PUB HLTH 3011 - Big Challenges in Public Health

North Terrace Campus - Semester 2 - 2018

What are the ?big health challenges? of our time? How can we manage them? In this course we will explore issues such as the use of drugs and alcohol, obesity, ageing and climate change from a range of inter-disciplinary perspectives. At the end of the course students will be able to identify, appraise and consolidate relevant evidence; undertake an effective environmental scanning process to quantify the magnitude of a public health problem or issue; be able to explain and understand major public health problems and issues and make recommendations or provide advice about appropriate interventions to manage them. Much of the learning in this course will be student led and through independent study. Students will participate in a series of public health issue-based topics led by key research groups from the School of Public Health and will contribute to tutorial group discussions about these issues. Students will select a major public health challenge and critically appraise the current evidence from a range of perspectives, evaluate the effectiveness of existing interventions and propose areas for future research. Students will present the findings of their report to their peers at the end of the semester.

  • General Course Information
    Course Details
    Course Code PUB HLTH 3011
    Course Big Challenges in Public Health
    Coordinating Unit Public Health
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Assumed Knowledge PUB HLTH 1001 OR PUB HLTH 2200
    Assessment Assessment will comprise a major essay, quizzes, tutorial participation, a reflective journal and presentation.
    Course Staff

    Course Coordinator: Professor Lyle Palmer

    Course Coordinator: Professor Lyle Palmer
    Phone: +61 8313 2158
    Location: Level 9, AHMS Building, North Terrace.

    Student & Program Support Services Hub
    Phone: +61 8313 0273
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1 Recognise existing and emerging health issues affecting large sectors of populations
    2 Describe and characterise a range of existing and emerging health challenges
    3 Explain how inter-disciplinary approaches can be applied to big health challenges
    4 Apply theoretical frameworks to understand public health problems and issues from a range of perspectives
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
  • Learning Resources
    Required Resources
    There is no set textbook for this course. All resources, including links to journal articles and reading lists, will be disseminated via MyUni.
    Recommended Resources
    Online Learning
    The primary means of communication outside of formal contact hours will be via MyUni. Announcements and discussion boards will be the main method of communicating with the student cohort. Course material will be supported by online resources via MyUni. Material will be sequentially released in line with the teaching and learning activities in each week.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course will engage students in the identification, assessment and understanding of existing and emerging health challenges involving large sectors of populations from an inter-disciplinary perspective. Students will engage in on-line interactive activities on key concepts and principles. Students will participate in collaborative and experiential learning in class to consolidate and extend their existing knowledge of population-based health challenges from an inter-disciplinary perspective. Students will hear from expert researchers from a range of professional disciplines in weekly seminars.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The course will be delivered in 3 hours per week consisting of seminars (1h) and tutorials (2h). Students will also be expected to spend time preparing for tutorials, and completing assessment tasks.
    Learning Activities Summary
    Specific Course Requirements
    Small Group Discovery Experience
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Learning Outcome
    Quizzes Summative 20% 1-3
    Reflective journal Summative 20% 1-3
    Essay Summative 40% 1-4
    Presentation Summative 10% 1-4
    Tutorial participation Summative 10% 1-4
    Assessment Related Requirements
    Assessment Detail
    Essay (40%): Students will be required to write a 2500 word essay on a “big health challenge” of their choice (subject to approval by the course coordinator). Students will not be able to choose a topic substantively similar to one presented during the course. The report will:
     - Outline the topic and the rationale for its selection (i.e. why is it important?)
     - Describe the context of the issue by providing up-to-date and reliable information about the extent and nature of the issue, the affected populations etc.
     - Analyse the problem from a range of disciplinary perspectives
     - Identify important research-practice gaps
     - Outline areas of future research to fill identified gaps

    Quizzes (20%, 4 in total): Students will complete an online quiz following each of the four course modules.

    Reflective journal (20%): students will prepare a 1000 word reflective journal based on their learning experiences and the integration of inter-disciplinary knowledge for each of the concepts presented in the course.

    Tutorial participation (10%): Students engage in interaction in class (or online) activities and the cooperative sharing of materials and information.

    Oral presentation (10%): Students will present the findings of their 2500 word essay in a presentation to their peers. Depending on student numbers presentations may be presented in a face-to-face format or as a pre-recorded PowerPoint file.
    Extensions: All extensions for assignments must be requested, at the latest, by the last working day before the due date of
    submission.   Extensions will generally be granted only on medical or genuine compassionate grounds. Supporting documentation must be provided at the time a student requests an extension. Examples of documents that are acceptable include: a  medical
    certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a  letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify the  student’s situation.

    Without documentation, extensions will not be granted. Late requests for extension will neither be accepted nor acknowledged. Only the Course Co-ordinator(s) may grant extensions.

    The length of any extension granted will take into account the period and severity of any incapacity or impact on the student.  Extensions of more than 10 days will not be granted except in exceptional circumstances.

    Late submission: Marks will be deducted when assignments for which no extension has been granted are handed in late. All
    assignments, including those handed in late, will be assessed on their merits. In the case of late assignments where no extension has been granted, 5 percentage points of the total marks possible per day will be deducted.  If an assignment that is 2  days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%. If that same  assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.

    The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late. Assignments submitted after the due date may not be graded in time to be returned on the listed return dates. Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines. 

    Resubmission: If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process 
    <>. Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator in the first instance. This must be done within 10 business days of the  date of notification of the result. Resubmission of any assignment is subject to the agreement of the Course Co-ordinator and  will only be permitted for the most compelling of reasons.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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