Course Syllabus

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GLBH 564: FUNDAMENTALS OF GLOBAL HEALTH & DEVELOPMENT (3 units)

Fall Term: September – December 2021   CRN: 20077

 

SECTION A:  COURSE-SPECIFIC INFORMATION

Please note: this syllabus will be periodically updated by the instructor throughout the quarter.

 

Type of Course

Face-to-face (on-campus): Tuesdays, 1:00 to 4:50 PM

Location: Nichol Hall 1407

Canvas LMS:  https://llu.instructure.com/courses/1152264 

 

Description

Courses: Fundamentals of Global Health and Development I, II, & III, GLBH 564, 566, & 568

The Global Health and Development (GHD) series is designed and focused on the knowledge foundation necessary for global public health practitioners to design, implement, monitor, and evaluate health programs serving vulnerable populations in resource-scarce communities worldwide. At LLUSPH, our focus is on global health as integral to transformational global development. Thus, the three courses incorporate global development issues, resources, organizations, and strategies.

In GLBH 564, students review the history of global health, analyze the burden of disease at global, national, and local levels; examine cultural, social, economic, environmental determinants of health; assess vulnerable populations; and study global pharmaceutical access and logistics. Students apply their knowledge and skills to studying one low-income or lower-middle-income country throughout the year, emphasizing the relevant topics within the context of that country.

Course Format

Each class will begin with a short devotional led by a student; a sign-up sheet will be available on Canvas. 

Each class will also have a brief quiz on the required reading for that class. Please come prepared to discuss the global health topic covered in the reading material. This discussion will occur before and after a didactic session that covers the topic and will be an active part of the class. Students that are not active participants will be randomly called on to make comments. 

Following the class, there will be a short Discussion Forum requiring a written paragraph- to page-length discussion pertinent to that day's topic. 

During the first class, each student will choose a low- or middle-income country to study for the year. Each topic covered in this class will be reviewed in the context of the chosen country for the final term paper each quarter, along with a country description, demographic information, etc. A draft paper will be submitted in early December and will be reviewed by one fellow student and the instructor. The final paper will be due at the end of the course. 

 

Course Resources

Required Textbook(s) and Material(s):

Merson, MH, Black, RE, & Mills, AJ (2020). GLOBAL HEALTH: Diseases, Programs, Systems, and Policies (4th ed. (Links to an external site.)). Publisher: Jones & Bartlett Learning.      ISBN#: 9781284122626

Skolnik, RL (2021). Global Health 101 (4th Edition). Publisher: Jones & Bartlett Learning. ISBN#: 9781284145308

eBook compilations of relevant chapters of these books are available each quarter, so there is no need to purchase each entire book separately unless that is your preference.

Fall 2021 eBook: ISBN# - 9781284016284. Cost: $40.98.

https://www.jblearning.com/catalog/productdetails/9781284016284

Students will need to purchase an Access Code in order to redeem their eBooks. eBook Access Codes are redeemable on the PUBLISH web site: http://publish.jblearning.com/ebooks.

Access Code Purchase Method:

  • You may purchase Access Codes for your PUBLISH eBook edition directly through www.jblearning.com. Search for your PUBLISH eBook edition’s ISBN to purchase an Access Code.
  • If you prefer to purchase the eBook at the college bookstore, you may go to the bookstore and the bookstore will obtain Access Codes (necessary for the redemption of eBook) through Jones & Bartlett Learning.

LLU Official Bookstore: https://llu.bncollege.com/webapp/wcs/stores/servlet/BNCBHomePage?storeId=65212&catalogId=10001&langId=-1

 

Recommended Textbook(s) and Material(s):

Rosling, H., Rosling, O., & Rönnlund, A. R. (2018). Factfulness: Ten reasons we're wrong about the world - and why things are better than you think.  Publisher: Sceptre. ISBN-10: 147363749X  ISBN-13: 978-1473637498

Reimagining Global Health: An Introduction.  Edited by Paul Farmer, Arthur Kleinman, Jim Kim, Matthew Basilico. University of California Press, September 2013. ISBN: 9780520271999

 

Supplemental Material(s):

The course recommends and draws from these resources:

Journals:

Lancet Global Health.  Open source, online journal http://www.thelancet.com/journals/langlo/latestcontent (Links to an external site.)

Lancet Global Health Series: http://www.thelancet.com/global-health-series (Links to an external site.)

Global Health Science and Practice. Open source, online. http://www.ghspjournal.org

Bulletin World Health Organization. https://www.who.int/publications/journals/bulletin.

Videos:

Hans Rosling video http://www.ted.com/speakers/hans_rosling. 

Gapminder.org. 

http://www.rockhopper.tv/films/topic/health

Websites:

http://who.int. 

http://kff.org/global-health-policy/.

http://millionssaved.cgdev.org.

https://www.cgdev.org.  

http://www.theguardian.com/global-development/interactive/2012/dec/20/geography-game-how-well-know-world.

http://www.healthdata.org/gbd.

https://www.usaid.gov/what-we-do/global-health

Subscribe to Blogs and listserves:

Sign up for a CORE Group working group listserv: http://www.coregroup.org/get-involved/listserv-sign-up

CORE Group Listservs and Monthly Newsletter.  The various CORE Group listservs facilitate communication and exchange of new tools, documents, resources and events that improve knowledge of community-focused public health practices used by NGOs working in health globally.  The CORE Group Community Listserv is a moderated listserv for sharing and disseminating new tools, documents, resources and events that improve knowledge of community-focused public health practices with a spotlight on women and children.  The Working and Interest Groups listservs are for sharing information on specific topic areas, like malaria, immunization, nutrition, community child health and more.  If you prefer to only receive a monthly update, sign up for the CORE Group Monthly Newsletter.  LLUSPH is an Associate Member of the CORE Group, so all students have membership benefits.

CREATE A LINKEDIN PAGE! Then connect with your colleagues.

Technical Requirements 

Technical Support

 

Course Instructors and Contact Information

Johnson Portrait.jpg 

Walt Johnson, MD, MBA, MPH

Professor, Surgery, Neurosurgery and Public Health 

Office location: Nichol Hall, Room 1403

Office Hours: By appointment

Phone: 1 (909) 558-5823;

Email: wjohnson@llu.edu

Faculty page: https://home.llu.edu/education/faculty/johnson-walter  

LLU Faculty from SPH and other Schools as guest lecturers

 

OUTCOMES, INSTRUCTIONAL METHOD(S) AND GRADING CRITERIA

Loma Linda University’s institutional learning outcomes (ILOs) for students are assessed throughout the degree programs within the University appropriate for the discipline and degree.  This course addresses these ILOs.

  • Critical thinking: Students demonstrate critical thinking through examination of ideas and evidence before formulating an opinion or conclusion. 
  • Information literacy: Students demonstrate the ability to identify, locate, evaluate, utilize, and share information.
  • Oral communication: Students demonstrate effective oral communication skills in English.
  • Written communication: Students demonstrate effective written communication skills in English.

Mission-focused learning outcomes

  • Wholeness: Students apply the University's philosophy of wholeness into their personal and professional lives. Wholeness involves all aspects of one’s existence unified through a loving relationship with God, resulting in inner rest that is expressed by: integrating mind/body/spirit, strengthening relationships, caring for creation, and healing the nations.
  • Wellness: Students facilitate healthy lifestyles in self and others.
  • Values: Students integrate LLU’s Christ-centered values in their personal and professional lives. Core Values of LLU: (Links to an external site.)

CEPH MPH Foundational Competencies AND/OR CEPH Learning Objectives

D2.6: Discuss the means by which structural bias, social inequities, and racism undermine health and create challenges to achieving health equity at organizational, community, and societal levels;

D2.8: Apply awareness of cultural values and practices to the design or implementation of public health policies or programs;

D2.19: Communicate audience-appropriate public health content, both in writing and through oral presentation.

 

Program Learning Outcomes

Global Health MPH Program Learning Outcomes addressed in this course:

PLO 1. Analytical / Assessment Skills

  1. Describe the health status of global, regional, national, sub-national, and/or community populations,
  2. Describe the factors influencing the health of that population.
  3. Demonstrate an understanding of global health within the context of global development. FALL, WINTER, SPRING

PLO 2. Program Planning, Management & Evaluation

  1. Design, implement, evaluate, and improve community health programs and services.  SPRING

PLO 3. Cultural Competency

  1. Describe the diversity of populations and individuals and how it influences policies, programs, services, and the health of a population. FALL, WINTER, SPRING

PLO 4. Community Dimensions of Practice Skills

  1. Conducts community health assessments (Interventions)
  2. Collaborates with community partners to improve health in a community (Interventions)

PLO 5.  Systems Thinking

  1. Analyzes health systems in high, medium and low-income countries. WINTER, SPRING

PLO 6.  Leadership and Teamwork

  1. Team leadership reflects self-awareness and concern for the welfare of the team and the team members, and the population served (Interventions)
  2. Demonstrates leadership, teamwork, and professionalism. ALL YEAR, all courses

Course Learning Outcomes

By the end of this course, in addition to the overall Masters in Public Health degree competencies, Global Health MPH graduates will be able to:

Objective 1: Describe the socio-cultural, religious, political, environmental and economic development determinants of health and health status at the global, regional, national and sub-national levels; 

Objective 2: Assess the burden of disease on health, service utilization, and development, and the importance and impact of prevention; 

Objective 3: Appraise the foundational elements of global health from history up to current times, establishing health as social justice, ethical, and human rights issues, and identifying vulnerable populations;

Objective 4: Determine and design ethical and culturally appropriate technology/ interventions when addressing public health problems and prevention at the global, national and community levels; 

Course Summary

Class

Date

Topic/Course Element & Details

Learning Outcome/Objective/Competency

Assignment Due Date

1

09/28/21

Overview and Introduction to Global Health

Readings:

Merson Introduction

Skolnik Chapter 1

Major differences between global health, global medicine, and international health, and how public health skills/methods undergird all global health

Quiz 1

Forum 1: 4 PM, 10/01/21

2

10/05/21

Prevention and control of public health hazards

Dr Hildemar Dos Santos

Readings: Handouts

Review prevention of major disease categories and risk factors, including tobacco, drug abuse, alcohol, injury, interpersonal violence, bioterrorism

Quiz 2

Forum 2:

4 PM, 10/08/21

3

10/12/21

History of Global Health

Readings: Handouts

Review origins of global health and international health exploring the roots in colonial times. Students become familiar with multiple examples of the good and the bad, and discuss future implications.

Quiz 3

Forum 3:

4 PM, 10/15/21

4

10/19/21

Environmental and Occupational Health

Dr Ryan Sinclair

Readings:

Merson Chapter 11

Skolnik Chapter 8

Environmental and occupational health issues and impact on human health; environmental epidemiology and methods to assess environmental health impacts and risks

 

Quiz 4

Forum 4:

4 PM, 10/22/21

5

10/26/21

 Measures of Health and Disease in Populations

Readings: 

Merson Chapter 1

Skolnik Chapter 3

Measure disease burden, challenges of diagnosis, classifying diseases; effective prevention and treatment strategies; risk factors for morbidity and mortality

Quiz 5

Forum 5:

4 PM, 10/29/21

6

11/02/21

Culture, Behavior, and Health

Reading:

Merson Chapter 2

Importance of culture on beliefs, behaviors related to health and illness; need to understand cultural contexts; introduction to prevailing theories of health behavior and behavior change

Quiz 6

Forum 6: 4 PM,

11/05/21
7

11/09/21

Global Health, Human Rights, and Ethics

Reading:

Merson Chapter 3

Describe global health within the contexts of social justice, human rights, and ethics.

Quiz 7

Forum 7:

4 PM, 11/12/21

8

11/16/21

Understanding and Acting on Social Determinants of Health and Health Equity

Reading: 

Merson Chapter 4

Factors comprising social determinants of health and how they affect health and cause disease; health inequity

Quiz 8

Forum 8:

4 PM, 11/19/21

9

11/23/21

No Class

 

 

10

11/30/21

Pharmaceuticals

Dr Michael Hogue

Reading:

Merson Chapter 16

Factors that determine availability, country-level distribution and supply chains, safe and effective medicines; antimicrobial resistance, national and international regulation, and the impact of fake drugs

Quiz 10

Forum 9:

4 PM, 12/03/21

11

12/07/21
  • Vulnerable Populations—Ethnic Minorities, Indigenous Peoples, Disabled, Forced Migration, Displaced Populations
  • Global Health Agenda in the 21st Century: Pandemic Response and Climate Change

Reading: Handouts

-Describe worldwide vulnerable populations, essential reasons for vulnerability, and steps being taken to mitigate this. What are the differences between forced migrants and displaced individuals?

-Review the evolving global health landscape in a rapidly changing world, highlighting global health security, inequities, global gaps in health services and workforce, universal health coverage, and the politics of global health. Consider these issues within the context of pandemics and the ongoing climate crisis.

 

Forum 10:

4 PM, 12/10/21

12

12/14/21

FINALS WEEK

 

 

 

Instructional Methods and Participation

Attendance & Participation

Regular, on-time attendance in class is required beginning with the first day of each term. A pattern of absence, excused and unexcused, will be referred to the school's designated academic authority for consideration and action.

Excused absences are defined as follows:

  • Illness, verified by a physician's statement or official statement from Student Health Service submitted to the school's designated academic authority;
  • Participation in an institution-sponsored activity (verified by a written statement from a faculty sponsor);
  • Recognizable emergency approved by the school's designated academic authority.

Not only is tardiness disruptive, distracting, and inconsistent with professional behavior, the class misses out on your contribution.  Students who arrive after the beginning of class may be counted absent.

Absences in excess of 15 percent of the course may be sufficient cause for the recording of a failing or unsatisfactory grade (School of Public Health Academic Handbook, p. 202). If you must miss class, you must first get written consent from the course coordinator and instructor(s) for the days that you will be missing prior to the days you are absent. In the case of sudden and unforeseeable circumstances, contact the course coordinator as soon as possible and be prepared to submit documentation supporting your absence.

Specific Expectations for Written Work

Process/Logistics:

  • Number pages for all papers more than two pages in length.  Papers will be returned unread if they do not have page numbers.
  • Use “APA style” for citations and reference list.  All papers with citations should include a reference list (i.e. bibliography). The rules of APA Style, detailed in the Publication Manual of the American Psychological Association, offer sound guidance for writing with simplicity, power, and concision. Tutorial:  (http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx. (Links to an external site.)(Links to an external site.))
  • Write for a general professional audience. 
  • Use file labeling ....Place your name, date, name of this course, and title of the paper at the top of the first page. (see modules for guidance)
  • Proofread or have a friend proofread for oversights and mechanical errors.
  • If you need editing or writing help (beyond simple proofreading), seek it out before turning in your paper. 
  • Turn in all papers in electronic form by the start of class on the due date.   Please note that we may request a hard copy in some cases.  Due to the nature of the work in the global health field, late assignments will be severely penalized. Global health, community health and development functions with strict deadlines for much of the work, such as grant and contract proposals, project timelines, host-country requirements, and the needs of decision makers.
  • Contact the course instructor in advance for emergency-related illnesses or events.

Poor grammar/spelling/formatting. Up to 10% of your grade may be deducted because of poor grammar, spelling, or formatting. If you have trouble with these areas, get help by asking someone to review your paper and carefully checking your work prior to submission, especially those students who are not native English speakers/writers, or those who know they have writing challenges.

Examination Policy – No exams

Grading Criteria

Grading Policy

Grade: 

Range:

 

A

100%

to 95%

A-

< 95%

to 90%

B+

< 90%

to 87%

B

< 87%

to 84%

B-

< 84%

to 80%

C+

< 80%

to 77%

C

< 77%

to 74%

C-

< 74%

to 70%

D

< 70%

to 60%

F

< 60%

to 0%

Insert text (Include an outline of grade requirements [e.g. attendance, class discussion/participation, term papers, lab techniques and reports, quizzes and exams] and a grade scale).  

  1. Value of all requirements = 1000
  2. 2+2+2 Presentations: 100
  3. Quizzes: 160
  4. Paper: Draft – 100 + Final – 300 = 400
  5. Participation: 220
  6. Attendance: 110
  7. Discussion forum: 110

Student Work Load

Based on 10 to 11 contact hours per quarter for 1 lecture unit, a minimum of 30 contact hours per quarter for 1 lab unit, and at least three hours each week per unit of credit of outside preparation is expected for graduate students.

Please note the following regarding response times:

  1. Announcements will be posted on CANVAS
  2. Discussion areas will be available
  3. Response times on emails: 24-48 hours excluding holidays and weekends.
  4. Timeframe for assignment review, scoring, and feedback: Up to seven days for grading.

Late Assignments

Activities may be assigned a specific deadline, once that deadline has passed for an assignment or activity, students will not be able to go back and complete it. Failure to submit the assignment when due will result in a loss of 5 points per day that the assignment is late.  Assignments that are more than 3 days late will not be accepted.  If there are circumstances that will preclude you from turning in assignments on the due date, it is imperative that you discuss the situation with the instructor prior to the due date.

Course Evaluation Feedback

We have a system in place to elicit student feedback. We want to urge you to participate in the midterm course evaluation. The instructor will receive de-identified results that can be used in developing plans to address any apparent deficiencies. You will have another opportunity to contribute with the end of term course evaluation. Please work with us to continue strengthening our curriculum and teaching quality.

Specific Illness Policy

If you are not feeling well, please stay at home to reduce the spread and transmission of your illness to others.

 How do sick campus students, if you are able, attend and participate in class?  Here are steps to take:

  1. COVID Exposure:  If you are aware of a COVID exposure, you must quarantine and notify LLU Student Health that you have been exposed to COVID, even if you currently do not have symptoms. The length of quarantine depends on your vaccination status.  When the quarantine time has expired, you will be required to have a negative COVID test and be cleared by Student Health before returning to classes, work, or other campus activities.
  2. Non-COVID illness: If you are exhibiting any symptoms (e.g., nausea, vomiting, fever above 100 F, chills, sore throat), you should remain at home or in your dorm room and do the following:
    • You must notify the faculty via Canvas that you will not be in class due to an illness; this notification will be required daily for each day that you are absent.
    • The faculty will provide a Zoom link so that you may participate in that class session.
    • If you are exhibiting symptoms that could be related to COVID (see COVID Exposure above), you should be COVID tested and receive a negative result before returning to campus activities and classes.

 

STUDENT RESOURCES AND SUPPORT

 

LLU Library Resources

Library Information for Students: http://libguides.llu.edu/StudentInfo

 

Student Success

Contact us as soon as circumstances arise that may hamper your academic success (i.e. family emergency, health concerns, struggling in a course).

Please email Monique Mozov: MMozov@llu.edu. 

For I know the plans I have for you, declares the Lord, plans to prosper you and not harm you, plans to give you a hope and a future.

Jeremiah 29:11

 

SECTION B:  ASSESSMENT

Institutional Learning Outcomes (ILOs)

(Include only those that will be assessed in this course per program’s curriculum map)

ILO

Week Taught

 Description

Teaching & Learning Activities

Assessment Assignment and when offered

Critical thinking

Weekly

Demonstrate critical thinking through examination of ideas and evidence before formulating opinions or conclusions

Class discussion and written assignments in discussion forum

Assessment in class discussions, review of written assignments and final paper

Oral communication

Weekly

Demonstrate effective oral communication skills in English

Weekly brief presentation on selected topic within chosen country

Graded presentation for content and delivery

Written communication

Weekly

Demonstrate effective written communication skills in English

Weekly assignment in discussion forum

Graded quiz and discussion

 

CEPH D2. MPH Foundational Competencies 

(Include only those that will be assessed in this course per master or doctoral foundations curriculum map)

Competencies

Week Taught

Teaching & Learning Activities

Assessment Assignment and when offered

Public Health & Health Care Systems

D2.6: Discuss the means by which structural bias, social inequities and racism undermine health and create challenges to achieving health equity at organizational, community and societal levels

1-11

Class discussion and written assignments in discussion forum

Graded discussion forum written assignments and final paper

Planning & Management to Promote Health

D2.8: Apply awareness of cultural values and practices to the design or implementation of public health policies or programs

3, 4, 6

Class discussion and written assignments in discussion forum

Graded discussion forum written assignments and final paper

Communication

D2.19: Communicate audience-appropriate public health content, both in writing and through oral presentation

1-11

Class discussion and written assignments

Graded weekly discussion forum written assignments, weekly class presentations, and final paper

 

Program Learning Objectives (PLOs)

(Include only those noted that will be assessed in this course per program’s curriculum map)

PLOs

Week Taught

Teaching & Learning Activities

Assessment Assignment and when offered

Analytical / Assessment Skills

Assess global burden of disease and health status of populations; 

1,2,4,7,8,9

Class open and written discussions, didactic lessons, quizzes, and class individual presentations.

Weekly graded discussions, quizzes, and presentations

 

Cultural Competency

Describe how diversity of populations and individuals influences policies, programs, services and the health of a population

1,2,3,5,7,8,9

Class open and written discussions, didactic lessons, quizzes, and class individual presentations.

Weekly graded discussions, quizzes and presentations

 

 

Assessment Assignment Details

 

  1. Final Paper

    Description: Describe topics of the class within the context of the student’s chosen country. Specific learning objectives include describe various determinants of health, burden of disease, historic perspectives, and determine ethical and culturally appropriate prevention strategies in that country.

 

 

 

 

SECTION C:  ACADEMIC POLICIES

Communication

If you have multiple email accounts, please be sure you access (or forward) your LLU email. You are responsible for checking your LLU email account regularly, respond to time sensitive requests, and maintain an active LLU email account during your time at LLU. Your LLU account is the official form of communication with administration, faculty, staff, and may be used to distribute course-related material. As CANVAS is the preferred method of contact for course-related material, you will need to log into CANVAS regularly. Your instructor will outline expectations for participation and modes of commutation for the course as outlined above.

 

Attendance Policy

 School of Public Health policy stipulates that only registered students may attend classes. Students are expected to attend all required contact elements in a course. Attendance is required to attain the course objectives. Absences in excess of 15 percent may be sufficient cause for a failing or unsatisfactory grade to be recorded.

Further, it is the expectation of the School that the student attend their courses in the format that they enrolled in; with the on campus students required to attend on campus, and online (or online hybrid) students required to attend online (or online hybrid).

 

If you registered for the wrong section of the course (where a different section is available) please make that change during the registration period for the term. If you are registered for an online (or online hybrid) course this term, please read the LLU Distance Education Attendance Policy below.

 

LLU Distance Education Attendance Policy

 Attendance is very important for students in distance education courses. Students are expected to maintain regular and meaningful interaction on a weekly basis in all online and hybrid courses. Should a student fail to participate substantively in the activities/assignments specified in a particular course syllabus and schedule, they will be ineligible for the points associated with those activities/assignments. Students with inadequate participation may not be able to pass the course. In addition, students that that do not participate in courses substantively on a weekly basis may be dismissed from the Program and/or may lose their financial aid funding.

If a student has not attended class by virtue of one of the aforementioned activities in a seven-day period, the student may be contacted by the instructor via e-mail or Canvas, with the Program Director and SPH Records cc’d. If the Instructor or Program Director or SPH Records does not obtain a response from the student within two business days regarding the intention to return to classes or to withdraw, the Program Director and/or SPH Records may initiate the withdrawal process and the student may be contacted by University Records or a Financial Aid Representative. Please be advised this may impact your financial aid funding.

 

Petition for Change of Schedule Examination

Students are required to sit for their officially scheduled final exam. Final examinations may not be given at any time before examination week without explicit approval of instructor of record and Assistant Dean for Academic Support. An instructor may administer an examination at an alternative time if a valid reason is given by the student for not taking the regularly scheduled examination. Valid reasons include serious illness and family emergency.

In order to have the request reviewed, the student needs to:

  1. Complete the Petition for Change of Scheduled Examination form, including a rationale for the request
  2. Meet with the instructor to request approval. If approved, include the agreed upon requested date and time change
  3. Submit the Petition for Change of Scheduled Examination form to the Academic Programs Office to secure approval from the Assistant Dean for Academic Support
  4. Attach a $100 fee for each exam petitioned or fill out the Student Finance Charge Voucher to be charged to the student account
  5. Please be advised the form needs to be approved (steps 1-4) a minimum of two weeks prior to the scheduled exam

Professionalism

NETIQUETTE:  Please remember good Netiquette. In the online environment, we do not see the body language and tone of voice that accompanies responses and postings so it is important to be mindful of your posts. Here are some tips:

  • Use Greetings; address your responses to individuals or the group.
  • When Unsure Don’t Capitalize; only capitalize a word or phrase to emphasize it; capitalizing words generally means that you are shouting.
  • Discussion Boards; check the discussion board frequently and respond appropriately and in a timely manner. Remember, everyone has demanding schedules and many people need to plan ahead and cannot go to Canvas and respond in the discussion at the end of the week.
  • Headings; use appropriate heading titles for your postings.
  • Be professional; maintain a professional and respectful manner in your online interactions. Your goal is to communicate in a way that is clear, concise, and effective.

Proctoring Policies and Procedures

For taking tests in Canvas:

  • Your instructor may require a LockDown Browser for online exams.
  • When taking an online exam, follow these guidelines:
    • Ensure you're in a location where you won't be interrupted
    • Turn off all mobile devices, phones, etc.
    • Clear your desk of all external materials — books, papers, other computers, or devices (unless it’s an open book exam)
    • Remain at your desk or workstation for the duration of the test
  • LockDown Browser will prevent you from accessing other websites or applications; you will be unable to exit the test until all questions are completed and submitted.

Withdrawal Deadline

To view withdrawal deadlines and corresponding refund dates, go you your registration portal, under sign up for courses click on the class.

Policy on Incomplete Grades

Incomplete grades will be given only if there are extenuating circumstances (i.e. hospitalization) that preclude the student from completing the course. Generally, the student should have satisfactorily completed all course work and successfully passed all exams (e.g. B or better) up until the time an incomplete is requested; a majority of the overall work required for the course should be completed. The final grade, along with the “I” will be included on the student’s permanent record (academic transcript). Please note that an incomplete is not a remedy for an overload, failure on final examination, absence from final examination (for other than an emergency situation), or low grade to be raised with extra work.

Prior to the end of the semester, students must initiate the request for an “I” grade. Assignment of an “I” grade is at the discretion of the instructor and approval of the School. The instructor must specify a default letter at the time the “I” grade is submitted. A default grade is the letter grade the student will receive if no additional coursework is completed and/or a grade change form is not filed by the instructor. “I” grades must be completed within one term. Individual instructors may set shorter time limits.

American with Disability Act (ADA)

If you are a student with a certifiable disability and need to make a request for reasonable accommodation to fully participate in this class, please contact the Office of the Assistant Dean for Student Support who will provide you with information for reasonable accommodations. You can email the assistant for student services, Mindy Wilkens (mwilkens@llu.edu) located in Nichol Hall 1510. Please communicate a documented reasonable accommodated granted through the School with the instructor of this course during the first week of class.

Academic Integrity Policy

Students are expected to be familiar with and comply with the University Academic Integrity Policy, which is available in the Student Handbook: https://home.llu.edu/sites/home.llu.edu/files/docs/student-handbook.pdf. The academically dishonest act violates the community of trust upon which all learning is based, compromises the orderly transfer of knowledge from teacher to student, and is inconsistent with good professional and moral behavior. Accordingly, the penalty for academic dishonesty is severe.

Acts of dishonesty include but are not limited to:

  • theft;
  • falsifying or changing grades or other academic records;
  • plagiarism or excessive paraphrasing of someone else's work;
  • knowingly giving, obtaining, or falsifying information during examinations or other academic or professional practice assignments;
  • using unauthorized aids during examinations;
  • loud and disruptive behavior during lectures, demonstrations, or examinations;
  • excessive unexcused absences from classes or from clinical assignments.

"Examinations" are defined as regularly scheduled tests, quizzes (scheduled or unscheduled), final examinations, comprehensive assessments, take-home tests, open-book tests, and any other assignment given by an instructor or preceptor whether for a grade, points toward a grade, or for zero points (e.g., a learning exercise).

All written assignments shall be submitted in Canvas through the Turnitin feature and have a low score. High scores will be investigated by the instructor to determine if plagiarism has been committed by the student.  If this is found to be true, no points will be awarded for the assignment and may result in a failing grade for the course. Instructors and students are responsible for reporting instances of academic dishonesty for investigation. An instructor may take immediate action during an examination or other point-generating activity in order to maintain the integrity of the academic process. If substantive evidence exists for misconduct, it shall be reported to the dean or the dean’s designee. Disciplinary action may include receiving a failing grade on the examination or assignment, receiving a failing grade in the course, suspension, or permanent dismissal from the program.

Grievance Policy

Grievances related to academic matters or other issues covered by specific school policies shall be made pursuant to the policies of the school in which the student is enrolled. A student who questions whether the process provided by the school has followed its policy in regard to his/her grievance may request the Office of the Provost to conduct a review of the process used by the school in responding to his/her academic grievance. For more detailed information, please see the University Student Handbook for School of Public Health grievance policy and procedures https://home.llu.edu/sites/home.llu.edu/files/docs/student-handbook.pdf.

Protected Health Information

The purpose of the Protected Health Information (PHI) policy is to provide guidance and establish clear expectations for students regarding the appropriate use of PHI during course students and related program activities. Under the Health Insurance Portability and Accountability Act (HIPPA), patient health information is protected.

 

Course Summary:

Date Details Due