Course Syllabus

CONTACT INFORMATION

This table includes information about how to contact your instructor and other important details about your class

	Office Hours: By Appointment (Zoom or in person) Phone: (405) 271-8001, x46752 Cell: (405) 613-2170 (text is allowed, please identify which class you are in) Email: lancer-stephens@ouhsc.edu
Lancer Stephens, PhD, MBA, MS (Wichita/Creek) Associate Dean for Sovereignty, Opportunity, Belonging & Engagement Associate Professor of Research  Hudson College of Public Health

COURSE INFORMATION

WELCOME FROM THE COURSE DIRECTOR / TEACHING PHILOSOPHY

My teaching philosophy, stemming from a historical perspective, recognizes the unique path which each student is on when they enter the classroom with a desire to learn.  As the course director, I will strive to help strengthen the student’s understanding of the content for them to move forward towards their destination, whatever that may be.  My emphasis is support and I will also attempt to push students to practice and accomplish those things that many have difficulty with in the professional world; including public speaking, clear communication and working collaboratively within a diverse community.   

COURSE DESCRIPTION 

Introduction to basic concepts of social and behavioral sciences in public health theory and practice. Social factors influencing health outcomes, theories of health behavior and health promotion at the community level are emphasized. 

PREREQUISITE(S)

None

CLASS TYPE

Lecture/Discussion

COURSE OBJECTIVES

The social and behavioral sciences in public health analyze the behavioral, social, and cultural factors related to individual and population health and to health disparities over the life course. Research and practice in this area contributes to the development, administration, and evaluation of programs and policies in public health and health services to promote and sustain healthy environments and healthy lives for individuals and populations.

This course is a survey of social and behavioral science perspectives in public health. It will outline a foundation to explain the social and behavioral influences on health and the probable reasons for differences in health outcomes at the population level. Course content will focus on social science concepts, analytical frameworks, research methods, and intervention strategies that can be applied to current public health problems. Basic insights from anthropology, psychology, sociology and other social and behavioral science disciplines will be used to analyze and interpret the causes, consequences, and solutions to a variety of public health issues.

REQUIRED TEXTS AND MATERIALS

• Edberg, M. (2015).  Essentials of Health Behavior: Social and Behavioral Theory in Public Health.  Second Edition. Burlington, MA: Jones & Bartlett Learning.  ISBN: 978-1-4496-9850-8
  • An etext is available online through the Robert M. Bird Library, you will have to log-in with your HSC credentials.
    
    
• Additional readings will be available in Canvas
  
  

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COURSE STRUCTURE

CLASS PREPARATION

Students are responsible for all assigned readings and materials, whether discussed in class or not (including any written or verbal updates, all lecture material, case studies, independent study, other information provided, etc.).  All assignments are due on the date listed.  To prepare for class, students may find it helpful to annotate key points, jot down any questions in the article’s margins, or possibly summarize what was read in a notebook.

ATTENDANCE

This is an online course, students will be monitored through their activities on the learning management system (Canvas) and their completion of weekly assignments.  Student grades will be dependent on their successful completion of assignments in the timeframe given for each week.  

PARTICIPATION

The success of this graduate course depends on active student participation in class discussion boards provided through Canvas.  Students are expected to continually show respect for all populations in their comments, including their fellow students and lecturers. 

 

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CONDUCT OF THE COURSE

INSTRUCTION MODE

Online: Instructors interact with students virtually through the use of online modules, discussion boards, and videos.  Additional instruction is provided through reading requirements, video links, and preparation of papers and presentations.  Students are encouraged to contact the instructor at any time during the semester should clarification be needed on assignments.  Students should use email initially and may then request to meet in person or via Zoom.

ASSIGNMENTS

Weekly Quizzes:

Weekly quizzes will be available at the beginning of each week. The weekly quiz will review materials assigned for the upcoming week and will be limited to 30 minutes to complete.  The quizzes are all multiple choice, where students should choose the most correct answer to the question given to receive credit.  All quizzes are open book and students may refer to the articles listed for that week, however, students are strongly encouraged to thoroughly review the assigned reading material before attempting to complete the quiz. Video links will not be used for the quizzes, only the assigned readings. Weekly quizzes can neither be made up nor taken early.  

Discussion Boards:

Discussion Board: Weekly topic questions will be posted for students.  Open and honest discussion boards allow everyone the opportunity to express their opinions and to learn from each other.  Students are encouraged to pose questions to the group for further discussion as well as share lived experiences on the topics covered.  Discussion board instructions will be posted each week that they are due and can neither be made up nor taken early. 

CPH Terminology Study Guides:

Weekly topics will include a set of social-behavioral terminology.  Students will be required to create their own study guide for these social-behavioral terms based on content from the assigned readings and video presentations.  Students will submit their study guide definitions each week for a grade and are strongly encouraged to keep an additional personal copy and update their study guide each week, even including terminology that may not be listed, but would be beneficial for their future professional use.  This exercise is expected to be an independent activity and students will be graded based on the completeness of their definitions for the terms.  

Terminology is listed within the syllabus and students are encouraged to work ahead, as many terms are mentioned in multiple readings and sessions throughout the semester, however, terms will need to be uploaded on Canvas in the designated week in which they are due to receive credit.

Terminology should be numbered and uploaded on Canvas in the manner below:

• Terminology Study Guide Week 1: Introduction no terms due
• Terminology Study Guide Week 2: 1-10
• Terminology Study Guide Week 3: 11-20
• Terminology Study Guide Week 4: 21-30
• Terminology Study Guide Week 5: 31-42
• Terminology Study Guide Week 6: 43-57
• Terminology Study Guide Week 7: 58-64
• Terminology Study Guide Week 8: 65-71
• Terminology Study Guide Week 9: 72-79
• Terminology Study Guide Week 10: Spring Break no terms due
• Terminology Study Guide Week 11: 80-83
• Terminology Study Guide Week 12: 84-88
• Terminology Study Guide Week 13: 89-107
• Terminology Study Guide Week 14: 108-124
• Terminology Study Guide Week 15: 125-131
• Terminology Study Guide Week 16: 132-150

Mid-term paper: (Describe the problem)

Students will identify a population (children, adolescents, adults, elders, urban/rural, ethnicity, etc.) and a particular social or behavioral influence on health for this population in which students are interested in further exploring (the population and topic is up to the student to decide based on their interests, some examples are listed below). Students will discuss how these influences may impact one’s education, work, family, success, quality of life, etc. In general, students will take from the literature findings on how these social/behavioral influences impact significant health outcomes for their population of interest.  Students will describe how each level of the Socioecological Model (Intrapersonal, Interpersonal, Organization, Community, Society) are, or may be, affected by the influence. 

The mid-term paper must be submitted using MS Word (in APA 6th ed.). Use 12pt font, 1” margins, double-spaced and page numbered. Paper length should be between 4-6 written pages; use of a cover page, figures, charts, graphs, tables, and citations (reference page) do not count towards paper length. Students are allowed to write their papers on the same topic as their social-behavioral presentation.

Final paper: (Describe a solution)

This paper will be a continuation of thought from the mid-term paper.  Now that students have presented an argument on a particular social or behavioral influence on health, they will describe an intervention taken from the literature that has been used to modify the social or behavioral influence in their chosen population. While the published intervention may not describe addressing all levels of the Socioecological Model, students will use the information gained from this class to modify the intervention to meet the needs of the population and levels (intrapersonal, interpersonal, organization, community, society) that were originally addressed in the student’s “describe the problem” paper. Additionally, the student should discuss the theory or model their intervention follows, and why the student believes this is so.  Lastly, the student should describe where the intervention could take place and the key stakeholders/change agents that will need to be included to help ensure the intervention is accepted by the community.

The paper must be submitted using MS Word (in APA 6th ed.). Use 12pt font, 1” margins, double-spaced, paginate, and spell-check. Paper length should be 4-6 written pages; use of figures, charts, graphs, tables and citations do not count toward paper length.

Social-Behavioral Presentation: 

Toward the end of the semester, students will be responsible for making a PowerPoint presentation (10-15 slides) over one major social/behavioral determinant of health of their choosing and an argument as to why an intervention is needed.  A complete presentation will include: 

• Title slide with speaker introduction and introduction to the topic you wish to cover with the audience (1 slide) 
• A review of relevant statistics regarding the social/behavioral influence and its effects on disease risk (2-3 slides)
• The possible individual, social and structural factors that are impacted by the influence (2-3 slides)
• How the influence is relevant to the social determinants of health (1-2 slides)
• A review of a theory-based health intervention described in a peer-reviewed article of the students’ choosing (2-3 slides)
• Timeframe and cost of intervention (1 slide)
• Environment, key stakeholders/change agents and partnerships required for success of the health intervention described (1 slide)
• Final argument or closing thought you want the audience to remember (1 slide)

While the papers are more focused to include an identified population, the presentation can be more generalized if wanted.  For example, a student may focus on unhealthy eating and its contribution to obesity in adolescents in their paper; and choose to present on unhealthy eating in the US overall for their presentation, or a different topic entirely.  Students should use this opportunity to explore those topics that are of interest to them. 

Students are required to present their recording using PowerPoint/Google Slides or similar format and upload to Canvas.

Possible populations may include:

• Children    
• Adolescents
• Adults
• Elders
• Minority Populations, including race/ethnicity, SGM, first-generation, veterans, etc.
• Urban/Rural, state/region specific
• Low/High SES

Possible topics may include:

• Alcohol (including moderate intake, binge drinking, and underage drinking; mental health co-morbidities) 
  
• Eating behaviors (including fruit and vegetable intake; sugar sweetened beverages) 
  
• Physical activity and sedentary behavior 
  
• Sexual risk behaviors (including unprotected sex and multiple sex partners) 
  
• Substance Abuse (including prescription narcotics, stimulants, marijuana and methamphetamine; mental health co-morbidities) 
  
• Tobacco (including underage use, predictors of quit attempts, and characteristics of successful quitters; mental health co-morbidities) 
  
• Unintentional injury (automobile behaviors including seatbelt use, texting, drinking and driving; workplace injuries; injuries in the home) 
  
• Violence (including domestic assault and gun violence)
  
• Other topics of the student’s choosing
  

Paper and Presentation Examples:

• The influence of binge drinking on minority high school students in a rural environment  
  
• Factors leading to road rage in urban adult populations
  
• The unhealthy influence of social media in elementary school children 
  
• The impact of PTSD leading to unhoused veterans in urban cities
  
• Sedentary behavior and its impact on elderly populations
  

The selected topic is up to the student so choose a topic that is of interest. 

Notes for the papers and presentation:  A value of these assignments are for students to further develop their presentation and communication skills which are needed when working with diverse populations and communities.  As public health professionals, many times you will be the expert in the room who is looked upon to explain the issues.  Therefore, being able to communicate clearly to a wide audience of various educational backgrounds is something to consider in both papers and the presentation.  Feedback, including possible areas to strengthen, will be provided by the professor in a constructive and respectful manner.

Make-up Exams/Quizzes/Assignments – not allowed:     

 

Grades

Breakdown

Course activities and grades listed for each activity

Activity	Description	Points	Percentage
Weekly Quizzes	Weekly multiple-choice quizzes over the readings, research, and lectures	150	20%
CPH Terminology Study Guide	In preparation for the CPH exam, students will be required to create their own study guide for these social-behavioral terms based on content from the assigned readings and class discussions	150	20%
Discussions	Discussion boards allow everyone the opportunity to express their opinions and to learn from each other.  Students are encouraged to pose questions to the group for further discussion as well as share lived experiences on the topics covered.	150	20%
Mastery Assignments			40%
	MId-term paper	100
	Final paper	100
	Social-behavioral presentaton	100
		Total = 750 points	Total = 100%

Scale

Letter grade and points required:  A = 675-750                B = 600-674                C = 525-599   

 

Course Policies

Communication 

Students are encouraged to contact me at any time during the semester with questions and concerns.  Email would be the first avenue to take and I can be reaced at lancer-stephens@ouhsc.edu.  I will attempt to respond within 24 hours, including weekends.  Should the student not recieve a timely response (within 24 hours), students may also text me at 405.613.2170.  If a student does text, please make sure to include your name and the class.

Feedback 

Feedback, including possible areas to strengthen in the papers and presentation, will be provided by the professor in a constructive and respectful manner.  Students should expect paper feedback within two weeks of the due date and presentation feedback within a week of the due date.

Late Policy

Make-up Exams/Quizzes/Assignments – not allowed

Plagiarism 

Plagiarism is the most common form of academic misconduct at OU. There is no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism. 

For more information about plagiarism, watch this video and then take this short course offered by University Libraries.

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Belonging

The University of Oklahoma and the Hudson College of Public Health recognize each person’s unique contributions, background, and perspectives.  As a significant part of the Hudson College of Public Health’s Council on Education for Public Health accreditation criteria, we strive to cultivate a sense of belonging and emotional support for all students, faculty, and staff, recognizing that fostering an inclusive environment is vital in the pursuit of academic and inclusive excellence in all aspects of our institutional mission. 

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University Academic Policies and Student Support

This syllabus is intended as a guide for this course. Dates, assignments, and evaluation are subject to revision by the instructor. Any such revisions will be announced in advance.

Updated 8-2023

Copyright.

This syllabus and all related course material are protected under US Copyright Law and may not be further disseminated in any form or format without the prior explicit written consent of the faculty member. Failure to comply with this provision may subject the student to disciplinary action and/or state or federal action.

Student Professional Behavior in an Academic Program.

Ethical and professional behaviors are considered a core competency in an academic program and thus are key factors in a student’s good academic standing. Upon acceptance of an offer of admission, the student commits to comply with all professional conduct regulations established by the University, respective college, and program. The complete Student Professional Behavior in an Academic Program policyis available for review.

Academic Misconduct Code.

The Academic Misconduct Code describes academic misconduct as any acts intended to improperly affect the evaluation of a student’s academic performance or achievement. Academic Misconduct includes but is not limited to cheating, plagiarism, fabrication, fraud, destruction, bribery or intimidation, assisting others in any act proscribed by the Code, or attempting to engage in such acts. The policy and procedures related to academic misconduct are detailed in the Academic Misconduct Code found in Appendix C of the Faculty Handbook.

Academic Appeals.

The Academic Appeals policy outlines the procedure a student must follow to request a hearing for appeals related to evaluation in a course, thesis or dissertation defense, or general or comprehensive exam. It also outlines the appeal process for a suspension or dismissal or under the Student Professional Behavior in an Academic Program Policy and for appeals of decisions resulting in dismissal, expulsion, or suspension from a program or of being required to repeat a semester of year. The sole basis for an academic appeal is an alleged prejudiced or capricious academic evaluation or decision. Policy and procedure details are in Appendix C of the Faculty Handbook.

The University of Oklahoma is committed to the goal of achieving equal educational opportunity and full participation for students with disabilities. Accommodations on the basis of disability are available by contacting the Accessibility and Disability Resource Center (ADRC) by email at adrc@ou.edu or by calling (405) 325-3852 or Voice (405) 217-3494 (VP). Information on policies and registration with the Accessibility and Disability Resource Center may be found on the ADRC website. Students requesting accommodations related to work in a course must contact the ADRC as soon as possible; accommodations are not made retroactively.

Sexual Misconduct.

For issues regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including Advocates-On-Call 24/7, counseling services, mutual “No Contact orders,”scheduling adjustments, and disciplinary sanctions against the perpetrator.

Information is available from the Institutional Equity Office at (405) 325-2215 (8AM-5PM) or the OU Advocates at (405) 615-0013 (24/7).

Adjustment for Pregnancy/Childbirth Related Issues.

Students needing modifications or adjustments to course requirements because of documented pregnancy-related or childbirth- related issues should contact the college’s Assistant/Associate Dean for Student Affairs (or academic advisor) or the Accessibility and Disability Resources Center as soon as possible to discuss. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. See the Pregnancy Resource FAQs for answers to commonly asked questions.

Course Drop/University Withdrawal.

The student is responsible to submit required University paperwork before the deadlines to drop or withdraw from a course, shown in the Academic Calendar. Missed homework and examination grades will be entered as a grade of zero if a student fails to formally drop the course or withdraw from the University.

Laptop/Device Encryption and Anti-Virus Software.

In advance of examinations, students must check that their laptop or PC includes up-to-date encryption software and the necessary programs for securing the device. Students who obtain new or replacement devices at any time can request access to the Student Virtual Desktop at http://ouhsc.edu/sde. OU IT will grant student access within 24 hours of request submission. Students can log in at https://mydesk.ou.edu. All students should continue to encrypt their devices with Windows 10 and MacOS encryption tools and install anti-virus software. Instructions and recommendations are linked at: Windows 10 Encryption, MacOS Encryption, and Anti-Virus Software

Absences.

If you will be absent from a course activity for any reason, it is your responsibility to notify the instructor as specified by the course syllabus.

Title IX: Confidentiality and Responsible Employee Statement.