ADVANCEMENT OF THE PRACTICE
Open Access
Online Teaching of Environmental Health
Alexander C. Ufelle, MBBS, MPH, PhD, DABT
student learning include Dropbox and mod- ules with: • File upload/download capabilities • Grouping of students for assignments and projects • Discussions with opportunities for student interaction • Grading system with capabilities to pro- vide specific and generic feedback via built-in rubrics • Voice notes or annotation capabilities of submitted files • Audiovisual tools such as VoiceThread, MediaSpace, and Zoom • Plagiarism detectors • Quiz generators The Council on Education for Public Health (CEPH, 2023), a premier accredit- ing body for public health programs, lists 22 foundational competencies, 12 areas of foun- dational knowledge, and 5 concentration- level competencies. There is limited opportu- nity to meet the foundational competencies and knowledge in environmental health. A unique opportunity exists, however, to dem- onstrate environmental health competencies at the concentration level. In environmental Department of Public Health Sciences, College of Health Professions, Slippery Rock University of Pennsylvania Adelle Williams, MBA, PhD Department of Public Health Sciences, College of Health Professions, Slippery Rock University of Pennsylvania Jeremy Lynch, PhD Department of Special Education, College of Education, Slippery Rock University of Pennsylvania Marcy Leeds, PhD Department of Public Health Sciences, College of Health Professions, Slippery Department of Public Health Sciences, College of Health Professions, Slippery Rock University of Pennsylvania Aaron Barchowsky, PhD Department of Environmental and Occupational Health, School of Public Health, University of Pittsburgh Rock University of Pennsylvania Adaeze Aroh, MPH, MSc, DrPH
Abstract From the approach of our university, online teaching of environmental health is delivered through an asynchronous format using online teaching tools and a learning management system (LMS) such as Desire to Learn, Canvas, or Blackboard. Various sections within the LMS facilitate eective course delivery, including upload and download capability, a discussion forum, a course content platform, a quiz generator, audiovisual support tools, and grading templates. As part of an eective online classroom environment, we create a space for instructor–student communication as stipulated by the Association of College and University Educators and the American Council on Education to facilitate eective course delivery. This approach includes promoting learner-centered courses, a productive learning environment, active learning strategies, clear instructions, and fair and equitable assessments. In teaching environmental health online, we consider all the parameters outlined in the student course evaluation to ensure satisfaction with course delivery. Our five environmental health courses cover 1) occupational and environmental health science; 2) toxicology fundamentals; 3) industrial hygiene; 4) risk assessment, management, and communication; and 5) environmental health management. Last, we cover current environmental health topics and practical applications with consideration for federal and global health agencies such as the U.S. Environmental Protection Agency, Food and Drug Administration, and Federal Emergency Management Agency. Keywords: asynchronous, course delivery, instructional design, environmen- tal health, online teaching
Introduction Online teaching became popular during the COVID-19 pandemic shutdown when mil- lions of students across the globe had to rely on online (i.e., remote) learning (de Vries, 2021; DeCoito & Estaiteyeh, 2022). Two dis- tinct modes of online teaching delivery exist: asynchronous and synchronous (DeCoito & Estaiteyeh, 2022; Martin et al., 2023). In an asynchronous format, students can participate in the course anytime and from anywhere. In a synchronous format, students participate in the course in real-time learning via virtual
meetings and discussions (Martin et al., 2023) and use videoconferencing platforms such as Zoom, which can be incorporated into a learning management system (LMS). Online courses are delivered via an LMS to create an interactive platform for student learning and content delivery. According to Forbes Advisor, the three top-rated LMSs that educators use are Desire to Learn (D2L) Brightspace, Can- vas, and Blackboard (Haan, 2024). Slippery Rock University and the Univer- sity of Pittsburgh use D2L Brightspace and Canvas, respectively. Features that support
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Volume 87 • Number 10
https://doi.org/10.70387/001c.140441
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