Revision Date: 08May2015
PM 555: ENVIRONMENTAL HEALTH, POLICY AND PRACTICE
Master of Public Health Program, Department of Preventive Medicine,
Keck School of Medicine, University of Southern California
Instructor: Professor Ed Avol
Environmental Health Division, USC Department of Preventive Medicine
2001 N. Soto Street, Rm. SSB 230C
Phone: (323) 442-1090
Fax: (323) 442-3272
Email:
Time: Mondays, 9:00am to 12:30pm
Location: SSB 301 (Third Floor Conference Room, at the edge of the lobby)
Office Hrs: M-F, by appointment or drop-in, Soto Bldg, Suite 230C
Units: 4
COURSE DESCRIPTION
This environmental health course will acquaint students with major environmental health (EH) controversies and policies of current interest. Course sessions will consider how policy decisions are made to regulate, mitigate, or address EH risks in the apparent face of incomplete or conflicting scientific, policy, political, economic and technologic information. The class will explore how regulators integrate science into public policy, and how the public’s health fits into that integration. Students will examine the various interests that play a role in adopting EH policies and barriers to change, including the roles of government, industry, and non-governmental organizations, and concerns about social justice. In addition, students will learn about some of the issues in applying risk assessment approaches, about the “weight of the evidence” in decision-making, and the evolving roles of Health Risk Assessments (HRAs) and Health Impact Assessments (HIAs). Risk communication strategies will also be discussed.
To take advantage of available insights and information resources, course lectures and discussions will draw upon a range of learning approaches, including lecture formats, film clips or videos, interactive activities, guest presentations from local/regional experts and officials, and direct participation through attendance at local policy hearings/meetings. Students will be encouraged to think about how course content relates to current and possible future career paths in public health. The class will seek to actively engage students in ongoing and current policy debates, to provide practical experience in the decision-making process and to personalize the impact of public health professionals’ roles in shaping policy.
CLASS FORMAT
The 3 ½ hour class period will be composed of several specific components and activities. Class will typically begin with a brief student-led presentation and discussion. Student presentations will focus on a regulation or policy of environmental or occupational health importance currently in the news, i.e., one that represents an interesting challenge for environmental health policy and practice. Specific topic selection will be at the discretion of the student making the particular day’s presentation. As guidance, the presentation should include a brief introduction of the issue and the background in which the issue exists, the proposed or existing policy, the population potentially affected by the policy and its ensuing application, and the broader policy/practice implications. This will then provide a forum for a short discussion and question/answer period regarding aspects of the presented policy. On the day of each presentation, student presenters will also be required to submit an electronic copy of their presentation, which will document their presentation, including a listing of references for the resources used to develop the presentation.
Occasional quizzes (at the start of class) on course material and homework assignment reviews will also be a part of in-class activities, as will occasional viewings of relevant internet clips, videos, or news stories.
Lectures, presentations, and discussions will occupy a major portion of each class meeting. These will be led by the course instructor or guest lecturers with specific expertise in the study topic area, or on occasion, by the class students themselves. Presentations may involve the use of slide images (using Powerpoint, Prezi, etc), video, mock debates, role plays, and other means of engaging students in a productive discussion of the issues at hand. Active and regular student participation in classroom activities will provide opportunities for sharing of multiple points of views, professional experiences, and hands-on learning.
GOALS
The goal of this course is to inform students about EH policies and regulations, allowing them to critically evaluate the methods involved in policy/regulation development and the role of various entities in influencing and implementing those policies.
OBJECTIVES
By the end of this course, students will be able to:
· Understand major environmental health (EH) policies and the issues that often shape the development of them.
· Understand the role of science and weight of the evidence in risk assessment and decision-making.
· Describe major U.S. environmental laws, regulations, and government agencies involved in implementation of environmental health objectives.
· Describe several case studies related to environmental risks and policy solutions to address them.
· Discuss actions and policies needed to address emerging EH concerns.
· Identify key international, federal, and state laws, agencies, regulations and international frameworks relevant to environmental health policy.
· Identify the steps in decision-making for environmental health policies and the strategies that groups use to inform and influence the process.
· Describe traditional risk assessment approaches such as Health Risk Assessments (HRAs) and emerging approaches such as Health Impact Assessment (HIA) and burden of disease analyses.
MPH COMPETENCIES
Students who complete this course will meet the following MPH competencies:
General Public Health Competencies
· Identify and prioritize the key dimensions of a public health problem by critically assessing public health literature – both quantitative and qualitative sources
· Assess programs and policies designed to protect and promote environmental and occupational health by applying sound biological, chemical and physical science standards
· In planning community-based programs and/or program changes, demonstrate an appreciation of the interactive nature of the political, organizational and economic context of public health programs; of funding patterns and priorities; and the possibility of multiple agendas and conflicting goals
Health Education and Promotion Track Competencies
· Incorporate understanding of cultural, socioeconomic, and demographic factors into community health education, health policy and health service strategies to improve the health status of a community
Biostatistics/Epidemiology Track Competencies
· Interpret the results of research reports that focus on public health and/or policy implications
· Identify potential bias in research reports and evaluate the likelihood that these potential biases actually explain the findings
Global Health Leadership Track Competencies
· Utilize lessons learned and best practices to play leadership roles in promoting global health through improved research, practice and policy-making
Public Health Policy Track Competencies
· Discuss the policy process for improving the health status of populations
· Demonstrate skills in policy analysis
Environmental Health Track Competencies
· Describe the direct and indirect human, ecological and safety effects of major environmental and occupational agents
· Describe genetic, physiologic and psychosocial factors that affect susceptibility to adverse health outcomes following exposure to environmental hazards
· Describe federal and state regulatory programs, guidelines and authorities that control environmental health issues
· Specify current environmental risk assessment methods
· Specify approaches for assessing, preventing and controlling environmental hazards that pose risks to human health and safety
· Discuss various risk management and risk communication approaches in relation to issues of environmental justice and equity
RESOURCES FOR COURSE READINGS
1. Environmental Health Perspectives, a monthly journal of peer-reviewed research and news on the impact of the environment on human health, including articles and guest editorials on environmental health policy issues. Available at: http://ehp03.niehs.nih.gov/home.action
2. Yale Environment 360, Yale Environment 360, a publication of the Yale School of Forestry & Environmental Studies. Available at: http://e360.yale.edu/
3. Environmental Health News. Original journalism and daily updates of the roundup of the world’s news media on environmental health topics, published by Environmental Health News (EHN). EHN’s mission is to “advance the public’s understanding of environmental health issues, providing access to worldwide news on subjects related to the environment and health of humans, wildlife and ecosystems.” Above the Fold regularly includes key news articles and analyses of environmental health policy issues. Available at: http://www.environmentalhealthnews.org/. At that link you can register to get “Above the Fold”, a summary of current daily environmental issues, emailed to your inbox each day.
4. Institute of Medicine Roundtable on Environmental Health Sciences, Research, and Medicine. Various reports and workshop summaries. http://www.iom.edu/Activities/Environment/EnvironmentalHealthRT.aspx
Additional reading: Additional reading materials may be suggested throughout the course, based on recent findings or guest lecture recommendations.
ATTENDANCE POLICY
Students are expected to attend every class and stay for the duration of the class. Failure to attend class, arriving late, or lack of active participation may impact your ability to achieve course objectives which could affect your course grade. Students are expected to notify the instructor by email of any anticipated absence or reason for tardiness.
University of Southern California policy permits students to be excused from class, without penalty, for the observance of religious holy days. This policy also covers scheduled final examinations which conflict with students' observance of a holy day. Students must make arrangements in advance to complete class work which will be missed, or to reschedule an examination, due to holy days observance. Please refer to Scampus on attendance policies. In consideration of classmates and the instructor, students are asked to keep external distractions that might interfere with class to a minimum.
POLICY ON LATE OR MAKE-UP WORK
Papers, homework and quiz are due on the day and time specified. Extensions will be granted only for extenuating circumstances. If the submission is late without permission, the grade will be affected.
POLICY ON CHANGES TO THE SYLLABUS AND/OR COURSE REQUIREMENTS
It may be necessary to make occasional adjustments to the course syllabus during the semester in order to respond to unforeseen changes in speaker availability, to take advantage of changes in local public hearing schedules, or to adjust course educational flow and volume. If this occurs, instructors will inform students of the updated changes.
STATEMENT FOR STUDENTS WITH DISABILITIES
Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to one of the course instructors as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m.–5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776.
ACADEMIC CONDUCT
Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Section 11, Behavior Violating University Standardshttps://scampus.usc.edu/1100-behavior-violating-university-standards-and-appropriate-sanctions/. Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct, http://policy.usc.edu/scientific-misconduct/.
Discrimination, sexual assault, and harassment are not tolerated by the university. You are encouraged to report any incidents to the Office of Equity and Diversity http://equity.usc.edu/ or to the Department of Public Safety http://capsnet.usc.edu/department/department-public-safety/online-forms/contact-us. This is important for the safety whole USC community. Another member of the university community – such as a friend, classmate, advisor, or faculty member – can help initiate the report, or can initiate the report on behalf of another person. The Center for Women and Men http://www.usc.edu/student-affairs/cwm/ provides 24/7 confidential support, and the sexual assault resource center webpage describes reporting options and other resources.
Support Systems
A number of USC’s schools provide support for students who need help with scholarly writing. Check with your advisor or program staff to find out more. Students whose primary language is not English should check with the American Language Institute http://dornsife.usc.edu/ali, which sponsors courses and workshops specifically for international graduate students. The Office of Disability Services and Programs http://sait.usc.edu/academicsupport/centerprograms/dsp/home_index.htmlprovides certification for students with disabilities and helps arrange the relevant accommodations. If an officially declared emergency makes travel to campus infeasible, USC Emergency Information http://emergency.usc.edu/will provide safety and other updates, including ways in which instruction will be continued by means of blackboard, teleconferencing, and other technology.
COMPLAINTS
If you have a complaint or concern about the course or the instructor, please discuss it first with the instructor. If you feel that you cannot discuss it with the instructor, contact your advisor and/or the Associate Dean for Student Affairs for further guidance.
GRADES
Course grades will be based on the following class components (see details below):
1. Class Participation (10%)
2. In-Class Oral Presentations (10%)
3. Homework (10%)
4. Quizzes (10%)
5. Course Exam (30%)
6. Course Project (30%)
1. Class Participation (10% of course grade)
Students are expected to contribute to the development of a positive learning environment and to demonstrate their learning through written and oral assignments and through active class participation. Class participation should consist of meaningful, thoughtful, and respectful participation based on having completed course units and required readings and assignments prior to class. When in class, students should demonstrate their understanding of the material and be prepared to offer comments or reflections about the material, or alternatively, to have a set of thoughtful questions about the material. Failure to meet these expectations will result in the reduction of grades.
2. In-Class Oral Presentations (10% of course grade)
In-class oral presentations, relating policies or news events of course relevance, provide an opportunity for developing effective communication skills. In addition to the oral presentation in class, a flash drive or emailable version of the presentation should be provided to the instructor on the day of the presentation. Details regarding the oral presentations will be discussed ion class prior to their respective assignment.
3. Homework (10% of course grade) Homework assignments will be periodically be assigned during the semester. Assignments and their due dates will be announced in class and posted on Blackboard. Submission of homework assignments can be made by email, to the course instructor, at . It is the responsibility of the student to deliver the assignment (not of the course instructor to solicit assignments on the appropriate due dates).
4. Quizzes (10% of course grade) Short in-class quizzes will be periodically given during the course semester. These may be announced (scheduled quizzes) or unannounced (surprise quizzes). When they do occur, quizzes will take place at the beginning of class; there will be no quiz “make-ups” at later class meetings or days.