Syllabus MPH 6005 Environmental Health

1/11/2021 Syllabus - MPH 6005 Environmental Health
Syllabus - MPH 6005 Environmental Health
Site: Benedictine University Engage Printed by: Muhammad Malim

Course: MPH-6005 D3A1 Environmental Health Date: Monday, January 11, 2021, 1:28 PM
Book: Syllabus - MPH 6005 Environmental Health
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Description
Syllabus - MPH 6005 Environmental Health
Table of contents
Course Description and Objectives
Assignments Mapped to Competencies and Learning Objectives
Text and Resources
Library Resources
The Benedictine Hallmarks
Netiquette
Course Requirements
Course Schedule
Grading Criteria
Grading Scales
Academic Honesty Policy
Institutional Policies
Course Description and Objectives
Course Description
Studies environmental factors including biological, physical, and chemical factors that affect the health of the community. Students learn
federal and state regulations, guidelines, mandates, and authorities that control environmental and emergency preparedness issues and
operations.
4 Quarter Hours
Learning Objectives
Upon successful completion of this course, each student should be able to:
MPH Competency Bloom Level
1. Apply systematic methods to assess, prevent and control environmental hazards. Application
Course Objectives
Course Objective Bloom

Level
1. Conduct research on environmental health and emergency preparedness topics. Application
2. Describe the appropriate level of local, state and Federal laws and agencies responsible for responding to environmental Knowledge
health and/or emergencies that impact public health.
3. Assess best practices in risk reduction, risk control, crisis and risk communication strategies. Evaluation
4. Analyze, select and communicate appropriate environmental health and/or emergency preparedness interventions. Analysis
5. Examine natural and man-made issues that occur around the world and their global impact on public health. Analysis
Assignments Mapped to Competencies and Learning Objectives
MPH Competency Assessments Bloom’s Level
1. Apply systematic
methods to
assess, prevent Application
1. Written Assignments,
and control
Modules 2,6, 8
environmental
hazards.
Course Objectives Assessments Bloom's Level
1. Conduct research
on environmental
health and
1. Written Assignments, Application
emergency
Modules 2, 5, 6, 8
preparedness
topics.
2. Describe the
appropriate level of
local, state and
Federal laws and
agencies 1. Discussions, Modules 5
responsible for
Knowledge
responding to 2. Written Assignments,
environmental Modules 2, 3, 5,6
health and/or
emergencies that
impact public
health.
3. Assess best
practices in risk 1. Discussions, Modules
reduction, risk 3, 5 , 7, 8
control, crisis and Evaluation
risk 2. Written Assignments,
communication Modules 5, 6
strategies.
4. Analyze, select and

communicate
appropriate 1. Discussions, Module 4
environmental
Analysis
health and/or 2. Written Assignments,
emergency Module 5
preparedness
interventions.
5. Examine natural
and man-made 1. Discussions, Modules
issues that occur 1,2,3,4,5, 6,7, 8
around the world Analysis
and their global 2. Written Assignments,
impact on public Modules 1,2,3,4,5,6,7,8
health.
Text and Resources
Required Text and Resources:
Title: Essentials of Environmental Health
Author: Friis, Robert
Publisher: Jones & Bartlett Learning
Edition/Year: Third Edition/2019
ISBN-13: 978-1284123975
Library Resources
The primary mission of the Benedictine University Library is to provide library resources and services that support the Benedictine University
community and meet its academic and research needs. To support our mission, the Library has made provisions for all students to gain
access to important academic resources through the Benedictine Library Website. As you begin your academic journey please take note of
these key concepts that will affect that access:
Entry into academic databases and most Library resources must be made through the Benedictine Library Website at www.ben.edu/library
Within one week of your o cial enrollment your patron information will be automatically entered into the library system, where once
entered, you will be able to check out books and access databases
When off-campus you will be prompted by authentication software (a proxy server) to provide your Library ID number and last name to
access article databases and request books. This software proxy server con rms that you are a current Benedictine University student and
thus allowed access
Your Library ID number is a combination of the Benedictine Library pre x 2281100 and your seven-digit student ID number (also called your
number). Thus 2281100XXXXXXX is the Library ID number with being the seven digit student number. This number is prominently located
just below the barcode on your Benedictine ID card
For further information on any aspect of Library resources and access please call or write the Benedictine Library Reference Desk at 630-829-
6057 or libref@ben.edu. Please take note of Library hours and staff directory located on the Library Website under About the Library and feel
free to contact us about any concern or need you might have.
The Benedictine Hallmarks
Based on the Rules of Saint Benedict, a Benedictine Education is based on the Benedictine Wisdom Tradition that sets as its goals the
transformation of the Human mind AND Heart and has at its foundation "The Ten Hallmarks of a Benedictine Education".
The ten hallmarks are as follows:
1. Love of Christ and Neighbor

2. Prayer: a Life marked by liturgy, lection and Mindfulness
3. Stability: commitment to the daily life of this place, its heritage and tradition
4. Conversatio: the way of formation and transformation
5. Obedience: a commitment to listening and consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God, others and creation
8. Stewardship: responsible use of creation, culture and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online experiences pleasant for all
involved. As you might expect, netiquette, like other forms of etiquette, is about courtesy, manners, codes of behavior, protocols and
respect. Netiquette primarily focuses on how we interact with one another online, by being aware of: our use of language, others’ cultural
background, conventional norms, and other behaviors. Below you will nd guidelines concerning the basics of online interaction. If it isn’t
something you would say or do in a face-to-face situation, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule ("One should treat others as one would like others to treat oneself")
2. Be ethical, fair, tolerant and mindful of others - avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces - what is acceptable in a text or chatroom with friends may not be appropriate in a
classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing links instead of copying
and pasting content, 5) using white space by inserting blank lines between paragraphs and headers and 6) limiting your use of
attachments
5. Copy the minimum number of people - it is tempting to send "email" or "message blasts" because it is easier for the poster, but it is
not easier for the reader
Inappropriate Online Usage
1. Avoid " aming" - aming is sending offensive, insulting or criticizing messages.

2. If you nd yourself disagreeing with someone, do not start a volley of back and forth emails, with copies distributed to every person
on the distribution list. There is nothing better than direct personal interaction to resolve di cult issues.
3. Always avoid aming when it comes to content and opinions, but also avoid it when it comes to grammar, punctuation and spelling
corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS - this is considered yelling and is often seen as a form of
aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Con dentiality and Privacy
1. Email, messaging and posting are forms of written record and are just as permanent as a letter or document
2. Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
3. Respect copyright and cite any and all sources
4. Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
Course Requirements
Discussion Forums
The purpose of the discussion boards is to actively engage you as scholar practitioner in the classroom area. You will be able to express your
own thoughts and ideas while still being able to maintain academic standard requirements through research and your readings for the week.
In discussions, you will demonstrate your ability to explain course concepts in your own words and perhaps apply them to real-life situations.
You will also demonstrate your ability to think critically about the concepts as you engage your classmates in asynchronous
discussion. Refer to the grading rubric found in Grading Criteria section of the syllabus for additional information.
You will respond to an initial prompts by Wednesday at 11:00 and then respond to at least two of your classmates’ initial posts by 11:00 CT
on Sunday.
Written Assignments
Written assignments will often require you to work at a higher level of academic standards and research by applying, analyzing, and
evaluating course concepts based on some independent research. You will submit short papers with all sources cited per APA
documentation. You will analyze and evaluate scholarly and peer-reviewed sources pertaining to the weekly topics in your responses, but
your primary goal will be to arrive at your own well-supported conclusions. Most of your papers will be 3-6 pages in length, and require you to
cite and format them in APA standards.
Your papers will be due on Sunday evenings at 11:00 pm CT (unless otherwise stipulated in the calendar or syllabus).
Course Polices
You are encouraged to access this course 3 to 5 times per week including weekends. By doing so you will be able to actively participate in
the Discussion Forums, complete your assignments and access announcements in a timely manner. Assignments are to be submitted by the
due date listed on the course schedule. Late assignments will be penalized.
Course Schedule
Week Title Assignments
Reading
Friis, Chapter 1
FEMA
Environmental History Timeline
Video Resources
"What Is Environmental Health?"
The Essential Emergency Manager
Resources for Discussion and Written Assignment
Natural and Human-Made Environmental Protection Agency (EPA), Emergency Management

1 Federal Emergency Management Agency (FEMA)
Environmental Disasters
CDC: Emergency Preparedness and Response
American Red Cross: What We Do
WHO
Week 1 Discussion - Population Growth and Human/Environmental Impact

Initial post by Wednesday 11:00 PM CT and response posts by Sunday 11:00 PM CT
Week 1 Written Assignment - Week 1 Written Assignment - Overpopulation Mitigation for

Communities
Submit by Sunday 11:00 PM CT
Reading - Friis, Chapter 2
Week 2 Multimedia
ToxLearn
Early Exposure to Arsenic
Human Exposure and Risk Lead in the Workplace
2
Management
Week 2 Discussion - Public Health, Research, and Environmental Health Preparedness
Week 2 Written Assignment - Hazard Identi cation and Risk Assessment

Reading
Friis, Chapter 5 and Chapter 7
Chemical Accidents and Spills
EPA, Citizen's Guide to Pest Control and Pesticide Safety
Week 3 Multimedia
EPA Pesticides
3 Environmental Impacts EPA Civil Cases and Settlements
Week 3 Discussion - Control and Prevention of Diseases

Week 3 Written Assignment - Pesticides and Other Organic Chemicals

Multimedia
CDC, Radiation
EPA, Radiation Protection
U.S. Nuclear Regulatory Commission
Nuclear Energy Agency
American Nuclear Society
4 Radiation Emergencies Nuclear Energy Institute
Frontline documentary, Inside Japan's Nuclear Meltdown
Frontline documentary, Nuclear Aftershocks
Week 4 Discussion - Radiation and Its Impacts Upon Public Health

Week 4 Written Assignment - Radiation and the Community Impact

Reading
Friis, Chapter 10
Week 5 Multimedia
EPA, Air
EPA, Climate Change
The Right to Breathe
5 Air Pollution Emergencies Global Warming 101
Frontline documentary, Climate of Doubt
Week 5 Discussion - Monitoring Indoor Air and Health

Initial post by Wednesday 11:00 PM CT and response posts by Sunday 11:00 PM CT.
Week 5 Written Assignment - Air Quality Interventions

Reading
Friis, Chapter 11
WHO, Frequently Asked Questions on Genetically Modi ed Foods
The Washington Post, Genetically Modi ed Foods: What Is and Isn't True
Peer Reviewed Publications on the Safety of GM Foods
Week 6 Multimedia
Food and Drug Administration (FDA), Food
FDA, Emergency Preparedness
Food Safety (government website)
Food Safety (video)
6 Foodborne Illnesses Food Safety and Personal Hygiene
Food Safety: It's Up to You
Food Worker Training Video
CDC Case Study: Gastroenteritis (PC users)
CDC Case Study: Gastroenteritis (Mac users may have di culties with accessing the case
study directly. Feel free to use the pdf le instead)
Week 6 Discussion - Global Warming and Food Contamination

Week 6 Written Assignment - Food Borne Illness and Your Community

Reading - Friis, Chapter 9 and Chapter 12
Week 7 Multimedia:
EPA, Water
EPA, Hydraulic Fracturing
EPA, Waste
Water.org
The World Water Crisis
Water Scarcity
7 Water Quality Water Cooperation
World Water Day
CNBC, Trash, Inc.
Week 7 Discussion - Protecting Water Supplies

Week 7 Written Assignment - Drinking Water Shortage and Contamination

Benedictine Student Survey
Week 8 Multimedia
EPA Laws and Regulations
EPA and Clean Air Rules
Occupational Health and Safety Administration
The Rise and Fall of Unions
The Triangle Fire
8 Environmental Policy Week 8 Discussion - Interventions
Week 8 Written Assignment 1 - MPH Competencies Re ection Paper

Week 8 Written Assignment 2 - Proposed Environmental Policy

Benedictine Student Survey
Grading Criteria
Grades will be based on a total of 250 points.
Discussion Assignments (80 points)

Written Assignments (170 points)
Discussion Assignments Points
Week 1 Discussion - Population Growth and Human/Environmental Impact 10
Week 2 Discussion - Public Health, Research, and Environmental Health Preparedness 10
Week 3 Discussion - Control and Prevention of Diseases 10
Week 4 Discussion - Radiation and Its Impacts Upon Public Health 10
Week 5 Discussion - Monitoring Indoor Air and Health 10
Week 6 Discussion - Global Warming and Food Contamination 10
Week 7 Discussion - Protecting Water Supplies 10
Week 8 Discussion - Mitigating Workplace Hazards 10
Total 80
Written Assignments Points
Week 1 Written Assignment - Overpopulation Mitigation for Communities 20
Week 2 Written Assignment - Hazard Identi cation and Risk Assessment 20
Week 3 Written Assignment - Pesticides and Other Organic Chemicals 20
Week 4 Written Assignment - Radiation and the Community Impact 20
Week 5 Written Assignment - Air Quality Interventions 20
Week 6 Written Assignment - Food Borne Illness and Your Community 20
Week 7 Written Assignment - Drinking Water Shortage and Contamination 20
Week 8 Re ection Paper - MPH Competencies 10
Week 8 Written Assignment - Proposed Environmental Policy 20
Total 170
Grade % Of Total Points
A 90-100%
B 80-89%
C 70-79%
D 60-69%
F Below 60%
Discussion Posting Grading Rubric
Post will thoughtfully consider and respond to the question (or classmate's message), using sound argumentation and clear prose. A
stellar posting that will contain virtually no grammatical errors or typos. Not only will such a post engage with the ongoing conversation
A in a rhetorically suitable fashion, it will foster further discussion on the topic, perhaps exploring new lines of argument or different
perspectives. The grade isn't just a response; it's proof that you are facilitating learning both for yourself and your fellow students. This
posting should be approximately 200 words in length.
This post is a competent response to the subject: it's 100 words long, more or less, it addresses the question, without going into much
B
detail, and it contributes to the overall conversation as another voice on the subject.
This posting re ects a 'satisfactory' level of response with adequate engagement with the subject. It does little to advance the
C
discussion.
This posting re ects a less-than-adequate engagement with the subject, or is noticeably under the required word count. It does little to
D
advance the discussion underway, and may even detract from it.
F No posting, late posting, or a post that is but the briefest nod toward a response - zero percent.
Citations and APA Formatting
All course assignments must use APA citation and formatting. This is a mandatory requirement for all assignments, including discussions, if
a publication or other work is being referenced. For more information on APA, please go the Benedictine University Library at
(http://libguides.ben.edu/apa) or the APA Style section at the website of the American Psychological Association (http://www.apa.org/).
Assignments will typically be graded within 10 days of the due date. If there are extenuating circumstances that prevent grades from bring
posted within 10 days of the due date, the instructor will inform the class and will post a revised, expected date by which grades will be
posted. Final grades are posted 10 days after the end of the session.
Grading Scales
The University uses the following grade point system to evaluate student performance:
A = 4.00 90-100%
B = 3.00 80-89%
C = 2.00 70-79%
D = 1.00 60-69%
F = 0.0 0-59%
I = Incomplete
W = Withdrawal
X = Deferred
Academic Honesty Policy
Purpose
The search for truth and the dissemination of knowledge are the central missions of a university. Benedictine University pursues these
missions in an environment guided by our Roman Catholic tradition and our Benedictine heritage. Integrity and honesty are therefore
expected of all University students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsi cation, destruction, multiple
submission, solicitation, and misrepresentation are violations of these expectations and constitute unacceptable behavior in the University
community.
Student Responsibility
Though there is no formal honor code at Benedictine University, students are expected to exhibit academic honesty at all times. Violations
against academic honesty are always serious and may result in sanctions that could have profound long-term effects. The nal responsibility
for understanding the Academic Honesty Policy of the institution, as well as the speci c policies for individual courses normally found in
syllabi, rests with students. If any doubt exists about what constitutes academic dishonesty, students have the responsibility to talk to the
faculty member. Students should expect the members of their class to be academically honest. If students believe one or more members of
the class have been deceitful to gain academic advantage in the class, students should feel comfortable to approach the faculty member of
the course without prejudice. A student has the right to appeal a sanction. In all instances, the appeal process begins with the faculty
member of the course. Details concerning the appeals process are given below. Written documentation must accompany an appeal
explaining why the student nds the decisions made by the faculty member unsatisfactory.
Responsibility and Authority of the Faculty
In the classroom, faculty members are responsible for establishing an environment that promotes honest and ethical behavior. Faculty
members will utilize the course syllabus as a vehicle for informing students about the Academic Honesty Policy. Faculty members should
also explain course-speci c rules and consequences, which will be included in the syllabus. Emphasis should be placed on educating
students on proper academic techniques for work, study, authorship, and test taking.
Violations
The following actions are viewed as violations of the Academic Honesty Policy. Beyond these speci c violations, any action expressly
forbidden in a course syllabus will be treated as a violation of this policy. The syllabus for a course will detail speci c actions encouraged,
permitted, and forbidden in that course. Discussions between faculty members and students on this topic are healthy and encouraged.
Cheating - using or providing unauthorized materials, information, study aids in an academic exercise, or copying from other students
Plagiarism - in an academic exercise, adopting, reproducing, or representing the ideas or statements of another as one's own, without
proper acknowledgment
Collusion - working together with another on an academic exercise when that is not permitted
Fabrication - using made-up information or sources in an academic exercise
Forgery - knowingly using another person's signature in an academic exercise, or on any academic document
Falsi cation - altering or misrepresenting information related to academic research or assignments, internships, clinical experiences,
portfolios and other academic records
Destruction - knowingly removing, destroying, or concealing academic materials belonging to the University, faculty, staff or student
Multiple submission - using previously completed work to meet a requirement of a course, or using the same paper or project in more than
one course, without permission from the faculty member(s) teaching the course(s)
Solicitation - asking another to assist in an act of cheating, plagiarism, fabrication, falsi cation, forgery or destruction related to an
academic exercise, document or record, or offering to do so for another
Misrepresentation - knowingly altering or misstating facts for the purpose of gaining an extension of time or deadline related to an
academic assignment or to in uence an appeal related to a grade, course withdrawal, waiver or academic standing
Reporting and Communicating
1. If a faculty member believes that academic dishonesty has occurred, he/she will rst document the actions or behaviors constituting
the violation (see item 3 of Reporting and Communicating). The faculty member will discuss the incident with the student as soon as
possible after the incident has been discovered. The faculty member will inform the student of any penalty (see item 2 of Reporting and
Communicating) that will be assessed at this time. In the absence of an appeal by the student, the faculty member will report the
incident to the Provost.
If a student wishes to appeal (see First Appeal below), the student will have seven business days after being informed of a sanction to
provide a written explanation to the faculty member supporting the student's case as to why a penalty should not be assessed. In
addition, the student will contact the Department Chair/Program Director/Associate Dean* and request that he/she mediate the
con ict. If the sanction is not removed, the incident will be reported (along with any comments of the Department Chair/Program
Director/Associate Dean*) by the faculty member to the Provost's o ce. The student can appeal (see Final Appeal below). The student
may request guidance in the appeals process from the Department Chair/Program Director/Associate Dean*.
2. The faculty member will assign one or more of the following sanctions:
A private verbal and/or written warning may be given to the student, with no other penalty imposed. These actions need not be
reported to the Provost.
The student may be asked to complete a new assignment or test, and the incident will be reported in writing to the Provost as
indicated in item 1 of Reporting and Communicating.
A reduction in the grade or score (partial or complete) will be given for the assignment or test that the faculty member deemed to be
indicative of a violation and the incident will be reported in writing to the Provost as indicated in item 1 of Reporting and
Communicating.
A grade of "F" may be assigned for the course. Such an action will be reported in writing to the Provost as indicated in item 1 of
Reporting and Communicating.
Beyond the course sanctions listed above, a recommendation may be made to the Provost requesting further action (see items 2 and
6 of Responsibilities of the Provost).
3. The faculty member will record, in writing, the following:
The violation, including time, date, place and circumstances,
Why the faculty member believes the action was dishonest,
The names and statements of any supporting witnesses,
All original documents (course syllabus, tests, reports, diskettes, etc.), and
Any other notes, supporting documentation, and other relevant materials.
This record, signed and dated by the faculty member, will be prepared within three business days of the faculty member's nal
discussion with the student. The record of the incident will be forwarded to the Provost. The faculty member should not keep copies of
any forwarded records for his/her own les.
4. Other Benedictine University students, who are not part of the faculty member's particular class, but who are detected helping someone
commit academic dishonesty in that class will be subject to the same standards and, to the extent possible, the same sanctions, and
the incident will also be reported to the Provost.
Responsibilities of the Department Chair/ Program Director / Associate Dean*
1. The Department Chair/Program Director/Associate Dean* will be informed of academic honesty violations by department faculty
though the identities of the students involved shall not be revealed. Of course, a student may voluntarily reveal him or herself to the
Department Chair/Program Director/Associate Dean* as part of the appeals process (See item 1 of Reporting and Communicating).
2. The Department Chair/Program Director/Associate Dean* will act as a mediator when a student disagrees with a sanction imposed by
a faculty member for an academic honesty violation:
The Department Chair/Program Director/Associate Dean* will advise faculty regarding the fair treatment of students who are
accused of an academic honesty violation. The Department Chair/Program Director/Associate Dean* can agree with a faculty
member's sanction or he/she can recommend that a faculty alter a sanction given to a student. Though a Department Chair/Program
Director/Associate Dean* cannot overrule or otherwise change a faculty sanction, he/she may add his/her comments to any report
sent to the Provost.
The Department Chair/Program Director/Associate Dean* will work with the accused student to ensure that he/she understands the
Academic Honesty Policy of the University and the appeals process contained therein.
At all times the Department Chair/Program Director/Associate Dean* should ensure that both the student and the faculty member
are treated respectfully and fairly.
Responsibilities of the Provost
1. The Provost is responsible for maintaining con dential records concerning academic dishonesty of students enrolled in the University.
All letters reporting faculty-imposed academic penalties for academic misconduct will be included in these les (see Records).
2. The Provost will be responsible for identifying all incidents which represent repeated offenses by a student and may impose a
University sanction because of repeat offenses.
3. Upon the creation of a student record, the Provost will inform, in writing, the student, his/her academic advisor(s), and the faculty
member who reported the incident, of the existence of the record established pursuant to the terms of this Policy. It is expected the
advisor will counsel the student as to the seriousness of this matter and potential consequences.
4. The Provost may impose University sanctions. Sanctions imposed by the Provost are nal unless the student requests a hearing within
seven business days of noti cation.
5. The Provost is required to notify the student of the appeal process and to provide the student a copy of this policy or explicitly refer the
student to it.
6. The Provost may also assign further University sanctions as follows:
The student may be denied honorary recognitions granted by the University.
The student may be denied institutional nancial aid and/or scholarships from Benedictine University.
The student may be ruled immediately ineligible for NCAA athletic competition or other extra curricular activities.
The student may be suspended from the University.

The student may be expelled from the University.
7. In those situations where a University sanction is imposed and the student requests a hearing in writing, the Provost will arrange a
meeting of the Academic Appeals Board.
8. If a student requests a hearing in writing, the Provost will convene the Academic Appeals Board and notify the student by certi ed mail
of the Board’s nal decision.
Appeals
First Appeal: When a student accused of academic dishonesty wishes to contest an action by a faculty member, the student, within a seven
business day period after learning the faculty member sanctions, may send a written explanation to the faculty member describing why
sanctions should not be imposed. In addition, the student will contact the Department Chair/Program Director/Associate Dean* who
oversees the program in which the academic dishonesty has been reported. The Department Chair/Program Director/Associate Dean* shall
work with both the faculty member and the student to attempt to facilitate a resolution. The mediation process will be carried out in a timely
manner, normally seven business days. If a sanction remains in place at the end of the mediation process, the faculty member will formally
inform the student by e-mail (or registered mail). A report of the incident will be sent to the Provost. The Department Chair/Program
Director/Associate Dean* may add his/her comments to the report. In addition, the Department Chair/Program Director/Associate Dean* will
notify the student of the appeal process and provide the student a copy of this Policy or explicitly refer the student to it. (* If the accusing
faculty member is the Department Chair/Program Director/Associate Dean, then the Dean of the College will act as mediator.)
Final Appeal: Upon receipt of a report of an academic honesty violation, the Provost will review the case and decide whether or not to impose
University sanctions (see items 2, 4, and 6 of Responsibilities of the Provost). The Provost will contact the student as described in item 3 of
Responsibilities of the Provost. If a student wishes to appeal the decision of a faculty member or appeal a University sanction imposed by
the Provost, the student will have seven business days (after receiving notice from the Provost by certi ed mail) to write a letter to the
Provost requesting a hearing before the Academic Appeals Board. In addition, the Provost will notify the student of the appeal process (see
item 5, Responsibilities of the Provost). Within seven business days of the receipt of the request for appeal, the Provost will convene the
Academic Appeals Board to hear from all concerned parties in an appropriate setting.
Composition of the Academic Appeals Board
The Academic Appeals Board will consist of three regular, elected faculty (with one alternate) and two student representatives appointed by
the Provost (with one alternate). The ve members will have the right to vote, with the Provost in the role as a non-voting convener. If the
student requesting the appeal is in an adult program, at least one member of the faculty will be a liated with an adult program and at least
one student representative will be enrolled in an adult program. If the student requesting the appeal is in a graduate program, at least one
member of the faculty will be a liated with a graduate program and one student will be enrolled in a graduate program.
Procedures of the Academic Appeals Board
The chairperson will be elected by the membership of the board. The chairperson will gather all of the relevant material available pertaining
to the case at hand and distribute it to the members. In addition, the chair will contact all of the parties involved in the case and arrange for a
date and time for them to meet (in person or by teleconference) with the Academic Appeals Board. All voting members of the Academic
Appeals Board will ordinarily attend the hearing(s). Participants called before the committee will testify one at a time and alone. No one
outside of the members of the Appeals Board shall view the proceedings. The student requesting the appeal shall testify rst followed by the
instructor involved. Finally, any witnesses to the incident shall testify. Once testimony is taken from the involved parties, the Appeals Board
may recall any or all of the participants in order to clarify or resolve con icting testimony. The committee may also call new witnesses after
considering the accumulated testimony. Every effort will be made by all parties to keep the proceedings con dential. The Academic Appeals
Board has the authority to con rm the original sanction, reduce the sanction, or increase the sanction. Within seven business days of the
decision by the Academic Appeals Board, the student who requested the appeal will be noti ed in writing by certi ed mail of the decision of
the Board by the Provost. In addition, the faculty member who imposed the original sanction will be noti ed. The decision of the Academic
Appeals Board is nal. See Appendix 1 for a summary of the timeline of the appeals process.
Records
Any violation of the Academic Honesty Policy that is reported to the Provost initiates the creation of a student record related to the violation.
This record is considered a con dential educational record subject to provisions of applicable state and federal laws, and is available only to
authorized personnel.
The student record comprises the following: the initial reporting document (see Reporting and Communicating), any correspondence with
the student initiated either by the student accused of a violation or by the Provost related to the incident, and any decisions by the Academic
Appeals Board. If the student is involved in multiple instances of academic dishonesty, the record shall contain all relevant information
pertaining to each violation as stated above.
Procedures Pertaining to Access and Use of Student Records
All requests to view a student record will be channeled directly to the Provost. The following are considered the only valid requests to view a
student record:
Student: A student has the right to view his/her own documentation related to a violation of the Academic Honesty Policy under
reasonable conditions identi ed by the Provost. The student may not remove the record from the Provost's o ce.
Institutional boards: A Benedictine University body vested with the duty of generating student recommendations for professional or
graduate education on behalf of the University as a whole, for academic honors, scholarships, or for a department thereof, may ask the
student to complete the Academic Honesty File Access form (appendix 2) to allow full access to the student's records.
Academic Appeals Board: The Academic Appeals Board may view a student's record as a part of its role in the appellate process as
de ned in this policy.
Faculty/Academic Staff: Benedictine University faculty and academic staff may view a student record in the Provost's O ce if the student
provides written consent. Under these circumstances, the student will be given the opportunity to complete the Academic Honesty File
Access form in appendix 2.
Maintenance of Records
The student record will be handled in a con dential manner and kept in a secure place in the Provost's O ce for a period of six years from
the student's last term of enrollment, after which time it will be destroyed pursuant to the University's procedure related to students'
permanent les.
Institutional Policies
Add/Drop and Withdraw Dates
For 8 week online courses (which begin on a Monday)
The last day of the end drop period – Thursday of the rst week of class
The last day to withdraw from a class – Sunday of the sixth week of class
FERPA Information
The Family Education Rights and Privacy Act also known as the Buckley Amendment, addresses the issue of student privacy. Although
there are many regulations that must be adhered to, FERPA permits some exibility with regard to how it is administered. Through the
enactment of FERPA in 1974, guidelines were established prohibiting institutions from releasing student information to anyone without
expressed written permission from the student. This means we cannot discuss student's schedules, grades or other speci c
information related to the student with spouses, family members or friends.
A student may provide for release of identi able, non-directory information to a third party by signing a "Con dential Release
Authorization" form. The form is available in Benedictine Central, the Academic Resource Center (ARC), or under forms in "Advising
Matters."
For more information regarding FERPA, please see http://www.ben.edu/compliance/ferpa-act.cfm
Incompletes: Policy and Procedures
An Incomplete (“I”) is a temporary grade which may be given by arrangement with the student and with approval of the instructor and
chair/program director when illness, necessary absence, or other reason beyond control of the student prevents completion of course
requirements by the end of the class. The “I” grade automatically converts to an “F” grade if the work is not completed and submitted to
the instructor. For fall Incompletes all work must be completed no later than the end of the spring term or the “I” grade automatically
converts to an “F” grade. For winter, spring, and summer Incompletes all work must be completed no later than the end of the fall term
or the “I” grade automatically converts to an “F” grade. An “I” grade is not calculated in the student’s grade point average and zero hours
are credited.
Late Assignments
Per University policy, assignments cannot be accepted by an instructor after the last day of the course. In the event of extenuating
circumstances, please see the information regarding the Incomplete Policies and Procedures.
Services for Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 prohibit discrimination against
individuals with disabilities by standing provision of reasonable accommodations to make programs and activities accessible to
quali ed individuals with disabilities.
If you have a documented learning, psychological or physical disability, you may be eligible for reasonable academic accommodations
or services. To request accommodations or services, please contact Michelle Schaefer in the Academic & Career Enrichment Center
214 Goodwin, (630) 829-6041. All students are expected to ful ll essential course requirements. The University will not waive any
essential skill or requirement of a course or degree program.
Title IX
Benedictine University prohibits sexual misconduct, consistent with Title IX of the Educational Amendments of 1972 and other
applicable state and federal laws. Faculty members are considered responsible employees under these statutes and are required to
report any incidents to the Title IX coordinator. If you have any questions contact the Title IX Coordinator. Additional information about
reporting sexual misconduct on campus and Title IX can be found at www.ben.edu/compliance/title-ix.cfm
University Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university. Benedictine University pursues these
missions in an environment guided by our Roman Catholic tradition and our Benedictine Heritage.

Syllabus MPH 6005 Environmental Health

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1/11/2021 Syllabus - MPH 6005 Environmental Health

Syllabus - MPH 6005 Environmental Health

Site: Benedictine University Engage Printed by: Muhammad Malim

Syllabus - MPH 6005 Environmental Health

Course Description and Objectives

Assignments Mapped to Competencies and Learning Objectives

Text and Resources

The Benedictine Hallmarks

Academic Honesty Policy

Course Description and Objectives

MPH Competency Bloom Level

Course Objective Bloom

1. Conduct research on environmental health and emergency preparedness topics. Application

Assignments Mapped to Competencies and Learning Objectives

MPH Competency Assessments Bloom’s Level

Course Objectives Assessments Bloom's Level

4. Analyze, select and

Text and Resources

Required Text and Resources:

Title: Essentials of Environmental Health

Author: Friis, Robert

Publisher: Jones & Bartlett Learning

Edition/Year: Third Edition/2019

The Benedictine Hallmarks

The ten hallmarks are as follows:

1. Love of Christ and Neighbor

Inappropriate Online Usage

1. Avoid " aming" - aming is sending offensive, insulting or criticizing messages.

Con dentiality and Privacy

For more information please review Netiquette by Virginia Shea

Week Title Assignments

Resources for Discussion and Written Assignment

Natural and Human-Made Environmental Protection Agency (EPA), Emergency Management

Week 1 Discussion - Population Growth and Human/Environmental Impact

Week 1 Written Assignment - Week 1 Written Assignment - Overpopulation Mitigation for

Reading - Friis, Chapter 2

Week 2 Written Assignment - Hazard Identi cation and Risk Assessment

Week 3 Discussion - Control and Prevention of Diseases

Week 3 Written Assignment - Pesticides and Other Organic Chemicals

Reading - Friis, Chapter 8

Week 4 Discussion - Radiation and Its Impacts Upon Public Health

Week 4 Written Assignment - Radiation and the Community Impact

Week 5 Discussion - Monitoring Indoor Air and Health

Week 5 Written Assignment - Air Quality Interventions

Week 6 Discussion - Global Warming and Food Contamination

Week 6 Written Assignment - Food Borne Illness and Your Community

Reading - Friis, Chapter 9 and Chapter 12

Week 7 Discussion - Protecting Water Supplies

Week 7 Written Assignment - Drinking Water Shortage and Contamination

Benedictine Student Survey

Reading - Friis, Chapter 4

Week 8 Written Assignment 1 - MPH Competencies Re ection Paper

Week 8 Written Assignment 2 - Proposed Environmental Policy

Benedictine Student Survey

Grades will be based on a total of 250 points.

Discussion Assignments (80 points)

Discussion Assignments Points

Week 1 Discussion - Population Growth and Human/Environmental Impact 10

Week 2 Discussion - Public Health, Research, and Environmental Health Preparedness 10

Week 3 Discussion - Control and Prevention of Diseases 10

Week 4 Discussion - Radiation and Its Impacts Upon Public Health 10

Week 5 Discussion - Monitoring Indoor Air and Health 10

Week 6 Discussion - Global Warming and Food Contamination 10