PUB HLTH 3011 - Big Challenges in Public Health
North Terrace Campus - Semester 2 - 2020
General Course Information
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 Course Description 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.
Course Coordinator: Professor Lyle PalmerPhone: +61 8313 2158
Location: Level 9, AHMS Building, North Terrace.
The full timetable of all activities for this course can be accessed from Course Planner.Timetable details are located on MyUni.
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)
1-4 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
1-4 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
1-4 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1-4 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
N/A 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
Required ResourcesThere is no set textbook for this course. All resources, including links to journal articles and reading lists, will be disseminated via MyUni.
Recommended ResourcesAll resources will be available via MyUni.
Online LearningThe 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 ModesThis course will engage students in the identification, assessment and understanding of existing and emerging health challenges involving entire populations from an inter-disciplinary perspective. 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 bi-weekly seminars. Every other week the session will be devoted to a student-led tutorial.
The course will be delivered in 3 hours of contact per week consisting variously of lectures, tutorials, and discussion
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The course will be delivered in one block of 3 hours per week. Teaching in Big Health Challenges begins with the assumption that students are active participants in the learning process, rather than passive recipients of information. We assume that you are willing and able to prepare fully for classes, to participate in discussions, and to carry out your tasks.
As a general rule, in any university course you will need to allow a minimum of three independent study hours for every hour undertaken in formal class work contact. This means that you will have to set aside at least a further nine hours per week for reading around topics, preparation for class activities, and work on assignments.
Learning Activities Summary.
Specific Course RequirementsN/A
Small Group Discovery ExperienceSmall group discussions and group tasks will be included as an important component of the activities in this course.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Weighting Learning Outcome Student-led tutorial Summative 15% 1-4 Literature review Summative 20% 1-4 Major project (Essay) Summative 40% 1-4 Presentation of major project Summative 15% 1-4 Participation Summative 10% 1-4
Assessment Related RequirementsA course session which is not attended but for which the student submits a medical certificate will not be computed as missed.
Assessment DetailIndividual students will choose a 'big health challenge' of their choice (subject to approval by the course coordinator), and conduct a major project on that topic. Each student’s major project will critically appraise the current evidence from a range of perspectives, evaluate the effectiveness of existing interventions/solutions, and propose areas for future research. Students will present the findings of their report to their peers at the end of the semester. Individual major projects will be evaluated based upon three pieces of work:
1. Literature review of major public health challenge (2,000 words) (20% of total mark);
2. Presentation of major project to class (15% of total mark); and
3. Written major project (5,000 words) (40% of total mark). 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
Participation (10%): Students engage in interaction in class (or online) activities and the cooperative sharing of materials and information.
Student-led tutorial presentation (15%): Working in groups, students will present a tutorial to their peers on a 'big health challenge'.
SubmissionExtensions: 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
<https://www.adelaide.edu.au/student/grievance/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.
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.
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 (http://www.adelaide.edu.au/policies/101/) 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.
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