Last Updated January 2, 2019

COURSE SYLLABUS

CHSS 620: Community Health Assessment

3 Credits
Spring 2019

Time and location Thursdays, 6-750pm

55 W. 125th Street, room 708
Instructor Spring Cooper, PhD
Associate Professor
spring.cooper@sph.cuny.edu
Office hours Mondays, 2-4pm and by appointment
Course website https://bbhosted.cuny.edu
Support resources For technical assistance, write to helpdesk@sph.cuny.edu.
Academic support services and writing skills assistance are
available.
Course description This course prepares students to collect and analyze data on
community health from a variety of sources, to identify
problems and assets, and to develop objectives for community
health interventions.
Course prerequisites CHSS 610
Course format In-person lecture and discussion
Required reading Hodges, Bonnie C & Videto Donna M. Assessment and
and resources Planning in Health Programs. 2nd edition. Jones & Bartlett.
2011.

Other readings available on Blackboard.

Suggested reading See last page
and resources
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Program Competencies
This course will help you to:
Apply social and behavioral
theory and evidence to
assess, plan, implement and
evaluate community health
programs, policies and
interventions that promote
health equality and reduce
inequities.
Demonstrate team building,
negotiation, and conflict
management skills in
community health
interventions.
Use qualitative and
quantitative research methods
to generate insight into
community health issues.
Course Learning Objectives Assessment Methods
After successfully completing this Competencies and
course, you are expected to be learning objectives will be
able to: assessed as part of the
following course
assignments:
• Compare and prioritize health • Community map
issues for action and • Community Profile
community resources and Part I
capacity, based on • Community Profile
epidemiological evidence, Part II
equity, feasibility and other
considerations
• Identify community level
health and social indicators
and specify whether
appropriate tracking data
exist or need to be collected
• Design a process for • Community Tour
establishing community or • Community Board
organizational health priorities Meeting
and strategies through • Community Profile
community dialogue Part II
• Identify and incorporate
principles of CBPR into a
community health
assessment
• Formulate an assessment
planning model that ensures
participation for key
community constituencies
including beneficiaries of
anticipated health promotion
efforts
• Describe the power dynamics
involved in a particular
community collaboration, the
importance of these
dynamics, and ways of
addressing them
• Locate, analyze and interpret • Community map
community-level qualitative • Community Profile
and quantitative data on Part I
health from a variety of • Community Profile
sources Part II
• Construct and deliver a
• Oral presentation
presentation on the health of
a community (overall or with • Community Tour
respect to specific health • Community Board
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issues) that synthesizes data Meeting
from multiple sources and
incorporates community
perspectives
• Design, conduct and interpret
community level qualitative
research, using ethnographic
observation, in-depth
interviews and content
analyses, using community
sourced documents or texts

Apply ethical, socially just, and • Practice reflexivity with • Community

culturally competent principles respect to one’s own social Impression
and strategies to community position vis a vis the
organizing, community health community being assessed.
assessment, program
planning, implementation and
evaluation.
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Course Assessments

You will be assigned to a community district which will be the subject of the following
assignments: community impressions, community tour, community board meeting,
community map, community profiles I & II and your final oral presentation. Despite being
assigned in groups to districts, the only assessments that should be done as a group
are the two profile papers. The oral presentation should also be done as a group but
you will receive an individual grade. All other assessments should be completed
independently and without the help of group members. The page limits listed below for
each assignment do not include tables, figures or references. Please keep these at the
end of your papers so I am able to easily assess if you are within the page limits. To be
clear, a page length of 2-3 pages means at least two pages but no more than three
pages (so it ends somewhere on the second or third page). All written assignments will
be scanned in BlackBoard for plagiarism via SafeAssign. You will be able to review your
score. You will have 2 attempts to upload each assignment to BlackBoard (so if you
receive a high score for copied text in the first submission, not related to quotes or
citations, it is up to you to review and edit and resubmit before the deadline). Allow
yourself time for potential revisions before the deadline.

Your district is designed to be a community that you don’t work or live in. It will likely
take you some time to commute to your community district but you only need to do this
once if you conduct the tour on the same day as the board meeting. You will be given a
“free” class for the time it will take to visit your community.

1. Community Impressions Assignment

Qualitative researchers often engage in reflexive exercises to understand how their own
biases may impact their research. Reflexivity is “acknowledging the existence of
researcher bias and explicitly locating the researcher within the research process”
(Finlay). It emphasizes the importance of self-awareness and self-questioning. It is an
ongoing process to understand “what I know and how I know it” (Patton). In this way,
before you plan your walking tour of the community, write down your impressions of the
community to which you have been assigned. Articulate how you think you developed
these thoughts (press, movies, discussions, etc.) and how these impressions could
impact your assessment of the community.

Length: 2-3 pages (not including references, tables or figures)

2. Community Tour Assignment

Take a walking tour of the community to which you have been assigned. In an
expository description, state the day of the week and time of day you walked around the
neighborhood and summarize your insights and feelings about walking around the
community. Were there any surprises? The description should answer questions such
as:
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General observations of the community

1. What kinds of noises do you hear on the street? Where are the noises coming from?

2. Do the streets appear clean? At night, are there working streetlights on the streets?

3. What kind of transportation do people use? How accessible is the neighborhood?

What kind of traffic is there?

4. How safe is the neighborhood? Explain your perceptions.

Population

1. Who are the people on the street? Describe their age, gender, race/ethnicity; what
languages do you hear spoken? If people are hanging out in groups, note who they
are with - - families, intergenerational groups, friends of the same age or
race/ethnicity?

2. What are people doing? (Shopping/ “hanging out”/recreational activities) Are there
local gathering spots for some people in the community such as parks, cafes,
community centers?

3. What are people buying in the neighborhood supermarkets? Do community residents

go to specific local restaurants or bars?

4. Does the population of the neighborhood change according to the time of day? Is
there a large influx of people from outside the community during business hours?
(How do you know this)?

Institutions

1. What kind of commercial businesses are in the neighborhood? Are they “small”
businesses or franchises?

2. What kind of religious institutions are there in the community?

3. What kind of government offices, schools, libraries, other city-run services exist in
the neighborhood? Are the buildings clearly marked? What is the physical condition
of the structures?

4. What kind of social service institutions or community groups exist? Are there youth
service organizations, community centers, day care or senior centers?
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5. What kinds of health services are available in the community? Drug stores? Private
doctors offices? Hospitals? Community clinics? Drug treatment centers? Nursing
homes? Others?

LENGTH: 2-3 pages (not including references, tables or figures)

3. Community Board Meeting Assignment

For this assignment, you will attend a community board meeting in your district. Access
to information about Community Boards can be found by going to www.nyc.gov.
Meetings generally take place once a month.

The following questions must be answered and please provide any additional comments
about the Community Board Meeting.

1. Before you attend the meeting, write down your expectations. How many people will
attend? What are the topics that will be addressed? What will the site be like?
Compare these notes with your actual experience and describe this in your report.

2. Describe the process of finding out when and where the meeting will occur and any
concerns or suggestions that you might have about the process. See if you can
obtain the minutes of a previous meeting.

3. Note the make-up of the board and of the attendees. Do they reflect the overall
makeup of the population? What are the topics on the agenda? What discussions
occurred? How are decisions handled?

4. How effective is the mechanism of community boards in reaching out to and learning
about community level concerns? Would you attend another meeting or a similar
meeting in your own neighborhood? Would you consider becoming more involved in
the future? Explain why.

Note: If you are not able to attend a board meeting until after the due date for this
assignment, please notify the instructor. You will be given 7 days from the date of the
board meeting attended to submit the paper without penalty.

LENGTH: 2-3 pages (not including references, tables or figures)

4. Community Map
This is a creative exercise to construct a community needs assessment and assets map
for your assigned community. Draw/create 1 or 2 community map(s). One that
represents a needs-based approach and one that represents an assets-based
approach, or you can make one map that combines both. Use the lecture and reading
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for examples and as guide for your maps. Your maps should focus on the needs/assets
of the community as a whole. Some suggestions for the maps:

Needs-Based Map
- What are the problems facing the community?
- What are the basic needs that are lacking in the community?
- Represents the barriers that people face in that community in order to lead a healthy
life
- Orient whoever is looking at the map to the deficits that exist in the community and
depending on the strategy used exactly where these deficits are located

Assets-Based Map
- What are the assets present in the community?
- How can aspects of the community that may represent a barrier be looked at as an
asset?
- What are the other non-economic or physical resources present in the community that
can be used to improve health and the condition of the community?
- Are these assets wide-spread or located in particular areas?

Please feel free to exercise your creativity in this assignment. Think about how you
would present this to members of the community you were assigned.

Include a list of references (but no formal write-up is required). You will briefly (1-2 min.)
present your “map” to the class on the due date.

5. Community Profile Paper

The major course assignment will be a two-part community profile project. Parts I & II
are both group projects. Each student has been assigned a Community District for this
semester-long project. Throughout the semester, time will be allotted during class for
you to meet with your fellow classmates who are assigned to your same Community
District. All citations and the bibliography must be in AJPH format. The New York City
Department of Health Summary of Vital Statistics must be included in your reference
list.

The community profile is a written description of the community. Please put all data and
information that you include into your own words and cite all sources.
Included in the report MUST be:

PART I
a. Description of the history and physical environment of the community (who
founded the community and when, what is it like today, physical boundaries,
names and roles of major institutions in the formation of the neighborhood,
historical landmarks, types of housing stock (including rental vs. ownership),
types of transportation including names and routes, etc.)
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b. Demographic profile of the community (race/ethnicity, sex ratio, age). Note:

You do NOT need to present the breakdowns of race/ethnicity and gender by
each age category. The table should reflect the % and raw numbers by the
following three variables: age (listed by groups of 5 and younger and then in ten
year integers up until 85+), gender and race/ethnicity. One way to organize it is in
the left hand column of your table to list each of these categories, with the other
columns showing their respective % and raw numbers. You can also present
these separately in different tables, pie charts, graphs, etc.
c. Social and economic profile of the community (religious affiliations, social
successes and problems, environmental successes and problems, political
affiliations and numbers of voters, types of employment, and numbers of
employees and those on public assistance).
d. Epidemiologic profile of the community: including a description of the health
status of your community, a comparison of rates for the five major causes of
death in your community, rates for the five major causes of death in New York
City, and rates for the five major causes of death in the United States (a possible
listing of fifteen major causes of death). You can use either the age-adjusted rate
or the non-adjusted rate for this table. (Age-adjusted is preferable, if available.)
Whichever you use, though, be sure that it is consistent across your district, NYC
and the US and that all sources are cited. There must be a written
discussion/comparison of data across these three levels.
e. Analysis of the economic, social and health trends of your community. Identify
existing organizational resources (name and type of organizations, scope of
services provided, etc.) that help address the needs of the community. Indicate
gaps in services.

LENGTH: 6-8 pages (not including references, tables or figures)

Note: Only one paper should be submitted per group.

PART II
a. Primary Health Concerns: Describe five current or potential major public health
concerns in your community and how these manifest in your community.
b. Key Participants in Prioritizing Health Concerns: Describe 3-5 key participant
types based in the community who should be invited to help prioritize these
health concerns based on your data. Who are these participant types and/or
groups? How do they help to represent the voice of this community district in the
CHA process?
c. Selection of Primary Health Concern: As a group, select one concern (it must
be listed in Healthy People 2020) that your group thinks is most important to
address in this community at this time. This concern does not have to be a major
cause of death, but what you define as a major public health problem based on
your community research. This condition/disease may be one for which there are
primary, secondary or tertiary prevention intervention strategies. Describe and
justify your choice of a major public health problem in your community. If you are
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selecting drug use, please choose a specific drug such as alcohol, heroin, etc.
d. Review the literature on your selected public health problem. Define and
discuss a) what is it, including its physiologic manifestations? b) What causes it?
c) Can it be prevented and how? d) Who gets it? and e) What are the
treatments?
e. Write at least two objectives related to your primary health concern: These
can be inspired by Healthy People 2020 and should be grounded in what you
know about your community and this health concern.

LENGTH: 6-8 pgs (not including references, tables or figures)

Note: Only one paper should be submitted per group.

6. Final Presentation
During the last 2 sessions of class, each group will present a summary of their assigned
community as if they were presenting to their assigned community board. The
presentation should highlight 1) a description of what was learned about the community;
2) key health data and health concerns identified; 3) description of the sources used to
find your data and how the community board can take advantage of these resources; 4)
community assets/resources; 5) the major health concern that you think the community
board health subcommittee should focus on and why.

Each group member will have 5 minutes to present. You will need to submit your slides
by 3pm on the day of the presentation via BlackBoard. Use of powerpoint slides
submitted later will result in a penalty, in fairness to other students. You will present as
a group but receive individual grades.

7. Group Member Evaluation

5% of your final grade will be an average of your peer evaluations for your group work.
The group member evaluation form is posted on BlackBoard. If you do not submit a
group member evaluation form, your group members will all receive the highest score
as a default and your own grade will be deducted by 1 point.

Grading The relative weight of each course component is as follows:

Assessment Weight
Class attendance & participation 10%
Community Impressions 10%
Community Tour 10%
Community Board Meeting 5%
Community Maps 10%
Community Profile Part I (group) 20%
Community Profile Part II (group) 20%
Oral Presentation (group) 10%
Group member evaluation 5%
100%
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The grading system for the GSPHHP is as follows:
Letter Grade Quality Point Value Percentage
A+ 4 97.5% - 100%
A 4 92.5% - 97.4%
A- 3.7 90.0% - 92.4%
B+ 3.3 87.5% - 89.9%
B 3 82.5% - 87.4%
B- 2.7 80.0% - 82.4%
C+ 2.3 77.5% - 79.9%
C 2 70.0% - 77.4%
F 0 <70%

Withdrawal
If an emergency arises, the student must immediately notify the instructor and agree
upon a course of action, especially if the student is unable to complete the semester.
See the GSPHHP Academic Calendar for more information about deadlines to drop or
withdraw from a course.

Grade of incomplete
Incomplete final grades will not be granted unless the request is justified by legitimate
and documented emergencies. The granting of an incomplete grade is at the discretion
of the instructor. Refer to the School’s academic policies for further details.

Grade appeals
A student who wishes to challenge an earned final grade for a course shall use the
grade appeals process. Details about the academic appeals procedures can be found in
the School’s academic policies.

Course Policies

Attendance and class participation

Your attendance grade reflects the number of in-class sessions you attend fully and on
time. Excessive lateness and absences will be noted and reflected in your final grade.
Class will start promptly at 4:00pm in order to maximize our time together. If you are
going to be late or going to miss a session, please inform the instructor via email prior to
the class. It is your responsibility to obtain the content and assignments for those
sessions you miss (via your classmates). If you miss more than two classes you risk
receiving a failing grade for this course. Please initiate a meeting with the instructor if
you miss three or more sessions.

Participation in class discussions is vital in this course. Your participation grade will
reflect consistent, thoughtful contributions to class discussions. Your participation
should reflect your reading and understanding or questions related to the assigned
reading and material at hand.
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Late/incomplete submission of assignments

All work should be submitted on time. 5% will be deducted for each day a written
assignment is late. After one week of lateness you will not receive any credit for
that assignment.

Please note the following specifications for all assignments:

• Papers and other assignments are due at 11:59pm the night prior to class via
BlackBoard unless otherwise noted. If you anticipate the need to turn in work
late, please negotiate with me a mutually acceptable submission plan in advance
of the established due date. DO NOT SEND AN E-MAIL REQUESTING AN
EXTENSION ON THE DAY THE ASSIGNMENT IS DUE.
• Papers and reports should be kept to the maximum length specified. I will stop
reading after the maximum length and you will be marked down, accordingly. It is
expected that your writing will be of graduate-level quality, presented in a
readable and consistent manner: Times New Roman 12 pt font, double-spaced,
typewritten, with one inch margins all around and proofread.
• All written assignments should use the American Journal of Public Health
reference format (this journal uses AMA style format).

Make-ups, rewrites, and extra credit

There are no make-ups, rewrites or extra credit offered for this course.

Expectations of students
All students must use Blackboard and check it regularly. Blackboard will be used on a
routine basis as a learning tool to distribute course materials, as well as to facilitate
communication with the instructor and classmates.

The classroom is a community. Respectful interaction with classmates, the instructor

and guests is expected at all times. Public health deals with controversial issues from
multiple perspectives and consideration of these issues may cause disagreements
among us or may evoke strong personal feelings, depending on our individual
experiences, histories, identities and worldviews. Therefore, in all of interactions and
communications, it is important that students strive to demonstrate mutual respect for
one another and for any course guests and members of the community with whom they
come into contact.

Please avoid crosstalk, text messaging, and turn off (or set to vibrate) cell phones etc.,
anything that can be distracting and take away from a climate of mutual learning or
attentive listening and participation. Student announcements of related events and
opportunities of interest to students may be made at the end of the class. Students
should let the instructor know if they have an announcement to make. Feel free to bring
refreshments to class for yourself and/or others; but please help to clean up afterwards.
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Expectations for the instructor
As the instructor for this course, I will:
• Provide regular announcements, reminders, and suggestions on the course website
• Monitor, ask follow-up questions, and answer questions presented during in-class
discussions
• Respond to student emails within 24 hours Monday through Friday.
• Grade and provide feedback on assignments within 2 weeks of the due date.

Accessibility
Support services and accommodations are available to provide students with disabilities
greater accessibility to the academic environment. For more information (with
confidentiality) contact Velvet Brown (velvet.brown@sph.cuny.edu) with Student
Services on the fifth floor of 55 West 125th Street, New York, NY 10027.

Academic integrity
CUNY regards acts of academic dishonesty (e.g. plagiarism, cheating on exams,
obtaining unfair advantage, and falsification of records and official documents) as
serious offenses against the values of intellectual honesty. CUNY is committed to
enforcing the Policy on Academic Integrity and will pursue cases of academic
dishonesty.

Religious Accommodations
The Graduate School of Public Health and Health Policy follows the CUNY Religious
Accommodations Policy.
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Course Schedule
The schedule and assigned readings are subject to change throughout the semester.
Please refer to the GSPHHP academic calendar for important dates including holidays,
course meeting dates, and withdrawals.
Date Topic
1 Jan 31 Introduction to the course
2 Feb 7 Community health assessment
processes I & reflexivity
3 Feb 14 Community health assessment
processes II: Examples & guides
4 Feb 21 Using primary data for CHA I:
Observation and surveys
5 Feb 28 Using secondary data for CHA I
6 Mar 7 Using secondary data for CHA II
7 Mar 14 Using GIS for CHA
Guest speaker: Glen Johnson
8 Mar 21 Group Work
Readings & Assignments
Readings: Larson; Jewkes &
Murcott 1996
Readings: Hodges, Ch. 1;
Sharma; Finlay, p. 531-536
Readings: Hodges, Ch. 2;
NCPH Guidebook, p. 0-10;
Bronx Community Needs
Assessment, p. 2-3
(Overview); Community
Board 11 Statement of Need,
p. 9-12
Recommended readings:
Buta; Castellanos; Hale
Due: Community
Impressions Assignment
Readings: Hodges, Ch. 3, p.
75-102; Ulin, Ch. 1-2.
Readings: Hodges, Ch. 3, p.
63-74; NYC community health
profile for your neighborhood
Readings: Moritz + TBA
Readings: TBA
Due: Community Tour &
Community Board Meeting
Assignments
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9 Mar 28 Identifying & employing Readings: Kretzmann &
community assets McKnight; Sharpe et al.

10 Apr 4 Engaging communities Readings: Minkler, Ch. 1;

Minkler 2004

Recommended readings:
Jewkes & Murcott 1998;
Kerstetter 2012; Cacari-Stone
et al. 2014; Faridi et al. 2007

Due: Community Profile

Part I
11 Apr 11 Using primary data for CHA II: Readings: Israel, Ch. 6,
Interviews, focus groups UCLA section 4

12 Apr 18 Case study: St. Vincent’s Medical Readings: Two articles by

Center Closure Romero et al.

Due: Community Map

No class April 25
(Spring Break)

13 May 2 Communicating CHA results & Readings: Israel, Ch. 5;

prioritizing health issues Hodges, Ch. 3, p. 95-96;
Hodges, Ch. 7, p. 167-174

14 May 9 Final Presentations

15 May 16 Final Presentations Due: Community Profile

Part II and Group Member
Evaluation Form

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READINGS

Required text:
Hodges, Bonnie C & Videto Donna M. Assessment and Planning in Health Programs.
2nd edition. Jones & Bartlett. 2011.

Other required and recommended readings:

Buta B, Brewer L, Hamlin DL, Palmer MW, Bowie J & Gielen A. (2011) An innovative
faith-based healthy eating program: from class assignment to real-world application of
PRECEDE/PROCEED. Health Promotion Practice. 12 (6): 867-875.

Cacari-Stone L et al. The Promise of Community-Based Participatory Research for

Health Equity: A Conceptual Model for Bridging Evidence With Policy. American Journal
of Public Health. 2014. Published online ahead of print July 17, 2014: e1–e9

Castellanos DC, Downey L, Graham-Kresge S, Yadrick K, Zoellner J, Cornell CL.

Examining the Diet of Post-Migrant Hispanic Males Using the Precede-Proceed Model:
Predisposing, Reinforcing and Enabling Dietary Factors. Journal of Nutrition Education
and Behavior. 2013; 45(2): 109-118.

Community Board 11 Statement of District Needs, Fiscal Year 2016. Draft.

Dunn RL, Kalich KA, Henning MJ, Fedrizzi R. Engaging field-based professionals in a
qualitative assessment of barriers and positive contributors to breastfeeding using the
social ecological model. Maternal and Child Health. 2015; 19(1): 6-16.

Earp JA, Ennett ST. Conceptual models for health education research and practice.
Health Education Research. 1991; 6: 163-17

Emerson RM, Fretz RI & Shaw LL, Writing Ethnographic Fieldnotes. Chicago:
University of Chicago Press, 1995: Ch. 1 Fieldnotes in Ethnographic Research (pgs 1-
16)

Eng E, Strazza K, Rhodes SC, Griffith D, Shirah K, Mebane E. Insiders and outsiders
assess who is “the community”: Participant observation, key informant interview, focus
group interview, and community forum, Ch 5. In: Israel BA, Eng E, Schulz AJ, Parker
EA, eds. Methods for Community-Based Participatory Research for Health, 2nd ed. San
Francisco, CA: Jossey-Bass; 2013: 133-159.

Faridi Z, Grunbaum JA, Gray BS, Franks A, Simoes E. Community-based participatory

research: necessary next steps. Prev Chronic Dis [serial online] 2007 Jul
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Finifter, D.H., Jensen, C.J., Wilson, C.E., & Koenig, B.L. (2005). A comprehensive,
multitiered, targeted needs assessment model. Family & Community Health, 28(4),
293-306.

Finlay L. "Outing" the Researcher: The Provenance, Process, and Practice of

Reflexivity. Qualitative Health Research. 2002;12(4):531-545.

Gandelman, A, DeSantis, LM, Rietmeijer, CA. Assessing Community Needs and

Agency Capacity- An Integral Part of Implementing Effective Evidence-Based
Interventions. AIDS Education and Prevention. 2006; 18A, 32-43.

Hale, J (1998). Application of the Precede-Proceed Model for Comprehensive

Community Assessment, Education Programming, and Evaluation in a Combat Hospital
Community during the Gulf War. Home Health Care Management Practice 11 (1): 52-
65.

Hirsch JS, Higgins J, Bentley ME, Nathanson CA. The social constructions of sexuality:
marital infidelity and sexually transmitted disease-HIV risk in a Mexican migrant
community. American Journal of Public Health. 2002;92(8):1227-1237.

Hsieh HF, Shannon SE. Three approaches to qualitative content analysis. Qualitative
Health Research. 2005. 15(9): 1277-88.

Hussain H, Omer SB, Manganello JA, Kromm EE, Carter TC, Kan L, et al. Immunization
Safety in US Print Media, 1995-2005. Pediatrics. 2011;127:S100-S106.

Jewkes R, Murcott A. Meanings of community. Soc Sci Med. 1996; 43, 4: 555-563

Jewkes R, Murcott A. Community representatives: Representing the “Community”. Soc.

Sci. Med. 46( 7): 843-858, 1998

Kellog Foundation. Logic Model Development Guide. Battle Creek, MI: W.K. Kellogg
Foundation; 2004

Kerstetter, K (2012). Insider, outsider, or somewhere in between: The impact of

researchers’ identities on the community-based research process. Journal of Rural
Social Sciences, 27(2), 99-117.

Kretzmann JP and McKnight, JL, (1993). Building Communities from the Inside Out: A
Path Toward Finding and Mobilizing a Community's Assets, Evanston, IL: Institute for
Policy Research pp. 1-11.

Larson, JS. The conceptualization of health. Medical Care Research and Review. 1999:
56, 2: 123-136
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Latimer AE, Green KE, Schmid K, Tomasone J, Abrams S, Cummings KM, et al. The
identification of framed messages in the New York State Smokers’ Quitline materials.
Health Education Research. 2010;25(1):54-60.

McAlister A, Puska P, Salonen J, Tuomilehto J, Koskela K. Theory and Action for Health
Promotion: Illustrations from the North Karelia Project. American Journal of Public
Health. 1982;71(1): 43-50.

Minkler, M. (2004) Ethical Challenges for the "Outside" Researcher in Community-

Based Participatory Research. Health Education & Behavior. 31 (6): 684-697.

Minkler M, Wallerstein N, Introduction to community-based participatory research: New

issues and emphases. In: Minkler M, Wallerstein N, eds. Community-based
participatory research for health: From process to outcomes. 2nd ed. San Francisco,
CA: Jossey-Bass; 2008: 5-23.

Morgan, PJ et al. The SHED-IT community trial study protocol: a randomised controlled
trial of weight loss programs for overweight and obese men. BMC Public Health. 2010;
10: 701.

Moritz M. Big data’s ‘streetlight effect’: where and how we look affects what we see. The
Conversation. May 17, 2016. http://theconversation.com/big-datas-streetlight-effect-
whereand-how-we-look-affects-what-we-see-58122

North Carolina Public Health. Community Health Assessment Guidebook. 2014.

http://publichealth.nc.gov/lhd/cha/docs/guidebook/CHA-GuideBook-June2014.pdf.

Ritchie J, Lewis J. Qualitative Research Practice: A Guide for Social Science Students
and Researchers. Chapter 7: In-depth interviews. London; Thousand Oaks, CA: Sage;
2003.

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Romero D, Kwan A, Nestler S, Cohen N. (2012) Impact of the closure of a large urban
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Sharma RK. Putting the community back in community health assessment: A process
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Other Resources:

Helpful Websites—Assessment and Planning

Community Toolbox, Bringing Solutions to Light http://ctb.ku.edu/en/. A helpful

collection of resources for community health assessment and health program
planning.

National Association of County & City Health Officers, Community Environmental Health
Assessment (PACE EH)
http://www.naccho.org/topics/environmental/landuseplanning/index.cfm
A model for conducting community environmental health assessment at the local
level.

National Association of County & City Health Officers, http://www.naccho.org/toolbox/. A

collection of tools and resources for local public health practice.

National Association of County & City Health Officers

http://www.naccho.org/topics/infrastructure/MAPP/index.cfm. A community driven
model for health planning in local public health.

The Asset Based Community Development Institute. http://www.abcdinstitute.org/.

Resources and tools for asset based community planning.
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Community and Public Health Data

U.S. Census Bureau. http://www.census.gov/ National, state and local data on

populations, housing and economic indicators.

Centers for Disease Control, Behavioral Risk Factor Surveillance System.

http://www.cdc.gov/brfss/ national and state level data on behavioral risk factors.

New York City Health Department, Data and Statistics.

http://www.nyc.gov/html/doh/html/data/data.shtml, Health related data for New
York City, including an interactive feature.

New York State Department of Health, Data and Statistics.

http://www.health.state.ny.us/statistics/ Health related data for New York State.

New York State, Community Health Assessment Clearinghouse.

http://www.health.state.ny.us/statistics/chac/ Resources for community health
assessment in New York State.

Community Asset and Assessment Mapping

Asset-Based Community Development Institute

http://www.abcdinstitute.org/

Mapping Community Capacity by John McKnight & John Kretzmann

www.racialequitytools.org/resourcefiles/mcknight.pdf

Vitalizing Community: Building on Assets and Mobilizing for Collective Action by John
Allen, Sam Cordes, Jeff Hart
Step-by-step guide to preparing for and hosting an asset mapping effort
www.nlc.state.ne.us/epubs/U2031/H003-2004.pdf