ADVANCEMENT OF THE PRACTICE
contact information, oce hours, course learning objectives, program outcomes, uni- versity outcomes, and CEPH competencies and foundational knowledge. The syllabus also includes grading rubrics for assign- ments, discussions, exams, and projects, along with class schedules and additional mandated university information such as academic integrity, Title IX, Oce of Dis- ability, and misconduct policies (Table 1). Referring to the syllabus in every assign- ment and class activity is essential to rein- force students’ commitment to the class. In the syllabus, an e ort is made to dem- onstrate the interrelationships among the course outcome, course competencies, and program outcome. The syllabus has assess- ments to meet CEPH foundational and con- centration competencies and public health foundational knowledge. CEPH evaluates all syllabi in their accreditation reviews. In addition to being a learning tool, a syl- labus serves as a permanent record and a point of contact between the students and the instructor (Parkes & Harris, 2002; Wheeler et al., 2019). The syllabus sets the tone for the class and outlines the course, expectations, communication strategies, and the relation- ship between covered topics and the course curriculum (Wagner et al., 2023). It is impor- tant to consider student perception of a syl- labus by addressing factors such as the power balance between the instructor and students, style of learning objectives, framing of assign- ments, and the design of the syllabus being graphic-rich versus text-rich (Wheeler et al., 2019). Following training and certification with ACUE, our environmental health course syllabus is aligned with learner-centered (i.e., less content-centered) syllabi (Table 1). Discussion Forum An online discussion forum is essential to encourage participation among the students and between students and the instructor, as an online platform can foster interac- tions that are similar to ones present in a face-to-face class. There is a consensus that mandatory discussion positively influ- ences learning (Du et al., 2022). A discus- sion forum enables students to comment on one another’s posts, and instructors can provide feedback on these posts. As part of the instruction, students cannot respond to other students without first having an initial
TABLE 1
Categories and Contents of a Sample Environmental Health Syllabus
Category
Content
Course identity
University, department, course registration number, and offering semester
Instructor information
Name, Zoom information, office hours, office address, office phone number, email address, and meeting scheduling information
Course information
Course structure and course delivery
Course learning outcome
Course-specific outcome after successful completion of the class Required textbook and materials, with other optional reading materials Foundational competencies, foundational knowledge, and concentration competencies Overlap between course learning outcome and 1) program learning outcome, 2) university learning outcome, and 3) environmental and occupational health concentration competencies Grading system and scale, grading rubrics, assignments, discussions, paper projects, and multiple-choice exams Title IX, students with special needs, nondiscrimination, academic integrity, identified pronouns and names, inclusion, and online course etiquette Weekly activities, discussions, assignments, paper projects, reading materials, holidays and breaks, exams, and due dates
Textbook information
Council on Education for Public Health competencies
University and program outcomes Program outcome and university outcome Learning outcome overlap
Assessment
University requirements
Course schedule
Course Overviews
position. This creates an atmosphere that can mimic interactions in an in-person class. Some classes require that students ask ques- tions of their classmates’ discussion posts. In turn, the original poster must respond to their classmates’ questions. This approach is an ideal way to elicit a back-and-forth dis- cussion among the students. Assignment and Group Projects The Dropbox feature in D2L and modules in Canvas and Blackboard are used to post assignments and provide an opportunity for group work. Students can be assigned to groups individually or randomly, and there is an option for students to choose a group. These LMSs also have a feature to check for plagiarism using Turnitin. Group assignments create an opportunity for student collabora- tions even though students are in di erent physical locations. Zoom communication is linked to the LMS to further facilitate student collaboration. Students have several options to submit assignments, including document attachments, file uploads, audio recordings, and video recordings.
Occupational and Environmental Health Science CEPH requires core courses in environ- mental and occupational health regardless of a student’s concentration. The courses at Slippery Rock University and the University of Pittsburgh have embedded components that emphasize environmental justice across disparate populations. The course covers sources; exposure pathways; routes; and the health impacts of chemicals, agents, and pathogens. Introduction to risk assessment, regulatory consideration, and the importance of culturally sensitive risk communication are also covered. This information fulfills the CEPH (2023) foundational competency 18 (Select communication strategies for di er- ent audiences and sectors) and 20 (Describe the importance of cultural competence in communicating public health content). Sample Paper Project In 2014, residents of Flint, Michigan, were exposed to drinking water that contained
22
Volume 87 • Number 10
Powered by FlippingBook