in several areas and improvements in student services and facilities across the
campuses.
V. Summary Comments and Additional Observations
16. Summarize the major strengths and weaknesses of the program as proposed with particular attention to
feasibility of implementation and appropriateness of objectives for the degree offered.
In summary, the present proposal has numerous strengths and only a few weaknesses. With regard to strengths,
the program: 1) is supported by an excellent and committed faculty and staff who are ready to support the
transition and expansion of the present interdisciplinary “pilot” BS program; 2) has demonstrated excellent
support for diverse and underrepresented students as evidenced by strong outcomes with over the past several
years as a pilot interdisciplinary degree program; 3) has the support of both the UAlbany and School of Public
Health administration, who are committed to ensuring an excellent program; 4) has strong resources for students
in the form of excellent and knowledgeable faculty and staff, and the potential for excellent internship and
research/practice opportunities related to the program; 5) is structured around the CEPH accreditation guidelines,
ensuring that students will graduate from an accredited program at a respected School of Public Health; 6) is
linked to workforce and future educational opportunities as part of the national growth in health-related
occupations; and 7) is designed with an lent plan for i and continuous quality
improvement. With regard to weaknesses, the program: 1) appears to need additional content related to both the
isease and public health program planning and evaluation; 2) may need to accelerate the hiring of
ising and related support staff to support a program that is very likely to grow quickly once
launched; 3) may face facilities challenges as the program grows and the Contact Office needs to be expanded to
provide support for both students and faculty at the Uptown campus. Overall, the program objectives are clear, the
implementation plan is sound, and the administrators and faculty appear ready to adapt and respond to enrollment
patterns that exceed expectations. This is very likely to be an excellent program for UAlbany and the School of
Public Health and will serve as a model for such programs throughout the state, region, and nation.
17. If applicable, particularly for graduate programs, comment on the ways that this program will make a unique
contribution to the field, and its likelihood of achieving State, regional and/or national prominence.
As an undergraduate degree, the present program is unlikely to vastly expand the reputation of the School of
Public Health, but will certainly be a unique and important offering for UAlbany as it further expands its regional
and national prominence in higher education. That more and more schools of public health are launching such
programs, the B.S. in Public Health will ensure that the UAlbany School of Public Health remains in line with its
peers in public health degree offerings.
18. Include any further observations important to the evaluation of this program proposal and provide any
recommendations for the proposed program.
6 of 8
The proposal is strong and this reviewer recommends approval of the proposed B.S. degree program in Public
Health, with consideration of the following recommendations: 1) increase instruction in both disease-related
biology and public health program planning and evaluation by i d coursework in both areas; and
2) reconsider the proposed student enrollment projections in light of the removal of restrictions into the major and
the experiences of similar programs around the country and adjust resource requi and timing accordingly.
This will be an important program for the School of Public Health and UAlbany and the faculty, staff, and
dministrators should be applauded for developing this important degree offering for students.
lndine dedi.
7 of 8
The State University
of New York
External Reviewer Conflict of Interest Statement
Tam providing an external review of the application submitted to the State University of New York by:
University at Albany
(Name of Institution or Applicant)
The application is for (circle A or B below)
A) New Degree Authority
Registration of a new academic program by an existing institution of higher education:
B.S. Degree in Public Health
(Title of Proposed Program)
I affirm that I:
1. am not a present or former employee, student, member of the governing board, owner or shareholder
of, or consultant to the institution that is seeking approval for the proposed program or the entity
seeking approval for new degree authority, and that I did not consult on, or help to develop, the
application;
2. am not a spouse, parent, child, or sibling of any of the individuals listed above;
3. am not seeking or being sought for employment or other relationship with the
institution/entity submitting the application?
4. do not have now, nor have had in the past, a relationship with the institution/entity submitting
the application that might compromise my objectivity.
Name of External Reviewer (please print):
Stephen. M. Roth, PhD
Signature: LE UK
8 of 8
Ve | UNIVERSITY4TALBANY Oftice of the Down
NY
: School of Public Health
State University of New York
A joint venture with the
New York State Department of Health
In affiliation with Albany Medical College
Institutional Response to the Public Health Program Review
February 2018
The comments and suggestions received from the reviewers were informative and very helpful.
Overall the program review was a very productive and positive experience and exchange of
information and ideas. Below are the responses to the reviewers’ comments and suggestions.
Reviewer #1 (Kay Perrin
Comment (Q1):
“It is recommended that an upper-level health science course be added to the required
public health courses.”
Response:
We agree with this recommendation. A new course Biological Basis of Personal and Public
Health (SPH/BMS 305) has been developed and will be a required core course for the BS in
Public Health.
Comment (Q1):
“SPH 460 Evidence-Based Public Health, capstone course, should be taught in a two-
semester sequence with additional information related to program planning and
evaluation.”
Response:
We agree with this recommendation. We have redesigned HSPH 341 (Healthy People and
Communities) and HSPH 460z (Evidence-Based Public Health) as a two-course required
capstone sequence. We will implement the following:
1. Students will register for HSPH 341 during the semester prior to their final semester.
2. HSPH 341z will now serve as the writing intensive course for the program (see revised
syllabus, attached).
3. Students will complete HSPH 460 in their final semester after they have completed
HSPH 341 (they will not be taken concurrently). The integrated topics and writing
assignments in HSPH 341z will prepare the students for HSPH 460 which will focus on
public health planning and evaluation (see revised syllabus, attached). Further, in HSPH
460, students will be exposed to public health planning and evaluation programs at local
agencies throughout the Capital District. This exposure to practice is a key requirement
for CEPH-accredited undergraduate programs in Public Health.
GEC 100
One University Place, Rensselaer, NY 12144-3445
PH: 518-402-0283 FX: 518-402-0329
www.albany.edu/sph
Comment (Q1):
“As SPH faculty continue to develop more public health electives for the BSPH program,
they may consider creating focus areas of electives that specifically provide the skills
required to employment demands.”
Response:
We appreciate this suggestion and agree with the idea. The Undergraduate Steering Committee
will be working with Department Chairs to develop new electives as the program grows. The
committee will identify areas of specific emphasis based on their discussions with intemship
mentors and employers and the ASPPH Undergraduate Public Health Network so that these
focus areas correspond to current public health employer needs.
Comment (Q1):
“..it would be beneficial to develop a 4-year curriculum map for those BSPH students
interested in a clinical profession”
Response:
The advisors in the Public Health program work closely, and coordinate with, the University’s
Pre-Health A dvisors. All students interested in a clinical profession meet with both the pre-health
advisor and the public health advisor who work together to develop an individualized advisement
map for each student depending on their post-graduate goals.
Comment (Q8):
“During the conversations, the evaluators advised various administrators and faculty that
it is likely that the BSPH program will increase faster than the anticipated numbers stated
in the document. As result, the recommendation is for the administration to plan on hiring
additional support staff sooner than expected especially dedicated BSPH advisors and
enhancing the services of field placement coordinator. In addition, since the teaching
assistant support is an essential element of the BSPH courses, administrators will need to
monitor the availability of this support.”
Response:
Per the recommendations, we have adjusted our projected program growth. We anticipate 90
majors in our current interdisciplinary program for the 2018-2019 academic year (our baseline
year), higher than our original baseline projections. Thus, we anticipate reaching 150 majors in
year 1, 250 majors in year 2, 350 majors in year 3, 375 majors in year 4, and 400 majors in year
5. As per our original proposal, once the number of majors reaches 100, we plan to hire a staff
person who will serve as a professional Academic A dvisor for the program, and will be
responsible for coordinating intemship placements. Given the increased enrollment projections,
this means this staff person will need to be hired during year 1. In addition, we have increased
the projected need for TA support to include 11 full-time Teaching Assistants in Y ears 1 and 2,
11.5 full-time Teaching Assistants in Y ears 3 and 4, and 14 full-time Teaching Assistants in
Year 5.
Comment (Q9):
“Is is likely that the enrollment projections stated in the document will be exceeded faster
than anticipated.”
Response:
Enrollment projections have been adjusted as noted in response to Q8.
Comment (Q10):
“Recruitment efforts: During conversations, it was not clear how the BSPH program would
recruit the high quality candidates, even though that is a desired outcome.”
Response:
The SPH will work closely with the recruitment team for the undergraduate admissions office.
Our faculty and staff regularly participate in the Scholars and Accepted Students visits and
related recruitment open houses hosted by the University Admissions Office. Further, the
Undergraduate Steering Committee will develop a plan to offer Public Health as an option in the
Honors College once the BS is formally approved.
Comment (Q10):
“there are no official Memorandum of Agreements with the local community colleges at
this time.”
Response:
Articulation agreements with two community colleges have been developed and will be
formalized when the program is registered by NY SED.
Comment (Q10):
“There was no response addressing the process for evaluating exceptions to the admission
criteria.”
Response:
Since there will be no restrictions on acceptance into the Public Health major, there is no need to
have a process for evaluating exceptions to the admission criteria (all students are accepted).
There will be one progression requirement in the major: all students must earn at least a B in
AMAT 108 as a prerequisite for registering for HSPH 332, Introduction to Biostatistics. Based
on previous experiences, a solid foundation in AMAT 108 is necessary for success in HSPH 332.
Comment (Q14):
“the evaluators noted several concerns related to space for the BSPH program, including
classroom space on main campus, touch-down space in the C ontact C enter, office space for
additional advisors in the C ontact C enter, and computer lab classrooms for specific public
health courses. The recommendation is for the SPH administrators to plan for rapid
growth in the BSPH program and secure essential resources from the Provost prior to time
of immediate need.”
Response:
We share these concerns that the reviewers identified regarding space on the main campus.
However, we are in the process of preparing a space request for the faculty director of our
undergraduate program to have access to private office space on the main campus which can be
shared with instructors for holding office hours as well. Furthermore, we will work with the
Provost’s office and other appropriate university offices to develop solutions to the concerns the
reviewers highlighted. Finally, we have identified a few ways to address some of these concerns.
For example, we are considering holding advising days each semester during which our majors
can come to the health sciences campus for a block of time for advising purposes, but also to
participate in other activities with faculty and graduate students; this would both address the
advising space issue in the Contact Office, but also better integrate our undergraduates with the
school community.
Comment (Q15):
“It is anticipated that the BSPH program will grow faster than anticipated. Therefore, the
university administration and the SPH administrators must be prepared to move forward
the projected budget years as the needs b ial to maintain the increased growth
projections.”
Response:
The projected enrollment and budget has been revised as suggested.
Comment (Q18):
a. “An upper-level health science course be added to the required courses.”
Response:
This course has been added, see response to Q1 above.
Comment (Q18):
b. “SPH 460 Evidence-Based Public Health should be taught in a two-semester sequence
with additional information related to program planning and evaluation.”
Response:
This course has been revised as suggested. See response to Q1 above.
Comment (Q18):
c. “SPH faculty continue to develop more public health electives that specifically provide
the skills required to meet employment demands.”
Response:
See response to Q1 above.
Comment (Q18):
d. “SPH administrators plan on hiring additional support staff sooner than expected with
a focus on dedicated BSPH advisors, enhancing field placement career services and
monitoring the availability of teaching assistant support as an essential element of the
BSPH courses.”
Response:
See response to Q15 above.
Comment (Q18):
e. BSPH secure additional physical space and resources including classrooms on main
campus, faculty offices in the C ontact Center, office space for additional advisors and
computer lab classrooms. The recommendation is for the SPH administrators to plan
for rapid growth in the BSPH program and secure essential resources from the Provost
prior to time of immediate need.
Response:
See response to Q14 above.
Reviewer #2 (Stephen Roth
Comment (Q1):
“First, the CEPH requirements for an accredited undergraduate program require a
foundation in the biology of human health and disease. In the current proposal, that
requirement is met only by a first year general biology course.”
Response:
See responses to Reviewer 1 for Q1.
Comment (Q1):
“The CEPH requirements also include grounding in public health program planning and
evaluation, which is a core skill for many public health professionals. In the present
proposal, those elements are included within the capstone course but are not a focus within
the capstone.”
Response:
See responses for reviewer 1 for Q1.
Comment (Q4):
“With the exception of required courses outside of the School of Public Health (e.g., math,
general education), there is no distinct collaboration with other programs at UA lbany, nor
are there any distinct collaborations with other institutions.”
Response:
We currently collaborate with both the College of Emergency Preparedness and Rockefeller
College by offering cross-listed undergraduate courses, and we will seek to expand these types of
collaborations as appropriate. In addition, some of our undergraduate courses are included as
electives in the School of Education’s Human Development major, and we are collaborating with
the College of Engineering and A pplied Sciences on their proposal for a BS in Environmental
and Sustainable Engineering by including some of our undergraduate environmental health
courses. Although we currently do not have distinct collaborations with other institutions, as the
program grows, we will look for opportunities to collaborate with other local educational
institutions as well as other SUNY campuses.
Comment (Q5):
“One note of caution is that ~15 such programs (i.e. BS in public health or related degrees)
have been approved across NY (as listed in the proposal), though only a small number are
in the SUNY system, so the need for these programs is likely reaching capacity and future
degree additions across the state will not likely improve access for interested students.”
Response:
As Dr. Roth mentioned, the proposed program will only be the second BS in Public Health with
CEPH accreditation offered at a SUNY Center. We don’t agree that we are reaching capacity in
NY, as many of the existing programs are in the more narrow discipline of community health,
and New Y ork needs comprehensive public health programs at public institutions for training the
next generation of public health researchers and practitioners. Public institutions importantly
serve a different student population. Further, the strength of our program at UA bany is the
diversity of our undergraduate student population (see Q11, Reviewer #2), which will help
strengthen the diversity of the public health workforce to ensure a workforce that most represents
the populations we need to serve.
Comment (Q7):
“A primary concern (as reflected by national trends) is that student enrollment growth
may outpace the projections provided in the proposal.”
Response:
We have revised our projections and the budget proposal as suggested. See response to
Reviewer #1, Q8.
Comment (Q7):
“For staffing, however, the school or campus may need to accelerate support beyond that
outlined in the present proposal, namely by providing additional advising and support staff
earlier than year 3.”
Response:
We have revised the budget projections and have requested the additional staff beginning in year
1 (AY 2019-2020).
Comment (Q12):
“The additional advising support outlined in the application for Y ear 3 of the proposed
program may be needed earlier than proposed...”
Response:
See above.
Comment (Q14):
“Because the program is effectively split between the Uptown and Health Sciences
puses, faculty and students will be required to be present at both campuses at different
times. Faculty (housed at Health Sciences in the School of Public Health) will trach at the
main Uptown campus, which will strain the capacity of the C ontact Office, which has a
small number of cubicle for temporary office space of teaching faculty for holding office
hours etc. Additional space is likely needed to accommodate both the increase in
students........ The campus may want to consider an accelerated or expanded shuttle service
specific to the Health Sciences campus to better support growth of this (and other such)
programs.”
Response:
See response to Reviewer #1, Q14
Comment (Q16):
With regard to weaknesses, the program
1) appears to need additional content related to both the biology of disease and public
health program planning and evaluation
Response:
See response to Reviewer #1 Q1.
2) may need to accelerate the hiring of additional advising and related support staff to
support a program that is likely to grow quickly once launched
Response:
See responses to Reviewer #1 (Q15) and #2 (Q7).
3) may face facilities challenges as the program grows and the contact office needs to
be expanded to provide support for both students and faculty at the Uptown
Campus.
Response:
See response to Reviewer #2 (Q14).
