EXS 225 - Introduction to Public Health

1. Describe the key features of the historical development of public health as a domain of specialized knowledge and public policy.
2. Explain the concepts of public policy and population health.
3. Explain what public health is, what distinguishes it from other health sciences, and what contributions it has made to the health of the public.
4. Identify the principal determinants of health and disease, including the determinants of inequalities of health of groups differentiated by economic status, ethnicity, and race.
5. Discuss how health and health status is different across populations, such as people living with disabilities, veterans, those with low socio-economic status, and ethnic minorities.
6. Describe the five sciences of public health:  health promotion and chronic disease prevention, epidemiology, environmental health, health policy, and biostatistics, without achieving master of the methods.
7. Recognize and define the basic principles of epidemiology.
8. Explain prevention, detection, and control strategies used in controlling infectious disease.
9. Identify governmental health surveillance systems.
10. Apply social and behavioral theory to explore one’s own individual rights and responsibilities as part of a civil society.
11. Comprehend how changing social conditions affect the behavior of individuals, the operation of societal institutions, and/or the perception of social phenomena.
12. Describe the impact of behavior on health, and identify a method(s) for altering behavior at the individual and social levels.
13. Utilize the frameworks for accessing and evaluating the quality of health information on the web and in the mass media, and be able to apply that information to a local public health situation.
14. Identify models of behavior change; differentiate behavioral and social approaches to promote health.
15. Explain the relative role of institutions in shaping health outcomes.
16. Use high-quality, credible, relevant sources to support writing. 
17. Clearly and completely state and describe a problem/issue. 
18. Identify concerns, issues or problems about the local community. 
19. Make informed decisions about personal wellness (see institutional definition of wellness). 

A. History

B. Key Public Health Frameworks

1. Definitions
2. Goals
3. Five Step Process for Solving Public Health Problems
4. The Medical System vs. Public Health System

C. Public Health as a System

1. Population Health
2. Core Functions of Public Health
3. Components of Public Health

D. Achievements in Public Health

II. Government, Public Policy, and Public Health

A. Role of Government and Law

B. Advocacy vs. Lobby

C. Investigate Agencies

D. Define Public Policy

E. Federal vs. State Regulation

F. How Federal Legislation Supports Public Health

G. Economic, Libertarian, and Moral Public Health Issues

H. Non-Profit and Non-Governmental Agencies in Public Health Efforts

III. Data and Surveillance of Public Health

A. Vital Statistics

B. National Census; Implication in Health Statistics

C. Major Surveillance Systems

D. National Health Guidelines

E. Credible Health Information on Web and /or Mass Media.

F.  Societal Institutions

IV.  Health Determinants and Behavior

A. Social Conditions and Behavior 

B. Perception of Social Phenomena

C. Institutions and Health Outcomes

D. Social Justice

1. Component to Public Health System

2. Health Disparities

E. Environmental and Climate Impact on Health

V. Epidemiology and Disease Control

A.  Epidemiological Principles

1. Disease Determinants and Causation

2. Types of Epidemiology Research

3. Rates, Risk Factors, and Health Status Indicators 

4. Epidemiological Terms

B.  Chronic Disease

1. Tobacco

2. Obesity

3. Mental Health

C.  Infectious Disease

1. History of Infectious Disease Control

2. Bacterial vs. Viral Disease

3. Prevention, Detection, and Control Strategies 

4. Re-emerging Infectious Diseases

5. Drug Resistance

Viewings: 25-35%

Discussion Sessions: 15-25%

Guided Reflection: 10-15%
Mandatory Course Components:
Common Syllabus

Class Discussion

Viewing of Unnatural Causes series
Equivalent Courses:
None

Essential Abilities –

Exercise Science

The Grand Rapids Community College Exercise Science Department faculty has specified essential abilities critical to the success of students in any GRCC program. Students must demonstrate these essential abilities to succeed in their program of study. Qualified applicants are expected to meet all admission criteria and matriculating students are expected to meet all progression criteria, as well as these essential abilities with or without reasonable accommodations.

I. Essential judgment skills to include: The mission of the Exercise Science Department is to educate and positively impact the health of students and the community by offering academic course work, outreach, and practical learning opportunities that promote individual wellness skills and prepare future health, exercise science and wellness professionals for their future. That being said, the periphery goal of the department is to enable those who are/have been enrolled in a Wellness/PE course to identify behaviors and activities that promote their personal health, and thereby general education, and allow them to aid those surrounding them as needed.

II. Essential physical/neurological functions to include: Exercise Science related jobs are intellectually, physically, and psychologically demanding professions. Although this is the case, it is important to note that exercise and general wellness are not limited to any specific demographic. The importance of wellness, physical education and exercise science is vital to the success of all students, regardless of physical and neurological function. Behaviors that demonstrate essential neurological and physical functions relative to the Exercise Science Department and its courses include, but are not limited to:

• Varying types of physical activity
• Observation
• Listening
• Understanding relationships
• Writing and psychomotor abilities consistent with course and program expectations

III. Essential communication skills to include: Ability to communicate effectively with fellow students, faculty, patients, and all members of the Exercise Science Department. Skills include verbal, written, and nonverbal abilities as well as information technology skills consistent with effective communication. Students should be able to demonstrate excellent interpersonal skills in the areas of leadership, motivation, management, and communication.
 

IV. Essential emotional coping skills: Exercise Science courses may aid in the ability of students to develop emotional coping skills, but students enrolling in an Exercise Science courses should have the ability to demonstrate the mental health necessary to safely engage in the practice of Exercise Science as determined by professional standards of practice.
 

V. Essential intellectual/conceptual skills to include: Ability to measure, calculate, analyze, synthesize, and evaluate to engage competently in the safe practice of Exercise Science. Specifically, this includes the ability to understand, synthesize, and apply nationally recognized standards for fitness and health and be able to communicate the benefits and precautions associated with exercise. Students will be able to understand, analyze and apply behavior modification strategies to enhance exercise and health behavior change.
 

VI. Other essential behavioral attributes: Ability to engage in activities consistent with safe Exercise Science practice without demonstrated behaviors of addiction to, abuse of, or dependence on alcohol or other drugs that may impair behavior or judgment. The student must demonstrate responsibility and accountability for actions as a student in the Exercise Science Department and as a developing professional in the Wellness/PE/Exercise Science fields consistent with accepted standards of practice.

Grand Rapids Community College strives to be more than ADA compliant. We strive to be accessible and welcoming to all students of all abilities. After reviewing the Essential Abilities/Technical Standards for this program; your responsibilities as a student entail determining if you can complete all associated coursework either:

1. With Accommodation. I am otherwise qualified to meet the same academic standards as any other student entering the program. However, based on a medically documented condition or diagnosis, I would qualify for reasonable accommodation under the Americans with Disabilities Act (1990). I will meet with Disability Support Services on campus to arrange those accommodations in an interactive process with the Exercise Science Department.
    
2. Without Accommodation. I am able to complete the program without need for reasonable accommodation or modification. In the event my medical documentation reveals otherwise or a condition manifests that would necessitate an accommodation; it is my responsibility to inform a responsible authority figure within the Exercise Science Department and work with Disability Support Services to see if a reasonable accommodation or modification can be made.

If you have a medically documented condition or diagnosis, please contact the Wellness Department office, or contact Disability Support Services (DSS) at disability@grcc.edu or by phone at 616.234.4140 to arrange accommodations through our interactive process.