Syllabus

 

Meeting Time:	Thursdays, 1:00pm-4:00pm
Location:	M3024, HMP North Conference Room
Professor:	Melissa Creary, PhD, MPH mcreary@umich.edu SPH II, Room 3126
Office Hours:	Wednesdays, 2-4pm and Thursdays, 4-5pm By Appointment Only via CANVAS

 

Course Description

This course will critically examine aspects of health and health policy from the state and federal perspective, along the axes of race, ethnicity, culture, and place. Though the class is taught primarily from a U.S. - based perspective, we will cover some topics from an international lens in order to both explore domestic policy within a global context and to consider the international implications of policies and the structures that they create. Through an interdisciplinary and in-depth engagement with case studies, theoretical tools, anthropological, and public health literature, we will explore social constructions of health, reproductive justice, the social determinants of health and health disparities; environmental inequalities; development and the governance of disease; and the role of states and social movements in the development of health policy. Incorporating text, media, and guest lectures into our course material, we will question the normative values assigned to concepts of race, culture, and disease, which subsequently shape the social beliefs that influence health status and the production of policy. Students are expected to develop valuable skills that will assist in future participation in research and policy processes. This course is writing intensive and will culminate in a grant proposal and mini-colloquia.

 

Course Materials

The following texts should be purchased:

• Rattansi, Ali. Racism: A very short introduction. Vol. 161. Oxford University Press, 2007.
• Bellamy, Richard. Citizenship: A very short introduction. Vol. 192. Oxford University Press, 2008.

All other readings are available online on Canvas.

 

Course Goals

By the end of the semester, students will be able to:

1. Illustrate how the contexts of race, ethnicity, and culture contribute to the formation, implementation, and interpretation of health policy.
2. Specifically analyze selected issues related to race and health policy through assimilation of the literature on various topics, including issues of ethnicity, culture, class, gender, sexuality, and specific health and disease outcomes.
3. Understand how policies and the services and programs they inform impact health, and how this varies within and across groups
4. Recognize and produce the basic structure and framework of a grant proposal

 

Competencies

Competencies for the course are from Domains A (Measurement and Analysis), B (Communication), C (Leadership), and E (Professional Development).

A.2 Appraise literature and data critically
A.6 Policy Analysis—Understand the policy-making process and the role of politics; assess a problem and identify and compare potential policy solutions; and understand and critically assess methods to evaluate policy impact.
B.1 Convey—Speak and write in a clear, logical, and grammatical manner in formal and informal situations; prepare cogent business presentations; facilitate an effective group process
B.2 Listen—Receive, process, and respond appropriately to information conveyed by others.
B.3 Interact—Perceive and respond appropriately to the spoken, unspoken or partly expressed thoughts, feelings, and concerns of others.
C.5 Collaboration—Work collaboratively with others as part of a team or group, demonstrating commitment to the team’s goal and encouraging individuals to put forth their best effort
E.1 Self-Awareness—Actively seek feedback from others, reflecting and learning from successes and failures

 

We will meet Thursdays, from 1:00pm – 4:00pm and will have a brief break in the middle of class. The class will consist primarily of professor-led lectures, guest lectures, student-led (small group and large group) discussion, and in-class individual and small group work activities. Each week you will contribute to a CANVAS-based discussion board as a way to reflect upon the course readings and to provide a starting point for class discussions of the readings. The course uses the notion of the classroom as a “community of learners” as its foundation. As such, each class member is expected to participate in both learning and leading discussion as the semester unfolds. This not only assumes preparation, but also active engagement. Students will know in advance when they will lead a discussion.

Unless otherwise instructed, readings and assignments listed in the syllabus should be completed by the class for which they are assigned. As in-class assignments will sometimes be grades, attendance is critical. There is no way to make up a missed class.

 

Participation and Attendance

It is expected that students will attend each class session, and come fully prepared to discuss the assigned texts. Attendance will be taken every class session, and will count towards your participation grade. You are expected to attend all class sessions on time. Attendance will be tracked; if you are unable to attend class, you need to notify the instructor ahead of time. Unexcused absences will affect your final grade, as will more than two excused absences. After three unexcused absences, a ½ letter grade will be deducted for each absence thereafter. All late work not approved by the instructor in advance will be deducted ½ letter grade per day past the deadline.

Each participant will lead the class individually or in pairs at least once during the course of the semester. Seminar leaders will begin with a 10 - 15 minute formal presentations that should analyze the major themes of the week from various perspectives.  Afterwards, class leaders will guide the discussion.  This will contribute to your participation grade.  

 

Weekly Response Statements
To facilitate discussion, students will submit weekly response statements. The statements should be a brief paragraph, (one page, double-spaced, 12 point font, 1” margins MAX), and, focus on synthesizing issues across the set of readings (include citations in text). Appropriate citations are expected using APA style 6th edition. This page will briefly describe the conceptual main ideas that unite the readings. Statements should not be used to ask clarification or methodological questions, which you are encouraged to raise in class. At the end of the assignment, the student will conclude with a question or issue for discussion. Statements should be written in Microsoft Word and attached within Canvas. Please name your documents “HMP626_your name_Week#Response.doc” in a Word document. (For example, HMP626_MCreary_Week2Response.doc). Statements are due every Tuesday by 5:00pm. No late papers will be accepted.

There will also be a subsequent discussion forum on Canvas which students are encouraged to utilize to continue to reflect, ask questions, post material, and use as a resource throughout the semester. I will be monitoring and participating in the forum. The discussions here will not be graded.

 

Grant Proposals

The paper for this course will take the form of a modified research-based grant proposal from the Commonwealth Fund (see http://www.commonwealthfund.org/~/media/files/grants/cmwf-board-and-small-grant-proposal-guidelines_final-82014.pdf). The instructor will discuss a modified version with students during specified class time. A successful proposal reviews the background of the area of study, and then proposes novel work that extends knowledge in some important way. It is important to convince your readers that your approach is practical as well as interesting. It should contain originality, evidence of critical thinking, mastery of the appropriate background, appropriate connections between the background and your project, a well-planned and feasible experimental plan and the clarity of your presentation. An example of an exemplar proposal can be found here: http://www.commonwealthfund.org/~/media/files/fellowships/harkness/harkness-sample-proposal-i.pdf

• Abstract: Each student should pick a topic early in the semester and submit a non-graded 1-2 page abstract to the instructor. Upon approval, this abstract will serve as foundation to the 10-page proposal draft that will be submitted.
• Class Proposal Review:  On February 16^th, you'll have the opportunity to briefly present to the class your initial ideas for your grant proposal, due on February 22nd at 5pm.  Using a strict 5 minutes, you'll present your general topic, provide brief evidence to why you chose the problem, list your methodology(ies), and anything you want us to know.  The class will provide written feedback for each presenter.  This will not be graded.
• Draft: The draft should consist of a well thought out 10 page document that will outline the beginning stages of research for your grant proposal. A draft title, truncated abstract (250 words), introduction, research question/objectives, brief literature review, planned methods, next steps, and references.
• Final: Based upon feedback from the drafts, students will be expected to adhere to comments given and submit a final 20-page grant proposal to the instructor in order to receive the final grade for the class. Papers should include: title, abstract, introduction, research question/objectives, literature review, methods, analysis and evaluation, conclusion and references.

 

Mini-Colloquia

Students will be organized into panels of 3-4 based on grant content. These panels will present their grant to a review board (class) and will have 30 minutes per panel. This will take place near the end of the semester. These presentations can be organized as 10 minutes per person or the three panelists can use their 30 minutes in a blended presentation. The presenters will be graded on their overall understanding of the grant proposal and ability to engage the class in a Q&A about the proposal. Be sure to practice your oral presentation before you come to class so that you are familiar with your materials and can present them within the allotted time. The instructor may terminate presentations, which run long. Further details will be given closer to the date.

 

Attendance and Participation	15%	including in-class discussions & assignments
Weekly Response Statements	20%	one page synthesizing statement
Grant Proposal Draft	15%	10 pages
Grant Proposal Final	25%	20 pages
Final Presentation	25%

 

Classroom Expectations/Etiquette

Students and faculty each have responsibility for maintaining an appropriate learning environment. Students who fail to adhere to such behavioral standards may be subject to discipline. Faculty have the professional responsibility to treat all students with understanding, dignity and respect, to guide classroom discussion and to set reasonable limits on the manner in which they and their students express opinions. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender variance, and nationalities.

Electronics:  Laptops are permissible and will be required during some classes.  Please put all phones away during class.  They are permissible during breaks.

Guidelines for Engagement

• We commit to creating a functional group dynamic over the course of the semester.  In making this commitment, we understand that our regular presence is crucial to this dynamic, and that our unexplained absence may impair it.
• We value each member's experiences and the presence of multiple viewpoints in pursuit of productivity, personal goals, dignity and self-respect.
• We respect people’s ideas and positions even when we disagree with them. 
• We will attempt to hear each other’s intentions in the message, even if gaffes are made. 
• We will critique ideas, but not the person who expresses them.
• We hold space in our conversations for times of privacy and stillness.
• We commit to asking questions about and working through a group process that may, at times, seem difficult to us.  We commit to remaining active in the group through difficult moments and consulting the instructor when we can’t work through something by ourselves or in the class.
• We have compassion for each and meet each other as best we can. 
• This means, we respect each other’s opinions and agree to disagree respectfully.
• We consider some of our conversations as confidential.  Our classroom is safe space and information from the discussion should not be used elsewhere. 
• We add to the discussion and not just repeat what has already been said.  We refer to concrete examples from readings, experiences, and media. 
• We avoid being tangential in our ideas and try to remain focused on the discussion point of the moment.
• We are aware when we are taking too much or too little space in the conversation and adjust accordingly.
• We explore new ideas, take risks, are constructive, flexible, and open.

 

Office Hours and Communication

Office hours are Wednesdays between 2-4pm and Thursdays after class from 4-5pm.  These times are blocked off in 20 minute increments, but by appointment only.  To sign up for an appointment, log in to Canvas, then click the Calendar link in the Global Navigation. Select the calendar for the course you want to view and click the Scheduler button.  The Scheduler page displays any appointments available in the calendars you selected to view.  To sign up for an appointment, click the sign up link, then click the Reserve link.

Email: I will make every attempt to return your email within 48 hours.

 

Academic Integrity

The faculty and staff of the School of Public Health believe that the conduct of a student registered or taking courses in the School should be consistent with that of a professional person. Courtesy, honesty, and respect should be shown by students toward faculty members, guest lecturers, administrative support staff, community partners, and fellow students.  Similarly, students should expect faculty to treat them fairly, showing respect for their ideas and opinions and striving to help them achieve maximum benefits from their experience in the School.

Student academic misconduct refers to behavior that may include plagiarism, cheating, fabrication, falsification of records or official documents, intentional misuse of equipment or materials (including library materials), and aiding and abetting the perpetration of such acts.  Please visit  http://sph.umich.edu/student-resources/mph-mhsa.html for the full Policy on Student Academic Conduct Standards and Procedures Links to an external site..

 

Student Well-Being

SPH faculty and staff believe it is important to support the physical and emotional well-being of our students. If you have a physical or mental health issue that is affecting your performance or participation in any course, and/or if you need help connecting with University services, please contact the instructor or the Office of Academic Affairs.

Please visit http://sph.umich.edu/student-life/wellness.html for information on wellness resources available to you.

 

Student Accommodations

Students should speak with their instructors before or during the first week of classes regarding any special needs. Students can also visit the Office of Academic Affairs for assistance in coordinating communications around accommodations.

Students seeking academic accommodations should register with Services for Students with Disabilities (SSD). SSD arranges reasonable and appropriate academic accommodations for students with disabilities. Please visit https://ssd.umich.edu/topic/our-services Links to an external site. for more information on student accommodations.

Students who expect to miss classes, examinations, or other assignments as a consequence of their religious observance shall be provided with a reasonable alternative opportunity to complete such academic responsibilities. It is the obligation of students to provide faculty with reasonable notice of the dates of religious holidays on which they will be absent. Please visit http://www.provost.umich.edu/calendar/religious_holidays.html#conflicts Links to an external site. for the complete University policy.