HOFSTRA UNIVERSITY

SCHOOL OF HEALTH PROFESSIONS AND HUMAN SERVICES

DEPARTMENT OF POPULATION HEALTH

MASTER OF PUBLIC HEALTH PROGRAM

Faculty: Course Time & Location

SYLLABUS – Spring 2024

MPH205: PUBLIC HEALTH PROGRAM PLANNING AND EVALUATION (3 credits)

Alison O Jordan MSW, LCSW, CCHP Mondays 6:30-8:20pm Face to Face, Dome 201*

Adjunct Professor *Up to 5 Select Classes Synchronous Online at Professor’s discretion

Office Hours:

By appointment, please email

[email protected]

COURSE DESCRIPTION

Public Health professionals engage in very applied, multidisciplinary planning and evaluation of programs that aim to improve access to care, quality of care and cost of care, and ultimately health and well-being. This course prepares students to plan, implement, and evaluate public health programs as well as examine challenges to program development and outcomes brought about by differential access to care, care quality and cost of services. Strategies for overcoming complexities associated with cross-sector collaborations, fragmented health systems and designing effective programs that bridge different organizations with very disparate capabilities to conduct health research, will also be explored.

COURSE RATIONALE

Professionals in public health are increasingly expected to be competent in the research skills and techniques that are used to create programs and assess their effectiveness. This course will provide students with an overview and familiarity with the research tools and methods needed to plan, critique, and conduct appropriate assessments for public health programs. Students will also learn about how to plan a community or public health program.

COURSE OBJECTIVES AND CORE Competencies

MPH Public Health Knowledge Learning Objectives

Explain the critical importance of evidence in advancing public health knowledge; Explain the role of quantitative and qualitative methods and sciences in describing and assessing a population’s health

MPH Foundational Competencies

· Assess population needs, assets and capacities that affect communities’ health

· Apply awareness of cultural values and practices to the design or implementation of public health policies or programs

· Design a population-based policy, program, project or intervention

· Explain basic principles and tools of budget and resource management

· Select methods to evaluate public health programs

· Communicate audience-appropriate public health content, both in writing and through oral presentation

MPH Generalist Competencies

· Assess public health program plans in relation to quality, utility, and impact on public health.

· Assess public health evaluation plans in relation to quality, utility, and impact on public health.

Academic Integrity:

UniversitY & DEPARTMENT POLICiES

Hofstra University places high value upon educating students about academic integrity. At the same time, the University will not tolerate dishonesty, and it will not offer the privileges of the community to the repeat offender. The academic community assumes that work of any kind–whether a research paper, a critical essay, a homework assignment, a test or quiz, a computer program, or a creative assignment in any medium–is done, entirely and without unauthorized assistance, by the individual(s) whose name(s) it bears. Students bear the ultimate responsibility for implementing the principles of academic integrity. For more information, please visit hofstra.edu/fps/11.html.

Use of AI tools prohibited. You may not use AI or ML tools, such as ChatGPT or Dall-E, or other similar tools on assignments, discussions, exams, and presentations in this course. You are expected to complete each assignment without assistance from others, including AI/ML automated tools. The use of ChatGPT or similar AI tools for work submitted in this course constitutes the receiving of “unauthorized assistance for academic work” and is a violation of the Hofstra University Honor Code. For more information click here or go to https://www.hofstra.edu/provost/course-syllabi-information.html

Hofstra University Honor Code: “As a member of the Hofstra community I pledge to demonstrate integrity and ethical behavior in all aspects of my life, both inside and out of the classroom. I understand that I am accountable for everything I say and write. I will not misrepresent my academic work, nor will I give or receive unauthorized assistance for academic work. I agree to respect the rights of all members of the Hofstra community. I will be guided by the values expressed in the P.R.I.D.E Values. I accept the responsibility to follow this Honor Code at all times.”

Turnitin for Textual Similarity Review: “Students agree that by taking this course all required papers may be subject to submission for textual similarity review to  Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the  Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the  Turnitin.com service is subject to the Usage Policy stated in the  Turnitin.com site.”

Academic Dishonesty: Plagiarism and other forms of academic dishonesty are serious ethical and professional infractions. Hofstra University places high value upon educating students about academic honesty. At the same time, the University will not tolerate dishonesty, and it will not offer the privileges of the community to the repeat offender.

The academic community assumes that work of any kind–whether a research paper, a critical essay, a homework assignment, a test or quiz, a computer program, or a creative assignment in any medium–is done, entirely and without unauthorized assistance, by the individual(s) whose name(s) it bears. If joint projects are assigned, then the work is expected to be wholly the work of those whose names it bears. If the work contains facts, ideas, opinions, discoveries, words, statistics, illustrations, or other elements in any media form (including electronic) that are beyond the assumption of being common knowledge, these must be fully and appropriately acknowledged, following a prescribed format for doing so. They may be acknowledged through footnotes, endnotes, citations, or whatever other means of accreditation is acceptable according to the format prescribed in that particular field of study.

Students bear the ultimate responsibility for implementing the principles of academic honesty. Students must understand that it is not enough to identify the source of quoted material; it is also necessary to indicate when one is paraphrasing (restating in other words) material found in a source. Thus, the use of other's ideas as well as their words needs to be acknowledged. Any violation of these principles constitutes academic dishonesty. Indeed, it is important for students to avoid even the appearance of dishonesty. A list of violations is available through the office of the provost and student conduct handbook.

Discrimination, Harassment, Sexual Assault, Dating & Domestic Violence, and Stalking: Hofstra prohibits sexual and other discriminatory harassment, stalking, domestic and dating violence, and sexual assault (collectively, “Gender-Based Offenses”). Students who believe they have been subjected to any of these Gender-Based Offenses should refer to Hofstra’s  Nondiscrimination Policy for information about applicable policies and how to submit reports. Students may contact the Title IX Coordinator for Student Issues at 516-463-5841 or  [email protected] or contact Public Safety at 516-463-6606, or, for concerns involving employees or other nonstudents, the Title IX Coordinator for Employee Issues, at 516-463-6859 or  [email protected]. Confidential resources and support are also available from medical professionals at Student Health Services, at 516-463-6745 or  [email protected] and counseling professionals in Student Counseling Services at 516-463-CARE (2273), as well as, clergy at the Interfaith Center.

University Deadlines: See Academic Calendar webpage at https://www.hofstra.edu/academic-records/#calendar; https://www.hofstra.edu/academic-records/spring-2024-calendar.html

Absences for Religious Observance

Hofstra University recognizes that students and/or faculty may from time to time miss class due to religious observances. Students who anticipate missing class for this reason should notify faculty members in advance. “The University, faculty, and student shall work together to achieve a reasonable accommodation concerning any conflicts between educational and religious obligations.” Each student who is absent from school because of his or her religious beliefs will be given an equivalent opportunity to register for classes or make up any examination, study, or work requirements missed due to absence.

Additional information about Class Attendance, Academic Integrity including Prohibition on Use of AI Tools, the Honor Code and Violation Procedures; Disability Accommodations; Resources for Students who are Pregnant; Temporary Adjustments/Academic Leave of Absence; Absences for Religious Observance; University Deadlines and Grade Policy; and more is available: https://www.hofstra.edu/provost/course-syllabi-information.html

ATTENDANCE POLICY

This course will include lecture and small group work, some of which will be graded. Students will be expected to attend each class session and actively participate. If you are unable to attend class, please contact the instructor prior to class, by email. Missing more than one class may affect your class grade; in a course that meets once a week for one semester you may only miss two classes. That IS NOT suggesting that two absences are allowed, but rather reflects that in reality there are times, for whatever reason (illness, flat tire, etc.), that one cannot attend class. However, after two absences, each one may result in lowering a grade by half a grade level (e.g., B to B-). More than four absences may result in a failing grade.

BASIC NEEDS

Your safety and wellbeing are more important than anything going on in class. Any student who faces challenges securing food, housing, and/or personal safety is urged to contact the Dean of Students office for support. Please let me know if you need to talk or would like my help.

WEB CAMERAS

Web cameras are expected to be on during a virtual class except for a bio break or if approved in advance.

· Upload all assignment to Canvas by 11:59PM on due date, unless otherwise specified

Assignments

MPH GRADING SCALE
94-100	90-93	85-89	79-84	76-78	73-75	70-72	<70
A	A-	B+	B	B-	C+	C	F

· All written work submitted will be: double spaced, 1” margins, 12-point Times New Roman, Arial or Calibri font, bibliographic references and citations in APA format. See http://www.uwp.edu/departments/library/guides/apa.htm ; http://www.apastyle.org/

Assignment	Description	Due	% of Grade
1	Needs Assessment Summary Report & Topic	Individual work: Develop a 2-page double-spaced needs assessment summary and provide a topic area for their program plan based on current Community Health Needs Assessment (CHNA) reports, Key Stakeholder interviews.	Session 3: 2/12/24	10
2	Key Stakeholder Interview Report	Individual work: Develop an action plan including which stakeholders to interview. After interviews are conducted, prepare a 4-page double-space report summarizing the results of each semi-structured interview with one or more stakeholder and discusses how this informs your proposed plan.	Session 4: 2/19/24	10
3	Logic Model	Individual work: Develop a 1-page logic model using a sample template. Consider inputs and outputs needed for both planning and implementation.	Session 5: 2/26/24	10
4	Implementation Plan with Timeline	Individual work: Using provided template, identify and set out a time line for the project plan. Identify a lead, as well as key stakeholders. Align with Logic Model (modify logic model as needed).	Session 6: 3/4/24	10
5	Program Budget, and Budget Justification	Individual work: Using provided template, identify key leadership, staffing and supplies / materials needed for your project. Assess assets and resources available for in-kind contributions.	Session 7: 3/11/24	10
6	Program Plan Presentation / Peer Review*	Individual Work: Develop a 10-minute presentation describing all sections of the final program plan. Prepare the presentation slide set for key STAKEHOLDERS. Provide feedback to Peers using rating tool provided during class time.	Session 8: 3/25/24	10
7	Program Plan	Individual Work: See guidelines below	Session 9: 4/1/24	20
8	Evaluation Plan	Group Work: Teams of 2-4 students review assigned project plan and develop an evaluation plan for a collaborative project between Hofstra and the local community from selected project plans.	Finals week: 5/13/24 6:00p	20

Assignment 6: Program Plan Presentation/Peer Review:

Note: Upload presentation slide set to Canvas before class starts; presentations will take place during class time. Develop a 10-minute presentation describing all sections outlined above of the final program and evaluation plan. Please prepare the slide set presentation as if you are presenting the plan to your STAKEHOLDERS (see Presentation Rubric below).

Program Plan Presentation:

Please make sure to include a meeting agenda in your presentation. That can be the first slide of your presentation or you can print a hard copy. In the meeting, you also want to obtain a clear understanding of stakeholder interests, perceptions, and concerns related to your program and evaluation. The following questions can help you do that.

Select a couple of these questions to ask the stakeholders at the end of your presentation :

· What do stakeholders perceive as the purpose of your program? What do they think about your program?

· What concerns, if any, do they have about the program?

· What have they heard about the proposed program evaluation?

· What areas do stakeholders think are important to address first in the evaluation?

· What do they hope to learn from the evaluation?

· What concerns, if any, do they have with the program evaluation?

· How available are they to participate in the evaluation process?

· What are the political implications of specific stakeholders’ involvement?

· What are the program expectations of stakeholders’ involvement in the evaluation?

· How can you meet stakeholders’ evaluation and communication needs?

· What are the ethical guidelines: institutional or organizational rules or norms that guide evaluation practice, especially regarding vulnerable populations.

WHY IS STAKEHOLDER INVOLVEMENT IMPORTANT? When you involve stakeholders from the beginning of the evaluation process, you are more likely to:

• Reduce stakeholders’ distrust and fear of evaluation.

• Increase stakeholders’ awareness of and commitment to the evaluation process.

• Increase the chances that stakeholders will support your evaluation efforts, advocate for your program, and adhere to subsequent recommendations.

• Increase the chances that the evaluation findings will be used.

• Increase the credibility of your evaluation findings. If you do not engage stakeholders, your evaluation runs the risk of missing important elements of the program. In that case, evaluation findings might be ignored, criticized, or resisted because your evaluation did not consider stakeholder concerns or priorities.

Peer Review: You will be asked to provide ANONYMOUS feedback through an online polling tool for each presenter in consideration of the criteria in the Grading Rubric for Presentations / Feedback. This will provide you with the skills needed to conduct peer review as well as help you hone your own presentation skills.

Grading Rubric for Assignment #6: Program Plan Presentation / Peer Review
	Exceptional (9-10)	Acceptable (7-8)	Marginal (6-5)	Unacceptable (0-4)
Presentation
Content	Speaker provides an accurate and complete overview of the practicum experience and relates the public health competencies to the work completed at the practice site.	Provides an overview of the practicum experience relating some of the public health competencies to the work completed at the practice site.	Provides an overview of the practicum experience but does not relate the public health competencies to the work completed at the practice site.	Inadequate description of the practice site experience with no effort to relate the public health competencies to the work completed at the practice site.
Organization	Presentation is clear, logical, and organized. Listener can follow line of reasoning.	Presentation is generally clear and well organized. A few minor points may be confusing.	Listener can follow presentation only with effort. Some arguments are not clear. Not well organized.	Listener unable to follow presentation. Arguments are not clear. No evidence of organization in presentation. Interested in getting help with this assignment? Get a professional writing team to work on your assignment! Order Now Recent posts Your company has determined that the time is right to expand globally. As a corporate manager within the organization, you have been assigned to identify and select a team of fi You will submit your introduction to your case analysis. In the paper, discuss which case scenario you will be analyzing. Also include an outline of the key facts of the case, a You just viewed a scene from the film ‘Dances with Wolves’ starring Kevin Costner. The year is 1868 and Kevin Costner’s character, Lieutenant John Dunbar, is posted at an army b You have to do a PESTEL and a Porters 5 forces.  You have to make -1 slide intro about the company  1 slide for each so PESTEL will have on slide for Politcal, one slide for e You have been asked to present your plan for the proposed health care facility to the Board of Directors. Based on your previous assignments, you are to develop a proposal  T