Final Project Instructions & Ground Rules

Full List of D1 Competencies: MPH & DrPH Foundational Public Health Knowledge

• • • D1_1. Explain public health history, philosophy and values

    • D1_2. Identify the core functions of public health and the 10 Essential Services

    • D1_3. Explain the role of quantitative and qualitative methods and sciences in describing and assessing a population’s health

    • D1_4. List major causes and trends of morbidity and mortality in the US or other community relevant to the school or program

    • D1_5. Discuss the science of primary, secondary and tertiary prevention in population health, including health promotion, screening, etc.

    • D1_6. Explain the critical importance of evidence in advancing public health knowledge

    • D1_7. Explain effects of environmental factors on a population’s health

    • D1_8. Explain biological and genetic factors that affect a population’s health

    • D1_9. Explain behavioral and psychological factors that affect a population’s health

    • D1_10. Explain the social, political and economic determinants of health and how they contribute to population health and health inequities

    • D1_11. Explain how globalization affects global burdens of disease

    • D1_12. Explain an ecological perspective on the connections among human health, animal health and ecosystem health (eg, One Health)

Full List of D2 MPH Foundational Competencies

• • • D2_01. Apply epidemiological methods to the breadth of settings & situations in public health practice

    • D2_02. Select quantitative & qualitative data collection methods appropriate for a given public health context

    • D2_03. Analyze quantitative and qualitative data using biostatistics, informatics, computer-based programming and software, as appropriate

    • D2_04. Interpret results of data analysis for public health research, policy or practice

    • D2_05. Compare the organization, structure and function of health care, public health and regulatory systems across national and international settings

    • D2_06. Discuss the means by which structural bias, social inequities and racism undermine health and create challenges to achieving health equity at organizational, community and societal levels

    • D2_07. Assess population needs, assets and capacities that affect communities’ health

    • D2_08. Apply awareness of cultural values and practices to the design or implementation of public health policies or programs

    • D2_09. Design a population-based policy, program, project or intervention

    • D2_10. Explain basic principles and tools of budget and resource management

    • D2_11. Select methods to evaluate public health programs

    • D2_12. Discuss multiple dimensions of the policy-making process, including the roles of ethics and evidence

    • D2_13. Propose strategies to identify stakeholders and build coalitions and partnerships for influencing public health outcomes

    • D2_14. Advocate for political, social or economic policies and programs that will improve health in diverse populations

    • D2_15. Evaluate policies for their impact on public health and health equity

    • D2_16. Apply principles of leadership, governance and management, which include creating a vision, empowering others, fostering collaboration and guiding decision making

    • D2_17. Apply negotiation and mediation skills to address organizational or community challenges

    • D2_18. Select communication strategies for different audiences and sectors

    • D2_19. Communicate audience-appropriate public health content, both in writing and through oral presentation

    • D2_20. Describe the importance of cultural competence in communicating public health content

    • D2_21. Perform effectively on interprofessional teams

    • D2_22. Apply systems thinking tools to a public health issue

At the end of the term, students are asked where they felt they had the most growth related to these competencies.

Getting started

• We'll talk generally about the final project in Weeks 1-3. You can start thinking in broad terms about a final project topic that interests you. It can be any intersection of COVID-19 and Environmental Health. Use our class website to help brainstorm topics or lenses of interest.

• Use our class forums on Sakai (OHSU's course management system) to propose your topic and get feedback from the class.

• It is possible that two students may have a similar idea for a project. The forums will help us to define each student's niche within an area. Remember, this is a collaborative site, so there are lots of opportunities to work together.

• Ultimately, you will be responsible for your own topic and page content. If you want to work together around a topic, let's talk more.

Finalizing project topic

• You can submit your final project topic for review anytime before or up to Week 6. Use Sakai forums for brainstorming ("Final Project -Brainstorming").

• When you're ready to finalize, use the forum: "Final project proposal - for Instructor Review" to submit your proposed topic.

• Once you get the green light, you'll be able to start populating your page on the website. Make sure you read "Creating Content" and "Contingency Plans" below before you begin.

Helpful guides to get you started

• Google Site Help Forum (click on the various tabs depending on what you need help with). These Google forums are extremely helpful. https://support.google.com/sites/?hl=en#topic=7184580

• Videos on creating Google Sites (overarching overview of Google sites)

https://www.youtube.com/watch?v=tnr-_0UC50Y

https://www.youtube.com/watch?v=n-0O2ZOIpZA

• Video on editing Google Sites (tutorial on how to create your own Google class page) https://www.youtube.com/watch?v=3lx1XcaSSno

• Googling is also beneficial. You can typically just Google your question or problem and some sort of help will come up.

Accessing the research

• EBSCO (Academic Premier through Portland State) - search peer-reviewed publications, newspaper, & video

• Scopus (through OHSU library) - It has so much; filter my most cited to follow science conversations

• SciHub is an option for accessing articles if you know the DOI

• PubMed is the classic biomedical search engine

• Don't forget pre-print servers like BioRxiv and MedRxiv, pre-peer reviewed science just released

Getting images

• Make sure your images are able to be shared. There are lots of use restrictions.

Recommended from PSU: https://guides.library.pdx.edu/c.php?g=412203&p=5879908

• Look for images with a Creative Commons license -- find them here

• Other images are older and in the public domain - find pubic domain collections here

• Unsplash (license free images)

• Pixabay

• British Library (millions of old images)

• Smithsonian (open access; millions)

Resources for making videos

• Adobe Spark

• Animaker (animated videos; free for first five)

• Powerpoint (you can narrate each slide as a voiceover and export as a video)

• Screencastomatic

What do I include?

• Each student gets access to the site to edit their page over the course of the term.

• Use the project rubric to make sure you have everything included on your site. The rubric can be found in Week 11 Resources on Sakai.

• Everything should include cited, reputable sources. You want the public to be able to re-trace your steps to learn more. Include peer-reviewed scientific sources. You may also want to include summarized sources, including from media agencies and blogs. You can check for potential bias of your sources via Media Bias/Fact Check.

• Make sure your site links are accessible (for IT and for screen readers)

What do I not include?

• Try to be brief. Think about the main point(s) you're trying to convey. Long does not equal better.

• NEVER, EVER ALTER ANOTHER STUDENT'S PAGE. If you want to give feedback informally, please use forums on Sakai.

About plagiarism

• It is expected that you create your own content, including sentence structure. If someone describes something perfectly, it can be perfectly fine to use their wording as long as you use quotations and cite the source.

• We will be spot checking content throughout the site. Please do not plagiarize. Cite your images.

• Plagiarizing content will give you a zero on the assignment and you will be referred to School of Public Health administration.

APA guidelines:

https://apastyle.apa.org/instructional-aids/publication-manual-formatting-checklist.pdf

Online Writing Lab from Purdue - Find everything! They're amazing!

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html

• All pages are anonymously peer-reviewed by fellow students.

• Pages are initially due in Week 8 for peer review (at the time of class; we will discuss this in class, giving rest of day to make any last minute changes. You may start peer review the following morning). You will NOT be graded on your work-to-date, nor will peer reviewers be grading your final projects. Instead, it is an opportunity to offer each person feedback around two things: 1) strengths and 2) areas for growth. What is clear?, what is unclear?, where could additional clarification be given?

• You may also give feedback in other areas. For example, think about:

  • Are your project titles framed for the positive? Do they describe a ray of light? If your title is describing a problem, try and flip the frame (if possible).

  • Is the short title of the page (e.g., under page header/right side navigation bar) appropriately capturing what the page is about? If there's a better short title, feel free to suggest an alternative. Current titles are temporary holding titles.

  • Are there spelling or grammar issues that you notice?

  • Are references cited appropriately in APA format?

• Support each other and use the opportunity to make your pages better. Remember, you can use this site (and your page) in your professional portfolio. Use this opportunity. Practice the skill of peer review -- you will need it in science.

• You will review four pages: two will be assigned; two will be of your choosing. You may review more, if desired

• You will be sent a Qualtrics survey link to submit your official peer reviews. Please prepare your peer reviews in advance of submitting via Qualtrics using a simple word document (prepare first; upload later) by using the following process: page title, author name/pseudonym, strengths, and areas for growth. There is no word limit, though please offer the type of constructive feedback that you would like to receive yourself.

• You may also offer informal advice anytime; the recommended approach is via forums in Sakai.

• NEVER, EVER ALTER ANOTHER STUDENT'S PAGE.

Feedback from in-class Jamboard (11/15/21). These are examples of what fellow students would like to see in their peer reviewed feedback:

• “Would this make sense to someone who doesn't know anything about public health? Still sound good to people who do?”

• “Does the site tell a clear story?”

• “[Does this page have a] Creative look?

• “Is my content delivering the main idea?”

• “Content - do you feel like there's not enough, just right, or information overload?”

• “Is it easy to understand?”

• “Anything that is confusing or is not easily understood?”

• “Does it feel ray of light-y enough?!”

• “Is there too much jargon?”

• “Too data heavy?”

• “Overall understandability of the flow and layout”

• “Adding sections/lenses that I haven't thought of”

• You will be sent anonymous comments from your peers in Week 10. You will be sent peer reviews in their full entirety, without any edits. This is done using mail merge for time efficiency. If you notice any comments that are inappropriate or unscholary, please let the instructor team know. We will investigate.

• Prepare a response to reviewers, which lists the comments (strengths/areas for growth) from each reviewer.

  • When you work on your "Response to Reviewers", copy ALL of the comments for strengths and ALL comments for areas for growth into a word document. Please respond point-by-point to each comment. You will then upload this word document when you submit your final project (indication that it is ready to grade). Not required, but appreciation for those who make the formatting look easy-to-read when grading (personally, I love when responses are presented as an indented paragraph - super easy to see what's a reviewer comment and what's your response).

• As you respond to each point raised/suggested, you do not need to make all of the suggested changes, though you do need to respond to each point – simply indicate what you changed/ didn’t/change and why.

• Goal: What is most important about this “Response to Reviewers” assignment is the process of communicating professionally about your science with peer reviewers (fellow students) and the editors (course faculty and teaching assistant).

Risk and mitigation of risk:

• Unequal workload. Since students are allowed to pick two pages of their choice to peer review, it is possible that some students may have more reviewers to respond to than other students. As you are being asked to respond point-by-point, some students may have additional work during this step. We can consider only responding to the first four peer reviews, though it really is good practice to be mindful of all perspectives. Let's discuss this as a class. It is on our mind.

Sharing Permissions

• At the time of submitting your final project topic, you will also be able to describe your sharing permissions for your page on the final site (public sharing; future class-only sharing; no sharing beyond this class).

• While it is our hope that everyone will give permission for their page to be shared publically, we recognize that you may not want yours featured and/or your name shared.

• Pages with full sharing are published at the end of the term. Others are archived and removed from the site.

Authorship

• You do not have to include your name on your specific page, though you are welcome to do so.

• If you prefer, you can be indicated as an author and editor on the "About" page, so you can include the site on your CV (Curriculum Vita).

• If you prefer, you may use a pseudonym known only to the instructional team. This pseudonym can be used throughout the development, review, and/or publishing process.

Potential Risks and Mitigation

• Privacy. Placing your name or contact information on a public facing website identifies you in known and unknown ways. If you would like for your content to be shared without your identity being associated, we fully support you. We can use pseudonyms or credit you more generally, rather than with a specific page. You do not have to include your email address or any contact information. Videos do not need to include your face or name. File metadata can be removed from documents.

• Pre-term Publishing. This page is planned to be published as an overview in Week 3. We don't intend to re-publish an updated version of the site until the very end -- either for peer review or the final site -- we can talk about this more as a class. Since there are so many of us, it is possible that one of us may accidentally hit re-publish in advance. This will show your draft content early, including your name if you included it (see Privacy above). Options to mitigate risk can be to hide pages from navigation, which still allows them to be edited. In addition, we have turned off the ability for search engines to find the site; only those with the direct link will be able to find the site. At the end of the term we will remove non-sharable pages to archive and then re-publish the site to be publicly-searchable.

• Bias. Your sharing and authorship decisions do not impact your grade. We want to support you. Please consider using a pseudonym if you would like anonymity in your peer reviews (see Privacy).

• Ultimately, we want to work with you around this process. Talk with us or use the anonymous course feedback site to offer suggestions.

With so many site editors, there is a potential for someone’s page to get accidentally changed or deleted. It is our sincere hope this doesn't happen. To minimize chances and potential impact, we will use two strategies:

Process for you

• Create a shadow site (where you’re simply copying and pasting what you’re creating on the project site.

• You can do this via: 1) a word document, another google site that you made as back up, or any other way that allows you to save your work in case something gets accidentally deleted or changed.

• This backup will allow you to easily copy and paste back in easily. If late in the term, this backup will serve as evidence of work completed. If something gets deleted or worse, the entire page, I will allow you to submit this backup work to show that you've completed the final project in extenuating circumstances. If you do not have shadow documentation, it is much harder for me to give you full credit for your work. Please keep back ups.

• We can also refer to version history, but please DO NOT REVERT TO A PRIOR VERSION of the site because you may accidentally delete someone's work. Instead, please try to re-create what was lost (again, why we care about back ups).

Process for us

• We will create themes and site architecture early. Your page may shift around in the beginning as we solidify page organization. (Again, please keep back ups)

• We'll confirm throughout the term that content is being populated. If you don't have anything populated for a while, we may check in with you to make sure things are OK and things are on time for peer review.

• We will work with you if something goes awry. Please talk with us.

Something may come up. If so, reach out to our amazing teaching assistant.

As part of your process, PLEASE implement contingency plans, described above.

How to cite your page via: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html

• Lastname, F. M. (Year, Month Date). Title of page. Site name. URL

• In the above example, include your first name (F.) and middle initial (M.)

• Purdue OWL's example: "Price, D. (2018, March 23). Laziness does not exist. Medium. https://humanparts.medium.com/laziness-does-not-exist-3af27e312d01"

For our Site

Last Name, F.M. (2021, December 17). Page title. Rays of Light in Environmental Health. https://sites.google.com/view/raysoflightenvhealth