Graduate School Of Public Health Educational Policies and Curriculum Committee

Agenda for June 18, 2015

1:30-3:30 p.m. 110 Parran Hall

A. New Business:

1. New course proposal: EPIDEM XXXX Global Epidemiology of Vaccines and Vaccination,Wilbert van Panhuis

2. Course modification [credit change]: IDM 2420 Experimental Virology, Todd Reinhart

3. Course modification [title and description]: BCHS 2999 Modeling Collective Behavior

4. Etiquette Dinner Information from Career Services, Joan Anson

5. Diversity Statement on Course Syllabi, Robin Leaf

6. Academic Integrity/ Plagiarism and Cultural Competence workshop, Quinten Brown

7. Counseling Center Presentation Re-Cap, Candy Kammerer, Mary Derkach, and Robin Leaf

8. Course Syllabi: How much on CourseWeb vs. syllabus document, Candy Kammerer

9. Approval of May meeting minutes

B. Old Business:

1. Comments/ Suggestions on Doctoral Report on Requirements form, Mary Derkach

C. Closed Session:

1. Review of student records (closed to student representatives)

Next meeting: July 9, 1:30pm, room 110

Educational Policies and Curriculum Committee Graduate School of Public Health

University of Pittsburgh (Revised: 11/19/2013)

REQUEST FOR APPROVAL OF NEW COURSES AND COURSE CHANGES

1. General Instructions:

a. Faculty should submit this form and the associated syllabus following the Pitt Public Health Syllabus Guidelines and the Syllabus Checklist (on pages 4 and 5) by e-mail to Candace Kammerer, Chair (cmk3@pitt.edu) and Robin Leaf, EPCC Staff Liaison (ral9@pitt.edu). If you choose not to include all the information detailed on the Syllabus Guidelines in your course syllabus for distribution to students, please attach this information to the proposal.

b. The initiating Department is asked to submit one hard copy of this completed form with the proper

signatures, syllabus and other materials (if any) to Robin Leaf in Student Affairs at least one week prior to the EPCC meeting. If this target date is not met, the proposal will be deferred for consideration at the next meeting scheduled.

c. You will be contacted by the EPCC Chair or the EPCC Staff Liaison to schedule a presentation and

discussion of your program/course proposal with the Committee, if possible at the next scheduled EPCC meeting.

2. Review based on the following (check all which apply):

___ New course, not previously approved ___ Course modification (major) ___ Course title change ___ Special topics course content

___ Pitt Public Health Core Course ___ Cross-listing only ___ Practicum, internship, field placement

(Specify academic unit & course number): __________________________________________ 3. Course designation:

Course Number _________ Title ________________________________________________ Credits ____ 4. Cross-listing:

If you want to cross-list this course in any other Pitt Public Health department or any other school of the

University, specify which department(s) and School(s) and provide brief justification. 5. Course Instructors:

(Indicate type of Pitt Public Health faculty appointment,* and percentage of total course time/effort anticipated. For any instructor who does not hold a Pitt Public Health faculty appointment, indicate her/his title and affiliation.)

a. Principal instructor:

* The principal instructor for any Pitt Public Health course must have a primary, secondary or adjunct appointment in the school.

Global Epidemiology of Vaccines and Vaccination 2

Dr. Willem G. van Panhuis

Page 2 of 5

b. Co-instructors (if any):

6. Statement of the course for Course Inventory. Include purpose of course; summary of prerequisites, if any;

general course content; and method of conducting course (e.g., lecture, laboratory, field work, etc.).

7. Student enrollment criteria/restrictions:

a. Indicate any maximum or minimum number of students and provide justification for this limitation.

b. If admission is by permission of instructor, state criteria to be applied.

c. Provide a brief description of any prerequisite skills or knowledge areas that are necessary for studentsentering this course, including any specific course prerequisites or equivalents.

a. Number of course hours per session ___ Sessions per week ____ Weeks per academic term ______

b. Approximate allocation of class time (hours or %) among instructional activities:

Lectures _____ Seminars _____ Recitations ______ Field work _____ Laboratory _____Other (specify): ___________________________________________________________

c. Term(s) course will be offered: Fall ____ Spring _____ Summer Term _____ Summer Session _____

9. Grading of student performance:Indicate the grading system to be used (A, B, C, etc.; H, S, U); provide statement justifying use of system otherthan letter grade.

10. On-line course delivery:

Indicate the extent to which you will be using on-line instructional methods in teaching this course by checkingall of the options below which apply:

___ I plan to use the course management aspects of CourseWeb/ Blackboard (or equivalent), e.g., grade book,announcements.

___ I plan to use the interactive features of CourseWeb/Blackboard (or equivalent), e.g., discussion board, etc.

___ I have designed the course for remote (off-site) learning with little/no classroom attendance required.

___ I do not plan to use on-line instruction methods for this course (briefly explain)

This course will introduce students to the broad field of vaccine and will prepare them for entry level positions relatedto vaccines or for more advanced study in vaccines. This course will include the immunological principles of vaccines, epidemiological characateristics of vaccines such as efficacy and safety, and vaccine program design. This courseincludes lectures and discussion groups. This course will be evaluated by a series of short essays and one final essay in the form of a country report on the introduction of a new vaccines. There are no prerequisites.

Minimum of 5 students, maximum of 20 students.

No permission required

2 2 8

90Discussion groups and student presentations: 10%

A,B,C, etc.

Principles of Epidemiology, EPIDEM 2110, will be required as prerequisite class. To fully benefit from this course, students will need a basic understanding of epidemiological concepts.

Page 3 of 5

11. Relevance of course to academic programs and curricula:

a. Describe how this course contributes to learning objectives specified for the curriculum of one or more Pitt Public Health degree or certificate programs. Indicate whether course is required for any specified degree or certificate.

b. Describe how this course addresses public health issues involving diversity (gender, race, ethnicity, culture, disability, or family status).

12. Signature and date of principal faculty member (include department/program) making request: Name/Title: ____________________________________________ Date: _______________ 13. Signature and date of endorsement of department chairperson: Name/Title: ________________________________________ Date: _____________ 14. (For cross-listing only) Signature and date of endorsement of department chairperson: Name/Title: ________________________________________ Date: _____________

This course will train students in competencies of Pitt Public Health and specifically in competencies of theDepartment of Epidemiology. See the course competencies list in the syllabus. This course will not be required.

Students will be trained in critical evaluation of epidemiological data on vaccines including coverage across genderand ethnicity. It will make students acutely aware of vaccine related issues across diverse populations.

Willem G. van Panhuis, Assist. Prof. of Epidemiology 5-12-2015

Page 4 of 5

Educational Policies and Curriculum Committee

Graduate School of Public Health University of Pittsburgh

(11/19/2013) SYLLABUS CHECKLIST FOR NEW AND REVISED COURSES

Addendum to REQUEST FOR APPROVAL OF NEW COURSES AND COURSE CHANGES FORM Objective to assist faculty to ensure syllabus contains the required and necessary elements

to provide students with clear expectations of the course. NOTE: * indicates a required element of the syllabus. If N/A is checked or this element is not included

complete the information detailed on page two for all instances.

Syllabus Area Recommended Detail * Required

Included in Your Syllabus?

Heading Course Number* Yes No N/A

Course Title* Yes No N/A

Course Meeting Time/Day of Week*

Yes No N/A

Classroom Location* Yes No N/A

Faculty Information Office Location* Yes No N/A

Office Hours* Yes No N/A

Phone Number* Yes No N/A

Email Address* Yes No N/A

Teaching Philosophy

Yes No N/A

Teaching Assistant Contact

Yes No N/A

Student Expectations in Classroom

Behavior/ Ground Rules (cell phones off, laptops off, etc.)

Yes No N/A

Recording of Lectures Yes No N/A

Course Summary Course Description* Yes No N/A

Learning Objectives* Yes No N/A

Materials Required Textbooks/ Articles/Readings

Yes No N/A

Required Software Yes No N/A

Required Equipment (including use of CourseWeb/Blackboard)

Yes No N/A

Recommended Material Yes No N/A

Availability of Software for Purchase and/or Use

Yes No N/A

TBD

TBD

Page 5 of 5

Evaluation Grading Scale* Yes No N/A

Grading Criteria/Rubric Yes No N/A

Late Assignment Policy

Yes No N/A

Accommodation of Students with Disabilities

Pitt Public Health Statement* Yes No N/A

Academic Integrity Policy

Pitt Public Health Statement*

Yes No N/A

Schedule Topics by Session* Yes No N/A

Reading and Written Assignments by Session*

Yes No N/A

Learning Objectives by Session

Yes No N/A

Test Dates Yes No N/A

Additional Resources Health Sciences Library Liaison Contact Information

Yes No N/A

Writing Center Contact (if course is writing intensive)

Yes No N/A

Required Information Not Included List the Required Detail Not Included Reason for Not Including

Global Epidemiology of Vaccines and Vaccination

EPIDEM XXXX

Fall 2015 21 Oct - 18 Dec

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Course summary and objectives This course will provide students with knowledge and skills related to the study of vaccines and vaccination programs in the US/EU and in low- and middle income countries. This course will prepare students for entry-level positions in vaccine research or programming for academic, government, or priviate sector institutions. This course will provide a broad introduction to a wide range of vaccine related topics raning from biological mechanisms of vacccines to vaccine financing. Within this range of topics, the course will focus heavily on the epidemiological study of vaccine efficacy, safety, effectiveness, and impact. The course is organized aorund four themes: 1) introduction; 2) vaccines; 3) research and development; and 3) vaccination programs. Throughout the course, students will complete a written assignment. This assignment will be a report for the Minister of Health of a country that evaluates a new vaccine for introduction in the National Immunization Program. Students can select their own country and new vaccine. At the end of each theme within the course, students will complete part of the assignment for grading. At the end of the course,all assignments will be combined in the assignment, which is the complete evaluation report. The different components of the report will be: 1) a summary of the exising vaccination program (assignment one); 2)a description of the vaccine product (assignment two), a description of the epidemiological metrics of the vaccine (assignment three), and a complete report that also includes a proposed vaccination program (assignment four). Course Objectives By the end of this course, students will have the following competencies:

- Describe the biology of vaccination - Describe the different types of vaccines and their different applications - Calculate and interpret vaccine efficacy - Describe and interpret research study designs on vaccine efficacy, safety, effectiveness,

and impact and understand their application, strengths, and weaknesses - Demonstrate the ability to identify sources of epidemiological information related to

vaccines and vaccine preventable diseases - Describe different nation-wide vaccination strategies and the strengths and weaknesses

of each strategy in a specific epidemiological context - Demonstrate the ability to identify and interpret vaccine coverage data - Describe the main reasons for vaccine refusal and how these are being addressed - Synthesize biological and epidemiological information on vaccines and vaccination

programs into a clearly written report - Communicate the strengths and weaknesses of a vaccination program to a professional

audience in a written report and oral presentation The competencies gained in this course are related to school1 and departmental2 competencies, specifically: Related school-wide competencies

- Calculate basic epidemiology measures · - Evaluate the strengths and limitations of epidemiologic reports - Demonstrate effective written, oral, and technology-based skills for communicating with different

audiences in the context of professional public health activities - Use information technology to access, evaluate, and interpret public health data

1 http://www.publichealth.pitt.edu/epidemiology/prospective-students/mph/mph-competencies 2 https://www.publichealth.pitt.edu/epidemiology/prospective-students/mph

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- Identify the key biological processes and recent scientific breakthroughs related to infectious diseases, including pathogenesis, the immune response, the emergence of new infections, plus treatment and vaccination strategies

- Identify steps in planning, implementing and evaluating public health programs and interventions - Identify and describe the key terminology and concepts of one or more specific approaches to

quantitative or systems modeling in public health Related departmental competencies

- Identify major health issues in the population, and describe these issues in terms of magnitude, person, place, time, and their associated risk factors

- Identify and locate key sources of data for epidemiologic purposes - Calculate and interpret basic epidemiology measures - Describe epidemiologic and biologic models of disease etiology and control - Evaluate the strengths and limitations of the epidemiologic literature - Describe research study designs and understand their application, strengths, and limitations - Communicate epidemiologic information to lay and professional audiences - Identify, evaluate, and synthesize key studies in the scientific literature for a given topic area - Apply quantitative and critical thinking skills to analyze data from epidemiologic studies - Demonstrate the ability to use scientific knowledge and analysis to influence decision-making

affecting public health

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Administrative issues EPIDEM [TBD]: CONCEPTS AND METHODS IN GLOBAL HEALTH (2 credits) Graduate School of Public Health Fall term 2015 (second half) Time: Tuesday and Thursday 4.30-6.20pm [To be confirmed] Room [TBD] Instructor Wilbert van Panhuis, MD PhD Assistant Professor, Department of Epidemiology University of Pittsburgh Graduate School of Public Health 704 Parran Hall Tel: 412-624-7693 wav10@pitt.edu Office Hours By appointment Course website: [TBD] Enrollment All graduate students at the University of Pittsburgh can register for this course after they have taken EPIDEM 2110. A basic understanding of epidemiological concepts is required to fully benefit from this course. A maximum of 20 students will be enrolled in this course on a first-come, first-serve basis. If fewer than 5 studetns will register for this course, it will not be given but an informal (not for credit) journal club will be organized instead for those students that registered. Course Textbook and Readings We will use all material from the CDC “Pink Book”, Epidemiology and Prevention of Vaccine-Preventable Diseases, Centers for Disease Control, 12th Edition Second Printing (May 2012). This book is available at no cost: www.cdc.gov/vaccines/pubs/pinkbook/index.html In addition to this book, course readings will include published scientific papers. Required and recommended readings for each class will be listed on the course website. Course Requirements and Grading Students will be evaluated by the completion of three assignments that are each worth 10, 20, 30, of the course grade and a final assignment that is worth 40% of the grade. Assignment 1 (max. 10 points) Max. 10 Assignment 2 (max. 20 points) Max. 20 Assignment 3 (max. 30 points) Max. 30 Final assignment (max. 40 points) Max. 40 Total point for the class 100 The final course grade will be determined according to the following scale:A (≥ 89.5), B (79.5-89.4), C (69.5-79.4), D (59.5-69.5), E (≤59)

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Assignments Students will complete four assignments. Each is a part of an evaluation report for a Minister of Health in a country for the use of a vaccine including:

1. Summary of existing country immunization program 2. Description of the vaccine product and immunological mechanism 3. Description of vaccine efficacy, safety, effectiveness, and possible impact 4. Full evaluation report including items 1-3 and a recommendation on a vaccination

program The first assignment is due at 5.00 pm on November 3, the second at 5.00 pm on November 17, the third at 5.00 pm on December 3, and the final assignment at 5.00 pm on December 17. All assignments have to be submitted through the course website. No late assignments will be accepted without prior permission from the instructor and this will only be granted in extraneous circumstances. Late submission will result in a deduction of 10 points per 24 hours delay. A delay of ten days or more will result in zero points for the assignment. It is imperative that students work on their assignments throughout the course and not only right before the due dates because assignments are due very close after the last lecture of a theme. There will be insufficient time to write an entire assignment after the last lecture of a theme. Assignment 1 (10 points) Select a country and review the existing routine childhood immunization schedule, including the vaccine products used, the vaccination schedule, and a summary of the burden of disease for the diseases vaccinated against. Use reputable online sources and the published scientific and grey literature. Find out what vaccine is not introduced yet. This can be an existing vaccine that is not currently in use in your country or a new vaccine that is in the last stages of development and testing. Minimum 2 pages, maximum 4 pages. Grading rubric assignment 1 Criterion Points Style, English, references, length 2 Description vaccination program includes vaccine products, dosing schedule, and coverage rates, no errors

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Summary of burden of disease given for each disease included in the vaccination schedule, no errors

3

Summary of new vaccine product to be introduced, rationale included, no errors

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Assignment 2 (20 points) Describe the type and components of your vaccine and its immunological mechanism. Compare this to similar vaccines currently in the immunization schedule of your country (if possible). Use the published scientifc and grey literature for this. Minimum 2 pages, maximum 4 pages. Grading rubric assignment 2 Criterion Points Style, English, references, length 4 Description of vaccine product includes type of vaccine, antigens (and dose) included, adjuvants included, heat sensitivity,

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formulation, and administration route, no errors Description of immunological response to the vaccine product includes results from pre-clinical and clinical studies, antibody, and cellular response, and duration of the response, no errors

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Assignment 3 (30 points) Describe the efficacy, safety, effectiveness, and possible impact of your vaccine product based on the published scientic literature. Describe and critique the study design used to estimate these parameters and compare these parameters with a similar vaccine currently used in the immunization schedule of your country. Also describe the observed effectiveness and/or impact of this vaccine product in a similar country (if possible). Minimum 4 pages, maximum 6 pages. Grading rubric assignment 3 Criterion Points Style, English, references, length 6 Efficacy described using data from clinical trials, study design discussed and validity and biases described, no errors

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Safety described using data from clinical trials, study design discussed and validity and biases described, no errors

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Effectiveness described using data from post-licensure trials or projection studies, study design discussed and validity and biases described, no errors

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Epidemiological and economic impact described using data from post-licensure studies or from projection studies, study design discussed and validity and biases described, no errors

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Assignment 4 (40 points) Include information from your assignments 1-3 and in addition, suggest a vaccination strategy including the new vaccine product. This strategy includes a dosing schedule, safety and coverage monitoring, and financing. Write this report as a recommendation to the Minister of Health for your country. Minimum 10 pages, maximum 12 pages. Grading rubric assignment 4 Criterion Points Style, English, references, length 5 Country immunization schedule described (see criteria assignment 1)

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Vaccine product and immunological mechanism described (see criteria assignment 2)

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Vaccine efficacy, safety, effectiveness, and impact described (see criteria assignment 3)

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Proposed vaccination schedule includes ages, relation with existing vaccines, and rationale, no errors

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Proposed vaccine coverage and safety monitoring plan described including rationale, no errors

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Proposed vaccine financing plan described, including rationale

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Discussion groups This course includes three informal, in-class discussion groups during which students will summarize and discuss their assignments.

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Academic Integrity All students are expected to adhere to the school’s standards of academic honesty. Any work submitted by a student for evaluation must represent his/her own intellectual contribution and efforts. Students are encouraged to discuss assignments with each other but each assignment should be the unique work of each student. The GSPH policy on academic integrity, which is based on the University policy, is available online at http://www.publichealth.pitt.edu/interior.php?pageID=126. The policy includes obligations for faculty and students, procedures for adjudicating violations, and other critical information. Please take the time to read this policy. Students committing acts of academic dishonesty, including plagiarism, unauthorized collaboration on assignments, cheating on exams, misrepresentation of data, and facilitating dishonesty by others, will receive sanctions appropriate to the violation(s) committed. Sanctions include, but are not limited to, reduction of a grade for an assignment or a course, failure of a course, and dismissal from GSPH. All student violations of academic integrity must be documented by the appropriate faculty member; this documentation will be kept in a confidential student file maintained by the GSPH Office of Student Affairs. If a sanction for a violation is agreed upon by the student and instructor, the record of this agreement will be expunged from the student file upon the student’s graduation. If the case is referred to the GSPH Academic Integrity Hearing Board, a record will remain in the student’s permanent file. Repeat violations automatically will be referred to the Hearing Board. Specific attention will be paid to the appropriate use of citations and references in the course assignments. Lack of compliance with citation standards can result in (sometimes unintended) plagiarism. Each assignment contains explicit instructions for references and attention will be paid to this in class as well. Do not copy and paste text from sources directly into your assignment without proper citation and quotation marks. The instructor will use specific software to detect copied text in assignments and will not hesitate to start procedures concerning plagiarism with the School Institutional Review Board. Accessibility If you have any disability for which you may require accommodation, you are encouraged to notify both your instructor and the Office of Disability Resources and Services, 216 William Pitt Union (412-648-7890) during the first two weeks of the term. Statement on Classroom Recording To ensure the free and open discussion of ideas, students may not record classroom lectures, discussion and/or activities without the advance written permission of the instructor, and any such recording properly approved in advance can be used solely for the student’s own private use.

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Lecture Schedule

Class (Tu/Th)

Theme Concepts and Methods in Global Health Instructor

1, Th Oct 22

Introduction Introduction

1: Course overview 2: History of vaccines

Van Panhuis Burke

2, Tu Oct 27

Introduction Introduction

1: Principles of disease transmission 2: Principles of vaccination

Van Panhuis Van Panhuis

3, Th Oct 29

Introduction Introduction

1: Vaccine recommendation and licensure 2: Vaccine introduction in a national immunization program

Van Panhuis Van Panhuis

4, Tu Nov 3

Evaluation Vaccines

1: Discussion group, assignment 1 due 2: Biological basis of vaccination

Van Panhuis Guest

5, Th Nov 5

Vaccines Vaccines

1: Live vaccines 2: Inactivated vaccines

Guest Guest

6, Tu Nov 10

Vaccines Vaccines

1: Subunit and conjugate vaccines 2: Recombinant vaccines

Guest Guest

7, Th Nov 12

Vaccines Vaccines

1: Adjuvants 2: New vaccine technology

Guest Guest

8, Tu Nov 17

Evaluation R & D

1: Discussion group, assignment 2 due 2: Vaccine development and testing process

Van Panhuis Van Panhuis

9, Th Nov 19

R & D R & D

1: Estimating vaccine efficacy - I 2: Estimating vaccine efficacy - II

Van Panhuis Van Panhuis

10, Tu Nov 24

R & D R & D

1: Estimating vaccine safety 2: Estimating vaccine effectiveness

Guest Van Panhuis

Th Nov 26 Holiday Thanksgiving recess

11, Tu Dec 1

R & D R & D

1: Estimating the epidemiological impact of a vaccine 2: Estimating the economic impact of a vaccine

Van Panhuis Guest

12, Th Dec 3

Evaluation Vaccination

1: Discussion group, assignment 3 due 2: Routine immunization and campaigns

Van Panhuis Guest

13, Tu Dec 8

Vaccination Vaccination

1: Vaccines for disease elimination and eradication 2: Vaccination scheduling and dosing

Van Panhuis Guest

14, Th Dec 10

Vaccination Vaccination

1: Vaccine financing 2: Monitoring vaccine coverage

Guest Van Panhuis

15, Tu Dec 15

Vaccination Vaccination

1: Monitoring long-term vaccine safety 2: Vaccine refusal

Guest Guest

16, Th Dec 17

Evaluation Evaluation

1: Student presentations 2: Student presentations, assignment 4 due

Van Panhuis and Guests

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Information about the lecturers [To be completed] Dr. Willbert van Panhuis, MD, PhD is an assistant professor in the department of Epidemiology, University of Pittsburgh Graduate School of Public Health. Dr. Van Panhuis studied medicine at the Vrije Universiteit Medical Center in Amsterdam after which he worked as research fellow at the Center for Research on the Epidemiology of Disasters (CRED) in Brussels Belgium. He worked shortly in the WHO Western Pacific Regional Office in Manila Philippines on dengue surveillance in the Mekong Region. He completed the PhD program in Global Disease Epidemiology and Control of the department of International Health, Johns Hopkins Bloomberg School of Public Health. Dr. Van Panhuis is currently working as part of the Vaccine Modeling Initiative on infectious disease surveillance and transmission dynamics. His research interest is the epidemiology of dengue and vaccine preventable childhood diseases and the use of surveillance data for epidemiological analysis and mathematical modeling. Dr. Donald S. Burke (vaccine history) Dr. Lee Harrison (subunit and conjugate) Dr. Rick Zimmerman (live vaccines) Dr. Jean Nachega (new technology, HIV) Dr. Julia Driessen (economic impact) D. Rick Zimmerman (safety) Dr. Ernesto Marques (live vaccines?) Other CVR (biological basis, vaccine types, all technical vaccine lectures) Dr. Miriam Cremer (HPV, new technology?) Somebody from IDM/CVR: malaria vaccine technology Somebody from Childrens hospital : vaccine refusal Dr. Neal Halseay (Hopkins): long-term safety Somebody from PAHO: vaccine introduction process Somebody from ACHD: monitoring vaccine coverage Somebody from industry: vaccine development and testing process

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Information per class Class 1 [location TBD] Hour 1, Course overview Dr. Wilbert van Panhuis Learning objectives 1. Describe course schedule, requirements, and grading. 2. Describe course assignments and best strategies to complete them. Required Readings Course syllabus Hour 2, History of vaccines Dr. Donald Burke Learning objectives 1. Describe how vaccine development and technology has changed over time 2. Describe the major milestones of vaccine development over the past 250 years Required readings The history of vaccines and immunization: familiar patterns, new challenges. Stern AM, Markel H. Health Aff (Millwood). 2005 May-Jun;24(3):611-21. Vaccines in historic evolution and perspective: a narrative of vaccine discoveries. Hilleman MR. Vaccine. 2000 Feb 14;18(15):1436-47. Class 2 [location TBD] Hour 1, Principles of disease transmission Dr. Wilbert van Panhuis Learning objectives 1. Describe the major modes of transmission of infectious diseases 2. Describe mathematical principles of disease transmission including the basic reproductive rate Required readings Mathematical models of infectious disease transmission. Grassly NC1, Fraser C. Nat Rev Microbiol. 2008 Jun;6(6):477-87. doi: 10.1038/nrmicro1845. Directly transmitted infections diseases: control by vaccination. Anderson RM, May RM. Science. 1982 Feb 26;215(4536):1053-60. Hour 2, Principles of vaccination Dr. Wilbert van Panhuis Learning objectives 1. Describe the biological principles of vaccination 2. Describve how vaccination can influence disease transmission, including the principle of herd immunity 3. Describe key parameters of vaccination and transmission including the critical vaccination fraction Required readings CDC Pink Book, Chapter 1: Principles of Vaccination Vaccination and herd immunity to infectious diseases. Anderson RM, May RM. Nature. 1985 Nov 28-Dec 4;318(6044):323-9.

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Class 3 [location TBD] Hour 1, Vaccine recommendation and licensure Dr. Wilbert van Panhuis Learning objectives 1. Describe the rationale and process of vaccine recommendation and licensure in general 2. Describe the differences between vaccine recommendation and licensure in the US/EU and developing countries Required readings Regulatory pathways for vaccines for developing countries. Milstien J1, Belgharbi L. Bull World Health Organ. 2004 Feb;82(2):128-33. Epub 2004 Mar 16. Food and Drug Administration regulation and evaluation of vaccines. Marshall V1, Baylor NW. Pediatrics. 2011 May;127 Suppl 1:S23-30. doi: 10.1542/peds.2010-1722E. Epub 2011 Apr 18. A half-century of prevention--the Advisory Committee on Immunization Practices. Schwartz JL, Mahmoud A. N Engl J Med. 2014 Nov 20;371(21):1953-6. doi: 10.1056/NEJMp1410049. Hour 2, Vaccine introduction in a national immunization program Dr. Wilbert van Panhuis Learning objectives 1. Describe the process of introducing a new vaccine in a national immunization program 2. Describe the challenges of introducing a new vaccine in a national immunizaiton program Required readings World Health Organization. Principles and considerations for adding a vaccine to a national immunization programme: from decision to implementation and monitoring. Geneva 2014. Available at: http://apps.who.int/iris/handle/10665/111548 Class 4 [location TBD] Hour 1, Discussion group, Assignment 1 due Dr. Wilbert van Panhuis Learning objectives 1. Collect information on national immunization programs from online sources and published literature 2. Synthesize information on a national immunizaiton program and present this to a lay/professional audience 3. Critically assess information on a national immunization program and discuss in a group Required readings None Hour 2, Biological basis of vaccination Guest [TBD] Learning objectives 1. Describe the biological principles of vaccination, including the immune responses to different types of vaccines 2. List the critical steps of the vaccine immune response Required readings The immunological principles of vaccination. Ada GL. Lancet. 1990 Mar 3;335(8688):523-6. CDC Pink Book, Chapter 1: Principles of Vaccination

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Class 5 [location TBD] Hour 1, Live vaccines Guest [TBD] Learning objectives 1. Describe the general characteristics of live vaccine development and the immune response to live vaccines 2. List the live vaccines currently used in national immunization programs 3. Summarize the history, epidemiology, and live vaccines used against influenza, measles, mumps, rubella, varicella, and rotavirus Required readings CDC Pink Book, Chapter 11: Influenza vaccines CDC Pink Book, Chapter 12: Measles vaccines CDC Pink Book, Chapter 14: Mumps vaccines CDC Pink Book, Chapter 19: Rubella vaccines CDC Pink Book, Chapter 21: Varicella vaccines CDC Pink Book, Chapter 18: Rotavirus vaccines Hour 2, Inactivated vaccines Guest [TBD] Learning objectives 1. Describe the general characteristics of inactivated vaccine development and the immune response to inactivated vaccines 2. List the inactivated vaccines currently used in national immunization programs 3. Summarize the history, epidemiology, and inactivated vaccines used against hepatitis A and poliomyelitis Required readings CDC Pink Book, Chapter 8: Hepatitis A vaccine CDC Pink Book, Chapter 17:Poliomyelitis vaccine Class 6 [location TBD] Hour 1, Subunit and conjugate vaccines Guest [TBD] Learning objectives 1. Describe the general characteristics of subunit vaccine development and the immune response to subunit vaccines, including conjugate polysaccharide, subunit, and toxoid-based vaccines 2. List the subunit vaccines currently used in national immunization programs 3. Summarize the history, epidemiology, and subunit vaccines used against meningococcal disease, pneumococcal disease, Haemophilus influenzae type b, diphtheria, pertussis, tetanus, and human papillomavirus (HPV). Required readings CDC Pink Book, Chapter 13: Meningococcal disease vaccines CDC Pink Book, Chapter 16, Pneumococcal disease vaccines CDC Pink Book, Chapter 7: Haemophilus Influenzae type b vaccines CDC Pink Book, Chapter 6: Diphtheria vaccines CDC Pink Book, Chapter 15: Pertussis vaccines CDC Pink Book, Chapter 20: Tetanus vaccines CDC Pink Book, Chapter 10: Human Papillomavirus vaccines Hour 2, Recombinant vaccines Guest [TBD] Learning objectives 1. Describe the general characteristics of recombinant vaccine development and the immune response to recombinant vaccines 2. List the recombinant vaccines currently used in national immunization programs 3. Summarize the history, epidemiology, and recombinant vaccines used against hepatitis B and dengue fever

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Required readings CDC Pink Book: Chapter 9, Hepatitis B vaccines Class 7 [location TBD] Hour 1, Adjuvants Guest [TBD] Learning objectives 1. Describe the biological mechanism of adjuvants and their role in the vaccine immune response 2. List the different types of adjuvants currently used and their benefits and drawbacks 3. List some adjuvants that are being investigated for future use Required readings Adjuvants--a classification and review of their modes of action. Cox JC, Coulter AR. Vaccine. 1997 Feb;15(3):248-56. New horizons in adjuvants for vaccine development.Reed SG, Bertholet S, Coler RN, Friede M. Trends Immunol. 2009 Jan;30(1):23-32. doi: 10.1016/j.it.2008.09.006. Epub 2008 Dec 6. Hour 2, New vaccine technology Guest [TBD] Learning objectives 1. Describe new developments in vaccine technology 2. Summarize developments in vaccines for non-infectious diseases 3. Summarize developments in new vaccine delivery methods Required readings New vaccine development. Poland GA, Murray D, Bonilla-Guerrero R. BMJ. 2002 Jun 1;324(7349):1315-9. DNA vaccines: recent developments and future possibilities. Liu MA, Wahren B, Karlsson Hedestam GB. Hum Gene Ther. 2006 Nov;17(11):1051-61. Vaccine delivery--current trends and future.Azad N, Rojanasakul Y. Curr Drug Deliv. 2006 Apr;3(2):137-46. Class 8 [location TBD] Hour 1, Discussion group, assignment 2 due Dr. Wilbert van Panhuis Learning objectives 1. Collect information on the immunological mechanism of a vaccine product from online sources and published literature 2. Synthesize information on the immunological mechanism of a vaccine product and present this to a lay/professional audience 3. Critically assess information on the immunological mechanism of a vaccine product and discuss in a group Required readings None Hour 2, Vaccine development and testing process Dr. Wilbert van Panhuis Learning objectives 1. Describe the overall vaccine development and testing process 2. List the pre-clinical, clinical, and post-licensure steps in the vaccine development and testing process Required readings Vaccine development. Geert Leroux-Roels, Paolo Bonanni, Terapong Tantawichien,Fred Zepp. Perspectives in Vaccinology Aug 2011;1(1):115–150. Available: http://www.sciencedirect.com/science/article/pii/S2210762211000064

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Class 9 [location TBD]

Hour 1, Estimating vaccine efficacy - I Dr. Wilbert van Panhuis Learning objectives 1. Calculate vaccine efficacy 2. Critically assess study design and data on vaccine efficacy presented in the scientific literature

Required readings Assessing vaccine efficacy in the field. Further observations. Orenstein WA, Bernier RH, Hinman AR. Epidemiol Rev. 1988;10:212-41. Vaccine epidemiology: efficacy, effectiveness, and the translational research roadmap. Weinberg GA, Szilagyi PG. J Infect Dis. 2010 Jun 1;201(11):1607-10. doi: 10.1086/652404.

Hour 2, Estimating vaccine efficacy - II Dr. Wilbert van Panhuis Learning objectives 1. Describe possible biases in calculating efficacy, including the dependency on disease prevalence and specificity of the case definition

Required readings Sensitivity, specificity, and vaccine efficacy. Lachenbruch PA. Control Clin Trials. 1998 Dec;19(6):569-74. Class 10 [location TBD]

Hour 1, Estimating vaccine safety Guest [TBC]

Learning objectives 1. Describe the study design used to estimate vaccine safety 2. List the different types and seveirty levels of adverse events 3. Critically assess study design and outcomes reported on vaccine safety in the scientific literature

Required readings CDC Pink Book, Chapter 4: Vaccine Safety Better reporting of harms in randomized trials: an extension of the CONSORT statement. Ioannidis JP, Evans SJ, Gøtzsche PC, O'Neill RT, Altman DG, Schulz K, Moher D; CONSORT Group. Ann Intern Med. 2004 Nov 16;141(10):781-8. Immunization safety: a global priority. Scholtz M, Duclos P. Bull World Health Organ. 2000;78(2):153-4.

Hour 2, Estimating vaccine effectiveness Dr. Wilbert van Panhuis

Learning objectives 1. Calculate vaccine effectiveness 2. Critically assess study design and effectiveness reported in the scientific literature

Required readings Estimating influenza vaccine effectiveness using routinely collected laboratory data. Fleming DM, Andrews NJ, Ellis JS, Bermingham A, Sebastianpillai P, Elliot AJ, Miller E, Zambon M. J Epidemiol Community Health. 2010 Dec;64(12):1062-7. doi: 10.1136/jech.2009.093450. Epub 2009 Nov 12. Strengths and limitations of assessing influenza vaccine effectiveness using routinely collected, passive surveillance data in Ontario, Canada, 2007 to 2012: balancing efficiency versus quality. Savage RD1, Winter AL, Rosella LC, Olsha R, Gubbay JB, Skowronski DM, Crowcroft NS. Euro Surveill. 2015 Apr 23;20(16). pii: 21100. Evaluating new vaccines for developing countries. Efficacy or effectiveness? Clemens J, Brenner R, Rao M, Tafari N, Lowe C. JAMA. 1996 Feb 7;275(5):390-7.

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Class 11 [location TBD]

Hour 1, Estimating the epidemiological impact of a vaccine Dr. Wilbert van Panhuis

Learning objectives 1. List the different metrics for the epidemiological impact of a vaccine, including composite metrics of disease burden 2. Critically assess the study design and outcomes for the epidemiological impact of a vaccine reported in the published literature

Required readings Vaccine effects and impact of vaccination programmes in post-licensure studies. Hanquet G, Valenciano M, Simondon F, Moren A. Vaccine. 2013 Nov 19;31(48):5634-42. doi: 10.1016/j.vaccine.2013.07.006. Epub 2013 Jul 13. Impact of measles national vaccination coverage on burden of measles across 29 Member States of the European Union and European Economic Area, 2006-2011. Colzani E, McDonald SA, Carrillo-Santisteve P, Busana MC, Lopalco P, Cassini A. Vaccine. 2014 Apr 1;32(16):1814-9. doi: 10.1016/j.vaccine.2014.01.094. Epub 2014 Feb 13. Health impact of measles vaccination in the United States. Bloch AB, Orenstein WA, Stetler HC, Wassilak SG, Amler RW, Bart KJ, Kirby CD, Hinman AR. Pediatrics. 1985 Oct;76(4):524-32.

Hour 2, Estimating the economic impact of a vaccine Guest [TBD]

Learning objectives 1. List the different metrics for the economic impact of a vaccine, including direct, indirect impact 2. Critically assess the study design and outcomes for the economic impact of a vaccine reported in the published literature

Required readings Economic benefits and costs associated with target vaccinations. Armstrong EP. J Manag Care Pharm. 2007 Sep;13(7 Suppl B):S12-5. Economic evaluations of implemented vaccination programmes: key methodological challenges in retrospective analyses. Newall AT, Reyes JF, Wood JG, McIntyre P, Menzies R, Beutels P. Vaccine. 2014 Feb 7;32(7):759-65. doi: 10.1016/j.vaccine.2013.11.067. Epub 2013 Dec 2

Class 12 [location TBD] Hour 1, Discussion group, assignment 3 due Dr. Wilbert van Panhuis Learning objectives 1. Collect information on the efficacy, safety, effectiveness, and impact of a vaccine product from online sources and published literature 2. Synthesize information on the efficacy, safety, effectiveness, and impact of a vaccine product and present this to a lay/professional audience 3. Critically assess information on the efficacy, safety, effectiveness, and impact of a vaccine product and discuss in a group

Required readings None Hour 2, Routine immunization and campaigns Guest [TBC]

Learning objectives 1. Describe the design and purpose of routine immunization programs, including specific examples 2. Describe the designa and purpose of vaccination campaigns, including specific examples

Required readings The use of mass campaigns in the expanded program on immunization: a review of reported advantages and disadvantages. Dietz V1, Cutts F. Int J Health Serv. 1997;27(4):767-90. CDC Pink Book, Chapter 3: Immunization Strategies

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Class 13 [location TBD] Hour 1, Vaccines for disease elimination and eradication Dr. Wilbert van Panhuis Learning objectives 1. Describe the use of vaccines for disease elimination and eradication, including specific examples 2. Describe the benefits and drawbacks of disease elimination and eradication programs Required readings Poliovirus vaccination options for achieving eradication and securing the endgame. Estívariz CF, Pallansch MA, Anand A, Wassilak SG, Sutter RW, Wenger JD, Orenstein WA. Curr Opin Virol. 2013 Jun;3(3):309-15. doi: 10.1016/j.coviro.2013.05.007. Epub 2013 Jun 10. Measles elimination in the Americas. Evolving strategies.de Quadros CA1, Olivé JM, Hersh BS, Strassburg MA, Henderson DA, Brandling-Bennett D, Alleyne GA. JAMA. 1996 Jan 17;275(3):224-9. Hour 2, Vaccine scheduling and dosing Guest [TBC] Learning objectives 1. Describe the rationale for specific childhood immunization schedules and the consequences of deviation from a scheduled program 2. Describe the relevance of dosing for childhood immunization schedules Required readings CDC Pink Book, Chapter 2: General Recommendations on Immunization US Recommended Immunization Schedule 2015. Available: http://www.cdc.gov/vaccines/schedules/hcp/imz/child-adolescent.html A simplified schedule to integrate the hepatitis B vaccine into an expanded program of immunization in endemic countries.Lee CY1, Lee PI, Huang LM, Chen JM, Chang MH. J Pediatr. 1997 Jun;130(6):981-6. World Health Organization. The Expanded Program on Immunization. Available: http://www.who.int/immunization/programmes_systems/supply_chain/benefits_of_immunization/en/ Class 14 [location TBD] Hour 1, Vaccine financing Guest [TBC] Learning objectives 1. Summarize the major financing mechanisms for vaccination programs in the US/EU and in low/middle income countries 2. List the main international agencies that are involved in financing of vaccination programs in low/middle income countries and their specific roles Required readings Ten years of the Global Alliance for Vaccines and Immunization: challenges and progress. Clemens J, Holmgren J, Kaufmann SH, Mantovani A. Nat Immunol. 2010 Dec;11(12):1069-72. doi: 10.1038/ni1210-1069. Immunization programs and their costs. Brenzel L, Claquin P. Soc Sci Med. 1994 Aug;39(4):527-36. Global perspectives on vaccine financing. Berman S1, Giffin RB. Expert Rev Vaccines. 2004 Oct;3(5):557-62.

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Hour 2, Monitoring vaccine coverage Dr. Wilbert van Panhuis Learning objectives 1. Calculate vaccine coverage 2. Critically assess the methods used to estimate vacacine coverage in the published literature 3. List the main biases of vaccine coverage estimates 4. Summarize methods used by health agencies to monitor vaccine coverage Required readings Vaccine production, distribution, access, and uptake. Smith J1, Lipsitch M, Almond JW. Lancet. 2011 Jul 30;378(9789):428-38. doi: 10.1016/S0140-6736(11)60478-9. Epub 2011 Jun 12. CDC Pink Book, Chapter 3: Immunization Strategies Class 15 [location TBD] Hour 1, Monitoring long-term vaccine safety Guest [TBD] Learning objectives 1. Describe methods used to monitor long-term vaccine safety 2. Critically assess the validity of published long-term vaccine safety profiles published in the scientific literature Required readings Understanding vaccine safety information from the Vaccine Adverse Event Reporting System. Varricchio F, Iskander J, Destefano F, Ball R, Pless R, Braun MM, Chen RT. Pediatr Infect Dis J. 2004 Apr;23(4):287-94. A comparison of active adverse event surveillance systems worldwide. Huang YL, Moon J, Segal JB. Drug Saf. 2014 Aug;37(8):581-96. doi: 10.1007/s40264-014-0194-3. Hour 2, Vaccine refusal Guest [TBD] Learning objectives 1. Describe the main reasons for vacccine refusal in general, and for specific vaccines 2. Summarize strategies used to address vaccine refusal Required readings Addressing the vaccine confidence gap. Larson HJ, Cooper LZ, Eskola J, Katz SL, Ratzan S. Lancet. 2011 Aug 6;378(9790):526-35. doi: 10.1016/S0140-6736(11)60678-8. Epub 2011 Jun 12. A systematic review of interventions for reducing parental vaccine refusal and vaccine hesitancy. Sadaf A, Richards JL, Glanz J, Salmon DA, Omer SB. Vaccine. 2013 Sep 13;31(40):4293-304. doi: 10.1016/j.vaccine.2013.07.013. Epub 2013 Jul 13. Class 16 [location TBD] Hour 1 & 2, Student presentations, final assignment due Dr. Wilbert van Panhuis and guests Learning objectives 1. Collect information on the strategy, financing, and monitoring of a vaccination program in a specific country from online sources and published literature 2. Synthesize information on the strategy, financing, and monitoring of a vaccination program and present this to a lay/professional audience 3. Critically assess information on the strategy, financing, and monitoring of a vaccination program and discuss in a group

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Educational Policies and Curriculum Committee Graduate School of Public Health

University of Pittsburgh (Revised: 11/19/2013)

REQUEST FOR APPROVAL OF NEW COURSES AND COURSE CHANGES

1. General Instructions:

a. Faculty should submit this form and the associated syllabus following the Pitt Public Health Syllabus Guidelines and the Syllabus Checklist (on pages 4 and 5) by e-mail to Candace Kammerer, Chair (cmk3@pitt.edu) and Robin Leaf, EPCC Staff Liaison (ral9@pitt.edu). If you choose not to include all the information detailed on the Syllabus Guidelines in your course syllabus for distribution to students, please attach this information to the proposal.

b. The initiating Department is asked to submit one hard copy of this completed form with the proper

signatures, syllabus and other materials (if any) to Robin Leaf in Student Affairs at least one week prior to the EPCC meeting. If this target date is not met, the proposal will be deferred for consideration at the next meeting scheduled.

c. You will be contacted by the EPCC Chair or the EPCC Staff Liaison to schedule a presentation and

discussion of your program/course proposal with the Committee, if possible at the next scheduled EPCC meeting.

2. Review based on the following (check all which apply):

___ New course, not previously approved ___ Course modification (major) ___ Course title change ___ Special topics course content

___ Pitt Public Health Core Course ___ Cross-listing only ___ Practicum, internship, field placement

(Specify academic unit & course number): __________________________________________ 3. Course designation:

Course Number _________ Title ________________________________________________ Credits ____ 4. Cross-listing:

If you want to cross-list this course in any other Pitt Public Health department or any other school of the

University, specify which department(s) and School(s) and provide brief justification. 5. Course Instructors:

(Indicate type of Pitt Public Health faculty appointment,* and percentage of total course time/effort anticipated. For any instructor who does not hold a Pitt Public Health faculty appointment, indicate her/his title and affiliation.)

a. Principal instructor:

* The principal instructor for any Pitt Public Health course must have a primary, secondary or adjunct appointment in the school.

Page 2 of 5

b. Co-instructors (if any): 6. Statement of the course for Course Inventory. Include purpose of course; summary of prerequisites, if any;

general course content; and method of conducting course (e.g., lecture, laboratory, field work, etc.).

7. Student enrollment criteria/restrictions:

a. Indicate any maximum or minimum number of students and provide justification for this limitation. b. If admission is by permission of instructor, state criteria to be applied. c. Provide a brief description of any prerequisite skills or knowledge areas that are necessary for students

entering this course, including any specific course prerequisites or equivalents.

8. Course schedule and allocation of hours: a. Number of course hours per session ___ Sessions per week ____ Weeks per academic term ______ b. Approximate allocation of class time (hours or %) among instructional activities:

Lectures _____ Seminars _____ Recitations ______ Field work _____ Laboratory _____ Other (specify): ___________________________________________________________

c. Term(s) course will be offered: Fall ____ Spring _____ Summer Term _____ Summer Session _____ 9. Grading of student performance:

Indicate the grading system to be used (A, B, C, etc.; H, S, U); provide statement justifying use of system other than letter grade.

10. On-line course delivery: Indicate the extent to which you will be using on-line instructional methods in teaching this course by checking all of the options below which apply:

___ I plan to use the course management aspects of CourseWeb/ Blackboard (or equivalent), e.g., grade book, announcements.

___ I plan to use the interactive features of CourseWeb/Blackboard (or equivalent), e.g., discussion board, etc. ___ I have designed the course for remote (off-site) learning with little/no classroom attendance required. ___ I do not plan to use on-line instruction methods for this course (briefly explain)

Page 4 of 5

Educational Policies and Curriculum Committee

Graduate School of Public Health University of Pittsburgh

(11/19/2013) SYLLABUS CHECKLIST FOR NEW AND REVISED COURSES

Addendum to REQUEST FOR APPROVAL OF NEW COURSES AND COURSE CHANGES FORM Objective to assist faculty to ensure syllabus contains the required and necessary elements

to provide students with clear expectations of the course. NOTE: * indicates a required element of the syllabus. If N/A is checked or this element is not included

complete the information detailed on page two for all instances.

Syllabus Area Recommended Detail * Required

Included in Your Syllabus?

Heading Course Number* Yes No N/A

Course Title* Yes No N/A

Course Meeting Time/Day of Week*

Yes No N/A

Classroom Location* Yes No N/A

Faculty Information Office Location* Yes No N/A

Office Hours* Yes No N/A

Phone Number* Yes No N/A

Email Address* Yes No N/A

Teaching Philosophy

Yes No N/A

Teaching Assistant Contact

Yes No N/A

Student Expectations in Classroom

Behavior/ Ground Rules (cell phones off, laptops off, etc.)

Yes No N/A

Recording of Lectures Yes No N/A

Course Summary Course Description* Yes No N/A

Learning Objectives* Yes No N/A

Materials Required Textbooks/ Articles/Readings

Yes No N/A

Required Software Yes No N/A

Required Equipment (including use of CourseWeb/Blackboard)

Yes No N/A

Recommended Material Yes No N/A

Availability of Software for Purchase and/or Use

Yes No N/A

Page 5 of 5

Evaluation Grading Scale* Yes No N/A

Grading Criteria/Rubric Yes No N/A

Late Assignment Policy

Yes No N/A

Accommodation of Students with Disabilities

Pitt Public Health Statement* Yes No N/A

Academic Integrity Policy

Pitt Public Health Statement*

Yes No N/A

Schedule Topics by Session* Yes No N/A

Reading and Written Assignments by Session*

Yes No N/A

Learning Objectives by Session

Yes No N/A

Test Dates Yes No N/A

Additional Resources Health Sciences Library Liaison Contact Information

Yes No N/A

Writing Center Contact (if course is writing intensive)

Yes No N/A

Required Information Not Included List the Required Detail Not Included Reason for Not Including

Experimental Virology 2015 PURPOSE: This class is to designed to help you interpret published data and see how key experiments were done that lead to us understanding some neat things about how viruses work and manipulate the cell. Completing this course will also improve your comprehension of complex papers, how to follow experimental methods,and how to develop nice (and not so nice) scientific data. You will also gain some in-depth knowledge about specific viruses. Some of these papers are straightforward, but others are more difficult and will require your careful reading. A different virus (sometimes two) are discussed each week, so you will appreciate viral diversity, and how different viruses may do the same thing. Some papers are classic and older, while others are more recent. For this year, I feel that some need to be replaced. I will be updating them as we progress this year, so YOU WILL RECEIVE THE PAPERS AS I UPDATE THEM. You will get the papers at least two weeks before the class date. Unless there is a change, classes are in 9th floor EEI conference room on Fridays from 10.15am to 11.30. take the elevators immediately to the left of the security desk and you go in through the Lothrop Street entrance to the BSTwr complex. The room is round to the left past the administration offices. Watch out for emails as this location may change. The first class is January 16th as I am out of town. How the class runs:-

1. YOU MUST READ THE PAPERS WELL BEFORE CLASS. PUT ASIDE AT LEAST 1-2 HOURS, AND DO NOT LEAVE THEM TO THE LAST MINUTE. I have no objections to some of you getting together to read together a paper and pre-discuss it. It has been done in previous years.

2. My class philosophy is there is “no such thing as a stupid/dumb question”. Do not be intimidated- if you don’t know how PCR works, ask when it comes up. If you have some problems about some figure and what it means, SPEAK UP!!! Tell me what difficulties you had in understanding the papers. My job is to get you to understand what was done, how it was done and why.

3. Some classes are single papers but others may have two or even three papers. In most cases I will

tell you which one we will focus on most. Please make a really good effort to try to follow what was done in all, and do not skip the supplemental figures and data. You should read the materials and methods as well, which may be a supplemental section. Do not get bogged down trying to figure everything out, as we will go through the concepts and techniques in class. Class Dynamics:

A. PRESENTING A PAPER INTRO. 15-20 min One student will introduce the papers and the viruses involved. I ask for volunteers, first come first served. Everyone will present, a few may present twice. You must learn to be concise. The presentation intro is limited to 15 TO 20 minutes, no more!!!. I will cut you off. Since everyone will have read the paper, the presenter should try not to repeat information in the paper, but rather give additional background to make the paper easier to follow. This is often about

how the virus replicates- what disease is caused- what important earlier studies were done- and if it is an older paper, what might have followed. You will need to be succinct. Bring your own computer with powerpoints of your presentation, and aim to set up well before 10.15am, the stat of the class. Call me and I will help you out, or my students will. At the end of your presentation, load every figure from the paper- Put in the order they are discussed in the paper, and include all supplemental figures. If there are movies, ensure your computer can run them. let me know if you have problems

B. FIGURE/PAPER DISCUSSION- ~1 hr. After the introduction, we will go through specific figures. I will pick randomly on a student to discuss what the aim of the first experiment was, how it was done, what the results mean, and what methods were used or should have been used. Controls are nearly always omitted. But I want you to ask, what should be shown? What does the data mean? Is it correctly presented? Whats missing? Of Course the key issue is what are the underlying methods, and do you understand what is done? Ill will then ask everyone else to chirp in, especially if there is a stumble of the chosen student has a stumble or difficulty in understanding. I would like you to have a go, even if you’re not sure, because this is a discussion class and there is no such thing as a dumb question. If we don’t discuss it, then I will assume you know everything about it…….Speak up if you did not understand what was done. How the class is marked. Breath and succinctness of presentation (20%), Contribution to discussion and questioning (40%). Writing a short commentary style critique of a paper at midterm (20% ) Submitting a review of a paper at the end of term (20%) I realize that some aspects of these gradings, particularly your contribution, is rather subjective. The best way this clas works and you get a lot out of it is when you ask questions and I get someone else to answer, or address it myself. Try guessing, really- there is no penalty for guessing wrong- But it shows me you are at least thinking about the work and the paper and the data. Question everything- the CIA does it and so do we. Except I don’t torture (much) Papers to be discussed 2015 Jan 16 2014 (Stephanie Ander presenting) Virus discovery- Merkel cell polyoma virus This class goes over classical virus culture versus NEXGEN sequencing methods we will also cover Southern blotting, RNA end mapping by primer extension. Don’t get bogged down in the mumbo jumbo program stuff. 1. Clonal integration of a polyomavirus in human Merkel cell carcinoma. Feng H, Shuda M, Chang Y, Moore PS. Science. 2008 Feb 22;319(5866):1096-100. Epub 2008 Jan 17. Jan 23 Virus genetics - Influenza virus This class will discuss advanced cloning, transfection and expression, positive and negative strand RNA viruses and multicomponent genomes, RNAs made by RNA polymerase type I and II; potential for reverse genetics, virus engineering and possible miss-uses. While the papers are older, you learn a lot about reverse genetics and all sorts of things. There are three papers we will focus on the first two. The third shows the power of the system.

1. Neuman et al 1999, PNAS 96:9345-9350 Generation of influenza virus entirely from cloned cDNAs. 2. Hoffman et al 2000 PNAS 97, 6108-6113 A DNA transfection system for generation of influenza A virus from eight plasmids. 3. Characterization of the reconstructed 1918 Spanish influenza pandemic virus. Tumpey TM, Basler CF, Aguilar PV, Zeng H, Solórzano A, Swayne DE, Cox NJ, Katz JM, Taubenberger JK, Palese P, García-Sastre A. Science. 2005 Oct 7;310(5745):77-80. Jan 27 virus receptors – respiratory syncytial virus This paper will discuss how mass library screens are developed and selected, the use of pseudotyping viruses, and classical receptor studies to define what is a receptor. Identification of nucleolin as a cellular receptor for human respiratory syncytial virus. Tayyari F, Marchant D, Moraes TJ, Duan W, Mastrangelo P, Hegele RG. Nat Med. 2011 Aug 14;17(9):1132-5. doi: 10.1038/nm.2444. Feb 6 2014 virus entry/uncoating- adenoviruses This paper covers a recent hot topic on why adenoviruses gain such a footing in infections when inflammation is ongoing. Class discusses types of entry assays and biochemistry of the cellular endosome pathway. Lütschg V, Boucke K, Hemmi S, Greber UF. Chemotactic antiviral cytokines promote infectious apical entry of human adenovirus into polarized epithelial cells. Nat Commun. 2011 Jul 12;2:391. doi: 10.1038/ncomms1391. PubMed PMID: 21750545. Feb 13 virus spead and transmission- vaccinia virus This will discuss poxviruses, manipulation of the actin processing system, and assays to address virus spread versus infection, and use of fluorescent reporters. Science. 2010 Feb 12;327(5967):873-6. Epub 2010 Jan 21.Repulsion of superinfecting virions: a mechanism for rapid virus spread. Doceul V, Hollinshead M, van der Linden L, Smith GL. Feb 20 RNA virus replication Discussion of single positive RNA, assays for RNA and dsRNA analyses, RNAse protection, monitoring of active RNA replication through biochemistry, and role of RNA structures in IRES driven protein translation and replication PLoS Pathog. 2010 Jun 3;6(6):e1000936.An RNA element at the 5'-end of the poliovirus genome functions as a general promoter for RNA synthesis. Feb 27 PLoS Pathog. 2013;9(9):e1003599. doi: 10.1371/journal.ppat.1003599. Epub 2013 Sep 26.

Sustained autophagy contributes to measles virus infectivity. Richetta C1, Grégoire IP, Verlhac P, Azocar O, Baguet J, Flacher M, Tangy F, Rabourdin-Combe C, Faure M.

Mar 6 Ilkow CS, Goping IS, Hobman TC. The Rubella virus capsid is an anti-apoptotic protein that attenuates the pore-forming ability of Bax. PLoS Pathog. 2011 Feb;7(2):e1001291. Epub 2011 Feb 17. PubMed PMID: 21379337; PubMed Central PMCID: PMC3040668. Test paper 1- write up and critique Reversible silencing of cytomegalovirus genomes by type I interferon governs virus latency. Dağ F, Dölken L, Holzki J, Drabig A, Weingärtner A, Schwerk J, Lienenklaus S, Conte I, Geffers R, Davenport C, Rand U, Köster M, Weiß S, Adler B, Wirth D, Messerle M, Hauser H, Cičin-Šain L. PLoS Pathog. 2014 Feb 20;10(2):e1003962. doi: 10.1371/journal.ppat.1003962. eCollection 2014 Feb Mar 20 Select item 24146620425. Ebola virus RNA editing depends on the primary editing site sequence and an upstream secondary structure. Mehedi M, Hoenen T, Robertson S, Ricklefs S, Dolan MA, Taylor T, Falzarano D, Ebihara H, Porcella SF, Feldmann H. PLoS Pathog. 2013;9(10):e1003677. doi: 10.1371/journal.ppat.1003677. Epub 2013 Oct 17. March 27 Kim JY, Mandarino A, Chao MV, Mohr I, Wilson AC. Transient reversal of episome silencing precedes VP16-dependent transcription during reactivation of latent HSV-1 in neurons. PLoS Pathog. 2012 Feb;8(2):e1002540. Epub 2012 Feb 23. PubMed PMID: 22383875; PubMed Central PMCID: PMC3285597. April 3 Translation and bunyaviruses A viral protein that replaces the entire cellular eIF4F complex. Mir MA, Panganiban AT.EMBO J. 2008 Dec 3;27(23):3129-39. Epub 2008 Oct 30.PMID: 18971945

1. Storage of cellular 5' mRNA caps in P bodies for viral cap-snatching Proc Natl Acad Sci U S A. 2008 Dec 9;105(49):19294-9. Epub 2008 Dec 1 Mir MA, Duran WA, Hjelle BL, Ye C, Panganiban AT. April 10 (resistance to viruses Zeng W, Sun L, Jiang X, Chen X, Hou F, Adhikari A, Xu M, Chen ZJ. Reconstitution of the RIG-I pathway reveals a signaling role of unanchored polyubiquitin chains in innate immunity. Cell. 2010 Apr 16;141(2):315-30. PubMed PMID: 20403326; PubMed Central PMCID: PMC2919214. April 17 Treating persistent virus- Hepatitis B Lucifora J, Xia Y, Reisinger F, Zhang K, Stadler D, Cheng X, Sprinzl MF, Koppensteiner H, Makowska Z, Volz T, Remouchamps C, Chou WM, Thasler WE, Hüser N, Durantel D, Liang TJ, Münk C, Heim MH, Browning JL, Dejardin E, Dandri M, Schindler M, Heikenwalder M, Protzer U. Specific and nonhepatotoxic degradation

of nuclear hepatitis B virus cccDNA. Science. 2014 Mar 14;343(6176):1221-8. doi: 10.1126/science.1243462. Epub 2014 Feb 20. PubMed PMID: 24557838. Final write up critique paper/exam Wang J, Quake SR. RNA-guided endonuclease provides a therapeutic strategy to cure latent herpesviridae infection. Proc Natl Acad Sci U S A. 2014 Sep 9;111(36):13157-62. doi: 10.1073/pnas.1410785111. Epub 2014 Aug 25. PubMed PMID: 25157128; PubMed Central PMCID: PMC4246930.

Course Modification Request

Current Course Title: Eco-Evolutionary Models of Health Behavior Current Course Description STUDENTS WILL LEARN TO USE AND CREATE DYNAMIC MODELS OF HEALTH BEHAVIORS, AND HOW TO APPLY THESE TO PLAN AND EVALUATE BEHAVIOR CHANGE INTERVENTIONS. WE STUDY ECOLOGICAL AND EVOLUTIONARY MODELS OF INDIVIDUAL PROTECTIVE ACTION AND PUBLIC HEALTH COOPERATION AMIDST BIOLOGICAL AND BEHAVIORAL DIVERSITY. STUDENTS WILL SOLVE PROBLEMS USING THE COURSE'S ONLINE INTERACTIVE MODELS, CREATE MODELS USING AGENT-BASED MODELING SOFTWARE, INTERPRET RESULTS AND DESCRIBE PUBLIC HEALTH IMPLICATIONS.

Changes Requested for: Spring 2016 semester Proposed Revised Course Title: Modeling Collective Behavior

Proposed Revised Short Course Title: Modeling Collectives

Proposed Revised Course Description STUDENTS WILL LEARN HOW TO CREATE DYNAMIC MODELS OF HEALTH BEHAVIOR IN SOCIAL CONTEXT. WE WILL STUDY SOCIAL ECOLOGICAL MODELS OF INDIVIDUAL AND COLLECTIVE ACTION EMPHASIZING THE COLLECTIVE PROPERTIES SUCH AS COOPERATION AND POLICY RESISTANCE THAT OFTEN EMERGE. STUDENTS WILL LEARN HOW TO: APPLY THESE MODELS TO PLAN AND EVALUATE HEALTH INTERVENTIONS AND POLICY; USE SYSTEMS THINKING TO MODEL HEALTH PROBLEMS; USE SIMPLE SOFTWARE TO CREATE AGENT MODELS; INTERPRET RESULTS AND DESCRIBE PUBLIC HEALTH IMPLICATIONS. e-Mail Request On May 28, 2015, at 8:28 AM, Keane, Christopher R <crkcity@pitt.edu> wrote: _________________________________________________________________ Hi Dr. Kammerer, I would like to change the title of my course BCHS 2999, offered in the Spring, to: "Modeling collective behavior" The short title would be "Modeling collectives" I discussed the reasons for the change with our department chair. In brief, the old title, which emphasized evolutionary approaches, does not concisely capture the content we actually cover. In prior offerings of the course we focused on modeling collective health behavior, based on the textbook "Modeling behavior in complex public health systems." In the course we had little time left over for discussion "evolutionary approaches" to behavior change. Also the short version of the old title was difficult to read in the catalogue. The proposed new title summarizes the material we cover and more closely matches the title of the textbook we use. Please let me know if this title change is feasible and let me know of any questions. This next offering of this course is Spring 2016. For purposes of planning, I wanted to submit the request now. I appreciate your patience. Dr. Christopher Keane, BCHS

EXAMPLES

California State University – Chico | www.csuchico.edu/diversity/diversity-inclusive-teaching/syllabus-statement.shtml#diversity

Diversity Statement Respect: Students in this class are encouraged to speak up and participate during class meetings. Because the class will represent a diversity of individual beliefs, backgrounds, and experiences, every member of this class must show respect for every other member of this class.

Safe Zone Statement I am part of the Safe Zone Ally community network of trained Chico State faculty/staff/students who are available to listen and support you in a safe and confidential manner. As a Safe Zone Ally, I can help you connect with resources on campus to address problems you may face that interfere with your academic and social success on campus as it relates to issues surrounding sexual orientation/gender identity. My goal is to help you be successful and to maintain a safe and equitable campus.

LGBTQ Equality Statement I am firmly committed to diversity and equality in all areas of campus life, including specifically members of the LGBTQ community. In this class I will work to promote an anti-discriminatory environment where everyone feels safe and welcome. I recognize that discrimination can be direct or indirect and take place at both institutional and personal levels. I believe that such discrimination is unacceptable and I am committed to providing equality of opportunity for all by eliminating any and all discrimination, harassment, bullying, or victimization. The success of this policy relies on the support and understanding of everyone in this class. We all have a responsibility not to be offensive to each other, or to participate in, or condone harassment or discrimination of any kind.

UCF | www.fctl.ucf.edu/TeachingAndLearningResources/CourseDesign/Syllabus/statements.php#diversity The University of Central Florida considers the diversity of its students, faculty, and staff to be a strength and critical to its educational mission. UCF expects every member of the university community to contribute to an inclusive and respectful culture for all in its classrooms, work environments, and at campus events. Dimensions of diversity can include sex, race, age, national origin, ethnicity, gender identity and expression, intellectual and physical ability, sexual orientation, income, faith and non-faith perspectives, socio-economic class, political ideology, education, primary language, family status, military experience, cognitive style, and communication style. The individual intersection of these experiences and characteristics must be valued in our community.

Title IX prohibits sex discrimination, including sexual misconduct, sexual violence, sexual harassment, and retaliation. If you or someone you know has been harassed or assaulted, you can find resources available to support the victim, including confidential resources and information concerning reporting options at www.shield.ucf.edu and http://cares.sdes.ucf.edu/.

If there are aspects of the design, instruction, and/or experiences within this course that result in barriers to your inclusion or accurate assessment of achievement, please notify the instructor as soon as possible and/or contact Student Accessibility Services.

For more information on diversity and inclusion, Title IX, accessibility, or UCF’s complaint processes contact:

• Title IX – EO/AA - http://www.eeo.ucf.edu/ & askanadvocate@ucf.edu • Disability Accommodation – Student Accessibility Services - http://sas.sdes.ucf.edu/ & sas@ucf.edu • Diversity and Inclusion Training and Events – www.diversity.ucf.edu • Student Bias Grievances – Just Knights response team - http://jkrt.sdes.ucf.edu/ • UCF Compliance and Ethics Office - http://compliance.ucf.edu/ & complianceandethics@ucf.edu • Ombuds Office - http://www.ombuds.ucf.edu

University of Northern Colorado | www.unco.edu/cebs/diversity/syllabus_diversity.html Inclusivity Statement The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning environment where diversity and individual differences are understood, respected, appreciated, and recognized as a source of strength. We expect that students, faculty, administrators and staff within CEBS will respect differences and demonstrate diligence in understanding how other peoples' perspectives, behaviors, and worldviews may be different from their own.

Please visit the CEBS Diversity and Equity Committee website for more information on our commitment to diversity (http://www.unco.edu/cebs/diversity).

WVU | diversity.wvu.edu/ddei/resources/syllabi The West Virginia University community is committed to creating and fostering a positive learning and working environment based on open communication, mutual respect, and inclusion.

CIDDE DESTINATION DIVERSITY PRESENTATION

"Out of the Shadows: Building Inclusive Classrooms for Queer Spectrum and Trans Spectrum Students" by Sue Rankin. Recorded: Thursday, April 2, 2015 | https://pitt.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3c3aab1a-280d-4f01-b61d-0bc4e0726fd3 Join internationally recognized researcher and scholar Sue Rankin as she offers insight and practical considerations for constructing a university learning space that is inclusive for all learners. This presentation will give special consideration to the queer spectrum of students and will challenge faculty to think about their classrooms in new ways. After the presentation, Sue will answer questions from faculty and instructional staff. WEB SITES Pitt, Division of Student Affairs | LGBTQIA | www.studentaffairs.pitt.edu/lgbtqia

ARTICLE | Avoiding Assumptions in the Classroom – Diversity in Everyday Teaching From: CIDDE Teaching Support Knowledge Base | 19 Aug, 2014

As you plan your classes, consider ways to model awareness and appreciation of human diversity in the language you use when speaking or writing to students. A first step is to devote some attention to becoming aware of your own assumptions or stereotypes and the ways the beliefs that you assume are true may inadvertently creep into your written and spoken word choices. Consider possible assumptions you may have about women, men, sexual orientation, age, socioeconomic status, belief systems, races, and physical or learning disabilities.

Ways you can demonstrate appreciation of diversity in everyday teaching include the following:

- From the first day of class, try to create a welcoming climate for students. As you share expectations for the class, use language and examples that reflect diverse genders, sexual orientation, cultural groups and physical abilities so that no students feel marginalized. Demonstrate mutual respect through your word choices. For example, use language that is general neutral, using both female and male pronouns. Avoid slang and idiomatic expressions that may not be familiar to all students or that may be interpreted as biased.

- One way to help you explore your assumptions about the students in your class is to ask them to write a brief reflection framed in ways that are relevant to the course content. Students can reflect on their previous experience in the subject area and share how they learn best. Continue to use office hours, written assignments, and class discussion to further develop your knowledge about and connections to students.

- If sensitive issues are likely to be part of the course content or discussions, alert students in advance to the importance of respect for diverse groups. Discuss the importance of avoiding discriminatory language or comments, and explain that any issues must be addressed in a straightforward and sensitive manner.

- Sharing real-world examples in applying course content is a way to increase student learning, but it is important to collect examples from a variety of cultural reference points. For example, when using examples from popular television shows, consider that television and other media preferences vary depending on the cultural group. When using sports examples, include sports in which women as well as men participate. To ensure the applicability of examples for all students, ask about students’ familiarity with a particular example, ask students to produce examples of

their own, and/or explain the significance of a particular example. If you notice that course materials may present information in a way that is discriminatory to a group, alert students to be critical readers and encourage them to share their perceptions.

- Treat students equitably as you organize brief or extended learning activities. When calling on students to answer questions or to serve as spokespersons for learning groups, be sure to focus on students from diverse backgrounds. As you plan your lectures or class discussions, be sensitive to references that may imply stereotypes or myths. Be alert to classroom dynamics. For example, men (or women) may tend to dominate class discussions. Find ways to encourage participation from all students, and to make explicit your expectations for comments that demonstrate respect for all.

- Students may interpret a professor’s comments as abrupt or dismissive when the professor did not intend to convey that meaning. Be aware of ways that your body language, facial expression, and word choices may communicate meanings that you do not intend to convey. Respond in a generally similar respectful manner to all students. Acknowledge your limitations of knowledge related to diversity in particular content areas, and avoid becoming involved in discussions when your information is not all-inclusive.

The following “Questions a teacher might ask to examine his or her own racial or cultural biases in preparation for teaching” are from the Derek Bok Center for Teaching and Learning at Harvard University (Copyright © 2002-2010 by the President and Fellows of Harvard College. http://isites.harvard.edu/fs/html/icb.topic58474/TFTrace.html) : 1. How do your own experiences, values, beliefs, and stereotypes influence your knowledge and understanding of groups that are racially different from your own? • What assumptions do I make about different student groups? • Do I expect students of color to need extra help? • When students of color answer questions, am I afraid their answers will not be correct, or that their method of answering will be inappropriate? • Do I expect students of color to participate less than others? • Do I imagine that Latinos or African Americans will express their opinions in non-academic language? • Do I anticipate that students of color will be under-prepared or less qualified? • Do I expect that Asian students will do better than most others? • Do I assume that students of color are all alike? • Do I assume that when students of color disagree that they are too emotional? • Do I assume that Asian women are likely to be quiet? 2. How do your own experiences, values, beliefs and stereotypes inform the way you interact with individuals whose racial background is different from your own? • Am I comfortable around students of color? • Am I afraid of students whose background differs markedly from my own? • Am I uncomfortable when students of color become emotional in the classroom? • Do I rationalize or tolerate lack of participation from minority students more than I would for other students? Do I think their silence means ignorance? Do I believe it is culturally based? • If an issue involving race comes up, do I assume a student of color will know most about it? Or will not mind acting as the class expert concerning it? • Am I afraid students of color might not be fully competitive with the other students? What is my definition of “fully competitive”? 3. How do your own experiences, values, beliefs, and stereotypes influence the way you behave in the classroom? • Do I call on students of color as often as others? • Do I think that there is one correct or appropriate mode of argument or discussion in class? How open am I to multiple modes of discourse?

• Do I tend to shelve or “make time later” for minority points of view? • How do I behave with students of color who are under-prepared? • Does the logic of my classroom hypotheticals or test answers depend upon stereotypical views of students of color? • Do I respond to a white student’s voice as if it had more intellectual weight?

References www.crlt.umich.edugsis/p3_1 http://www.aahea.org/articles/sociology.html http://isites.harvard.edu/fs/html/icb.topic58474/TFTrace.html Copyright © 2002-2010 by the President and Fellows of Harvard College. Permission is granted to non-profit educational institutions to print and distribute this document for internal use provided that the Bok Center’s authorship and copyright are acknowledged. Excellent resource with specific examples of language to avoid: http://emedia.leeward.hawaii.edu/hurley/modules/mod5/5_docs/bias.pdf

ARTICLE | Incorporating Diversity into the Curriculum From: CIDDE Teaching Support Knowledge Base | 18 Aug, 2014

Many universities, administrators, and faculty in colleges and universities have recognized the value of incorporating diversity into the curriculum, and the University of Pittsburgh is no exception. While there may be sound ethical and social justifications for integrating diversity into higher education, there also legitimate pedagogical grounds for doing so. Research has demonstrated the benefits of diverse educational practices. One study, for example, concluded that students taking culturally diverse coursework demonstrated positive effects in complex thinking skills, cultural awareness, and interest in social issues. (Hurtado, 2005). Some instructors also likely have as part of their broader goals the preparation of their students to apply the discipline-specific skills which they are developing within a diverse world.

DeSurra and Church (1994) have in particular analyzed the relationship of diversity in the curriculum to class climate. They argue that that it may be preferable to think of class climate in terms of a continuum, rather than as a simple binary (inclusive and productive vs. chilly and marginalizing). They suggest instead conceiving of class climate as either explicitly marginalizing (hostile and unwelcoming), implicitly marginalizing (inadvertently or unintentionally exclusive), implicitly centralizing (inadvertently or unsystematically inclusive and welcoming), or explicitly centralizing (systematically and intentionally welcoming). With respect to diversity, it may often be the case that instructors and curricula developers recognize the value of diversity, and attempt to recognize various diverse voices as they arise on an ad hoc basis. An instructor in an American classroom might, for example, validate the unique contribution foreign student based upon his or her own cultural background.

While commendable, that ad hoc approach is a different matter than designing a course or curriculum with intentional and more systematic integration of diversity. In such an “explicitly centralizing” environment, it is more likely that a greater number of students will perceive their own diverse experiences and backgrounds as relevant and welcomed in the course. They may in turn be more likely to achieve the course learning objectives. Begin by conducting an analysis of your curriculum or your syllabus. How diverse really are the themes and authors which you have included? You may wish to perform a bibliographic search not only for subjects relevant to your course which incorporate diverse themes, but also authors, film-makers, and other producers of scholarship and culture which speak from diverse backgrounds and perspectives. Consult other faculty syllabi, either from your own institution or in various syllabus databases and repositories available online—are there perspectives, subjects, and voices which other experts in your field have included which you have not?

In class sessions, consider including case studies and vignettes which highlight and value of diverse perspectives and backgrounds. Also be mindful of phrases or activities which might inadvertently exclude certain students. Consider how a student from a low-economic status family might perceive a statement such as, “Think of Disneyworld…we’ve all been there, right?” or how directing students to “Remember when you were a child, growing up with your mother and father’s house?” might resonate with a student raised in a non-nuclear family. Above all, keep your learning objectives for your course in mind, and recall that the pedagogical value of incorporating diversity into your curriculum should be in the service of those objectives.

Resources Adams, M., Bell, L. A., and P.S. Griffin (1997) Teaching for Diversity and Social Justice: A sourcebook. New York: Routledge.

Banks, J. A. (1994a). An introduction to multicultural education. Boston: Allyn and Bacon.

Banks, J. & C.M. Banks (1995). Handbook of research on multicultural education. New York: Macmillan.

Branche, J., Mullennix, J. and Cohn, E. (Eds) Diversity across the curriculum, Bolton, MA, Anker Publishing Company, 2007.

Chávez, R. C. & O’Donnell, J. (1998). Speaking the unpleasant: The politics of (non) engagement in the multicultural education terrain. Albany: State University of New York.

Cuyjet, Michael J., ed. Multiculturalism on Campus: Theory, Models, and Practices for Understanding Diversity and Creating Inclusion. Stylus Publishing, 2011.

“Does diversity make a difference? Three research studies on diversity in college classrooms.” (2000). Executive summary. Washington, DC: American Council on Education and American Association of University Professors. Available: http://www.acenet.edu or http://www.aaup.org.

Duarte, E. M. & S. Smith (2000). Foundational perspectives in multicultural education. New York: Longman.

Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College.

Gurung, Regan A.R. and Loreto R. Prieto, eds. Getting culture: incorporating diversity across the curriculum. Stylus Publishing, 2009.

Kingston-Mann, E. & T. Seiber (2000). Achieving against the odds: How academics become teachers of diverse students. Philadelphia: Temple University.

Marchesani, L.S. and M. Adams (1992). Dynamics of diversity in the teaching-learning process: A faculty development model for analysis and action. Promoting diversity in college classrooms: Innovative responses for the curriculum, faculty, and institutions. Vol. 52. New Directions in Teaching and Learning. San Francisco, CA: Jossey-Bass.

Mayberry, K. (1996). Teaching what you’re not: Identity politics in higher education. New York: New York University.

Morey, A.I. & M.K. Kitano (1997). Multicultural course transformation in higher education: A broader truth. Boston: Allyn and Bacon.

Weinstein, G. & K. Obear (1992). Bias issues in the classroom: Encounters with the teaching self. In M. Adams (Ed.), Promoting diversity in college classrooms: Innovative responses for the curriculum, faculty, and institutions (pp.39-50). New Directions for Teaching and Learning, No. 52. San Francisco: Jossey-Bass.

Smith, Daryl G. Diversity’s Promise for Higher Education: Making it Work. Johns Hopkins University Press, 2011.

University Counseling CenterKym Jordan Simmons, PhDTraining Director/Licensed Psychologist

Services Provided

Individual Counseling and Psychotherapy

Group Counseling

Couples Counseling

Workshops on Mental Health Topics

Sexual Assault Services

Drug and Alcohol Counseling Services

Crisis Intervention/ 24 Hour on Call

Psychiatric Services

Consultation to Staff & Faculty

Some Offered Groups

Chronic Health Concerns

Embracing and Balancing Intense Emotions

Understanding Self & Others

Self Compassion

Empowering Women

Grief

Grad Student Support

Double Trouble

Guy Talk

Sexual Abuse Recovery

Stress Free Zone

Located on 3rd floor William Pitt Union

Daily walk-in hours; Evening classes; Web Resources

Biofeedback for Stress Reduction

Yoga and Mindfulness Meditation Classes and Workshops

Electronic Chair Massages & Mindfulness Audio Stations

All Services are Free

Counseling Center Clients

First-Year, Undergradua

te26%

Sophomore20%

Junior17%

Senior13%

Graduate Student

22%

Other2%

No Response0% First-Year,

UndergraduateSophomore

Junior

Senior

Graduate Student

Other

Reported Issues

Relationship ConcernsFamily 30%Friends 19%Romantic 21%Unplanned Pregnancy 0.6%

Emotional ConcernsDepression/Mood Disorders 40%Anxiety Disorders 42%Eating Disorders 5%Body Image 8%

Professional IssuesCareer Issues 13%Academic Performance 20%

AddictionsAlcohol 7%Other Drugs 3%Alcohol and Other Drugs 1%

Personal Safety ConcernsSuicidal Thoughts 6%Suicidal Behaviors 0.1%Non-suicidal Self Harm 2%

Working With Distressed Students

General Suggestions Convey to the student that you are concerned and willing

to help. Talk directly with the student. Try to understand the

student’s concern within reason. If you are concerned about your safety or the safety of the

student, call the police (811 on-campus or 911 off-campus). If the student is not in imminent danger, refer him/her to

the counseling center. Try to get the student to call while you are with him/her. You may even decide to walk the student to the counseling center. A counseling center staff member can be reached after-hours via the 24-hour emergency system through the campus police (811 on-campus or 412-624-2121 off-campus).

If the student is unwilling to go to the Counseling Center, refer them to the Re:Solve Crisis Network (1-888-796-8226). Staff from Re:Solve Crisis Network are available to come to the student if necessary.

It may be important to ask the student for permission to contact his/her parents/spouse/loved ones.

Assist students in setting up appointments with campus resources (i.e., Counseling Center, Student Health Service, Academic Advising) while they are in your office.

Consult with the Counseling Center and/or Office of Student Conduct at any time to formulate an intervention strategy.

Ways to Encourage Counseling Focus on the practical benefits of counseling, including

improvement of academic performance and problem solving.

Include a list of the physically-based symptoms (vs. emotional ones) that often accompany psychological disturbances (e.g., disrupted sleep, poor concentration, etc.).

Explore whether they are satisfied with current solutions to their stressors and challenges.

Validate that it can feel overwhelming to figure it out alone.

Remind them of the confidentiality.

Questions?

Graduate School of Public Health Educational Policies and Curriculum Committee

Meeting Minutes | May 14, 2015

Present: Quinten Brown, Jane Clougherty, Robert Coulter, Ying Ding, Eleanor Feingold, Candace Kammerer, Robin Leaf, Patricia Documet, Wes Rohrer, Joyce Bromberger, Mary Derkach, David Finegold, Varun Sharma, Yue Chen, Marissa Kaplan Absent: Cindy Bryce Guests: Anna Volker, Martha Terry, and Mark Roberts Meeting called to order at 1:30 p.m. by Candace Kammerer, Chair. New Course: HPM 2108 Professionalism and Career Development, Anna Volker Anna Volker presented changes to HPM 2108, which focuses on professionalism and career development. The professionalism aspect of this course was previously part of a health systems, course, but based on experience and student interest is being split off and reviewed/revised by the EPCC last year. The new HPM 2108 course will not be capped due to the fact that all 1st year MPH and MHA students are required to take the course. The course is open to students from outside Pitt Public Health as well. In the future, Ms. Volker may reconsider the length of the class.

The EPCC approved the course with recommendation that Ms. Volker change a few verbs in the objectives to represent measurable outcomes, for example, “apply” instead of “understand”. Action: Robin will send Anna a confirmation letter.

WritePlacer Policy, Martha Terry All departments noticed issues with their student’s writing skills, so during fall 2014, Pitt Public Health required all new students to take the WritePlacer (WP) exam to identify students with writing deficits. However, the results of the WP exam were not consistent with knowledge of the students’ writing skills. Several faculty heard anecdotes that some students might not have taken the exam seriously. In order to have students give their maximum effort for the WP exam, the MPH committee suggested requiring training for scores <5. Through this discussion, the EPCC committee realized that there was no school-wide resource to deal with student writing deficiencies. Several questions arose from this discussion, such as: • Should all incoming students take this exam? • How do we as a school/department enforce this requirement? • How do we track the completion of this exam? • Who is to proctor the exam? • Is the test ESL-friendly? Action: There are several action items that were developed from this discussion.

• Contact the English Language Institute (ELI) for their WritePlacer exam results for international students, for score comparison.

• Discuss administering the WritePlacer exam to all incoming students during fall 2015, with the aforementioned consequences in place to ensure maximum effort from the students during the exam.

• Members of the EPCC committee will take this discussion back to their respective departments and brainstorm about potential answers to the questions from the meeting. Thoughts/suggestions should be sent to Candy.

• Revisit during the next EPCC meeting.

New Course: EPIDEM XXXX, Global Epidemiology of Vaccines and Vaccinations, Wibert van Panhuis Dr. Panhuis will present at next month’s EPCC meeting.

New Program: Joint MHA-MBA in Health Policy and Management, Dr. Mark Roberts HPM and the Katz School of Business propose to restart the joint MHA-MBA in HPM degree program. Previously, this joint program existed, but ended in 1999 in part because the Business School operated on a different calendar. Students who are interested in this program must be accepted into both schools separately. Once that has been done, students will be in the program for 2-3 years, depending on how quickly they want to complete the program. Completing the program in 2 years is not recommended though, because the 3 year track will allow the student to best balance the academic workload, and the real world application of their studies to the professional workplace. Even though the 2 year track is not recommended, it is still possible. There will be no difference between the tuition of the two tracks. Tuition is based on the degree being earned, not the number of semesters enrolled. Dr. Roberts emphasized that the partnership between the two schools is fantastic. Both schools are sharing the responsibilities regarding the curriculum, and the courses available with allow students to have a well-rounded, yet thorough understanding of both business and public health core competencies. The conservative estimate for enrollment will be 8-14 students per year. EPCC approved the Joint Program.

Action: Robin will send Dr. Roberts a confirmation letter.

Follow-up from Pitt HR FSDP workshop on Title IX Robin and Mary attended the recent Title IX workshop, to learn more about the directive being handed down by Chancellor Gallagher. The Chancellor feels that all students, faculty, and staff should know what is required of them related to Title IX (federal guidelines and Pitt policies), and that options/safeguards are in place for anyone who is experiencing an issue at Pitt. All incoming students to Pitt Public Health will receive a Title IX brochure in their orientation packet, which will provide them with information regarding Title IX, as well as direct them to the Pitt Title IX website. The facilitator of the Title IX workshop was also very receptive to holding this seminar within Pitt Public Health (school-wide, or departmentally).

Review of update on Report on Requirements doctoral form Mary Derkach will add the IDP information to the form and also wants to streamline the form. She asked for suggestions. Action: Robin Leaf will send current and (suggested) updated forms to all EPCC members for review.

Action: EPCC members will take the forms to their departments for possible revisions and the committee will discuss at the next meeting.

Ideas for teaching workshops for 2015-16 academic year Robin asked for suggestions for teaching workshops next year, some suggestions were: • Case Study Analysis Workshop Action: Robin Leaf will send Dr. Rohrer pervious number of attendees • IDP Workshop (How to properly engage students) – Possibly involving Joan Anson • Cultural Diversity (Departmentally specific) • Practical Writing from the Instructor/Advisor Standpoint • Addressing Academic Integrity • Importance of Faculty/Student Interaction • Cultural Competencies Workshops

o Research o Teaching o Academic Integrity

Action for a Later Discussion: Patricia suggested the possibility of adding a diversity/cultural competence statement to all Pitt Public Health syllabi.

Courseweb/Blackboard Updates Robin noted that several changes have been made to Courseweb and she recommends reading the Teaching Tip in the weekly update.

Action: Robin Leaf will also send out teaching tip to EPCC members.

Terms of Service to committee Joyce and Candy’s terms will be up in August. The committee noted that some departments are not holding elections for the EPCC representative, but rather appointing/nominating individuals. This is not allowed. Elections must be held, and alternative representatives must also be elected. Dr. Martinson will be sending out information school-wide about this.

Approval of April meeting minutes Approved.

The meeting was adjourned at 3:30 p.m. The next meeting is June 18, 1:30-3:30p.m., 110 Parran Hall. Future items for discussion/ action at upcoming meetings: N/A

Graduate School of Public Health Report on Requirements for Doctoral Degree

Name of Student ________________________________ PeopleSoft # _____________________________________ Department _________________________________ Degree Sought______________________________________ * Committee signatures required for items B, C, D, F A. If student was admitted provisionally, has status changed to full? Yes No NOTE: students with provisional status not eligible to take examinations Student services coordinator:______________________________________________________________signature and printed name . B.*_____ Preliminary or Qualifying Examination Passed _______ Failed _______ on: ____________________date _____ First IDP^ (Independent Development Plan) Completed_______ on:_________________________________date Advisor: _____________________________________________________________________________signature and printed name C.*_____ Dissertation Overview Approved_________on: __________________________________ date _____ Second IDP^ Completed________on:___________________________________ date Advisor:____________________________________________________________________________signature and printed name D.*_____ Comprehensive Examination Passed _______ Failed _______ on: _______________________date E. _____ Admitted to Candidacy on: ________________________________________________________________ date ____________________________________________ _____________________________________________ Advisor signature & printed name AND Chair signature & printed name (Items A through F must be completed before admission to candidacy. Student must also be in full status (remove admission provisions), pass preliminary and comprehensive examinations, complete course work with minimum 3.0 GPA, have proposed dissertation approved at overview meeting of the doctoral committee.) F *. _____ Dissertation Defense Passed ______ Failed ________ on: ______________________ date Dissertation Title: _______________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ G._____ Student completed the exit survey on: __________________________________________________________________ date

Student services coordinator: ___________________________________________________signature and printed name H. _____We hereby certify that the student has fulfilled all requirements for graduation as of:_____________________ date __________________________________________________ ______________________________________________________ Advisor or program director signature and printed name AND Chair signature and printed name - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Faculty Committee Member Signatures. Print names below signature 1.___________________________________ _______ ________________________________ _____________________ Committee Chair Department Date 2.___________________________________ ______________________________________ _____________________ Committee Member Department Date 3.___________________________________ _______________________________________ _____________________ Committee Member Department Date 4.___________________________________ _______________________________________ _____________________ Committee Member Department Date 5.___________________________________ _______________________________________ _____________________ Committee Member Department Date Approved: _______________________________________ _______________________ Department Chair Date ^ Students and advisors are required to complete an IDP at least annually, typically timed to coincide with the required annual doctoral committee meeting. Per school policy the completion of the IDP is documented twice on this form. Send completed forms to Office of Student Affairs, 114 Parran Hall. Rev. May 27, 2015