SPH Online Course Syllabus

v.1 (Sunday, January 4, 2015)

¹ Adopted from University of Florida Netiquette Guide for Online Courses Page 1 of 18

HMAP 6320 – Leadership for Public Health

Course Syllabus

Spring 2015 – January – March 6, 2015

ON-LINE COURSE

COURSE INSTRUCTOR

William Garner, DrPH MPH

Office hours: By appointment only (via Skype)

Telephone: (817) 437-0543

E-mail: william.garner2@unthsc.edu

CREDIT HOURS: 3

CLASS WEBSITE: http://unthsc.instructure.com/

MISSION OF THE SCHOOL OF PUBLIC HEALTH

To advance public health knowledge through research, service, and education of professionals and scientists who

are dedicated to disease prevention, health promotion, and the achievement of efficiency, effectiveness and equity

in the delivery of health services while minimizing health disparities among populations.

COURSE DESCRIPTION

This course is a required course for the MPH professional option and other HMAP programs. The course will

provide an examination of three fundamental areas of leadership in public health: 1) leadership theory

distinguishing leaders from managers and strategies from tactics, 2) the role of the leader in the translation of

public health findings into legislation and 3) developing the skills to mobilize the community and resources.

ON-LINE COURSE OVERVIEW

This online classroom is in fact a classroom and certain behaviors are expected from you. Guidelines for online

behavior and interaction are known as netiquette. Netiquette guidelines for this course are explained in a later

section.

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COMPETENCIES, LEARNING OUTCOMES & ASSESSMENT METHODS

COMPETENCIES

This course will address the

following competencies:

LEARNING OUTCOMES

Students who successfully complete

this course will be able to:

ASSESSMENT METHODS

Leadership: The ability to create

and communicate a shared vision

for a positive future; inspire trust

and motivate others; and use

evidence-based strategies to

enhance essential public health

services.

Communicate an organization’s

mission, shared vision, and values to

stakeholders.

Prepare professional plans

incorporating lifelong learning,

mentoring, and continued career

progression strategies.

Create a shared vision.

Develop capacity-building strategies

at the individual, organizational, and

community levels.

Demonstrate a commitment to

personal and professional values.

Weekly Canvas Discussion Posts

Personal Leadership Assessment

Instruments

Personal Leadership Assessment

Midterm and Final Examinations

Communication: The ability to

assess and use communication

strategies across diverse

audiences to inform and influence

individual, organizational,

community, and policy actions.

Create informational and persuasive

communications

Weekly Canvas Discussion Posts

Personal Leadership Assessment

Presentation

Midterm and Final Examinations

Critical Analysis: The ability to

synthesize and apply evidence-

based research and theory from a

broad range of disciplines and

health-related data sources to

advance programs, policies, and

systems promoting population

health.

Synthesize information from

multiple sources for research and

practice.

Evaluate the performance and

impact of health programs, policies,

and systems.

Weekly Canvas Discussion Posts

Personal Leadership Assessment

Midterm and Final Examinations

Professionalism and Ethics: The

ability to identify and analyze an

ethical issue; balance the claims

of personal liberty with the

responsibility to protect and

improve the health of the

population; and act on the ethical

concepts of social justice and

human rights in public health

research and practice.

Manage potential conflicts of

interest encountered by

practitioners, researchers, and

organizations.

Weekly Canvas Discussion Posts

Personal Leadership Assessment

Midterm and Final Examinations

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REQUIRED TEXTBOOKS

Rowitz, L. (2014). Public health leadership: putting principles into practice. (3rd

ed.). Sudbury, MA: Jones &

Bartlett Learning, Print: ISBN-13: 978-1-284-02173-8; eText ISBN-13: 978-1-284-03137-9

You may purchase the eTextbook Digital version of the textbook from CourseSmart by clicking here. You may

also locate the print book or the eText by its ISBN number wherever books are sold, including websites like

Amazon.com.

ON-LINE COURSE TECHNOLOGY REQUIRED AND TECHNICAL SKILLS EXPECTED

Technology Required

This course is delivered entirely online in Canvas, the Learning Management System implemented at the UNT

Health Science Center. Given the technical nature of online courses, you should make certain requirements are

met. You should access Canvas through http://web.unthsc.edu/canvas to conduct a browser compatibility check

and ensure that you will have access to complete functions of the system. If you use multiple computers, you will

need to perform this check for each computer or smart device you use.

Technical problems are common with online course, but technical difficulties will not be an acceptable excuse for

late or missed work. Therefore, you should be sure you have the following:

Easy and reliable internet access.

Adequate computer system.

Reliable access to Microsoft Office (Word and PowerPoint).

Correctly set cache settings.

A computer microphone.

A working email address that you check regularly.

Technical Skills Expected

An online course can be both challenging and exciting, especially since this course will move at a faster pace than

in-person classroom sections. To succeed in this course, students are expected to have proficient technical skills.

You will need to be able to

Draft documents with Microsoft Word.

Create presentations with Microsoft PowerPoint.

Navigate Canvas, the Internet and YouTube.

ON-LINE COURSE DELIVERY, REQUIREMENTS & ASSIGNMENTS

Course Delivery

This course is delivered entirely online in Canvas, the Learning Management System implemented at the UNT

Health Science Center. Students should access Canvas through http://web.unthsc.edu/canvas to conduct a browser

compatibility check and ensure that you will have access to complete functions of the system.

Class Requirements

This course is divided into 9 modules: one (1) introduction module and eight (8) instruction modules. Each

module represents a portion of the workload for the course and contains quizzes, weekly discussion posts, video

presentations, and supplemental material. The introduction module will introduce students to the course and the

instructor. The instruction modules represent the in-class portion of the course and are designed to approximate

the collective time spent in a traditional classroom for a 3-semester hour course, approximately 45 contact hours.

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Outside of Canvas, students are expected to remain current on course reading requirements (actively and critically

read the textbook and supplementary reading material) and complete all class assignments (which must be

uploaded to Canvas).

Class Assignments

Modules. Each module begins at 12:00 (midnight) on Monday morning and ends at 11:59 p.m. on Sunday

evening. Students should set aside approximately 6 hours each week to complete the module. The topic of each

week’s module is provided in the Course Schedule section of the syllabus. Through the modules, students are

expected demonstrate mastery of assignment course content by passing quizzes and posting comments to

discussion posts. Students who do not complete the module by the weekly deadline will be dropped from the

course for lack of participation.

Reading Quizzes. Each student will complete quizzes as part of the weekly modules. The objective of this activity

is to evaluate whether you have become well acquainted with the contents of the assigned reading. Each quiz will

address questions specific to the assigned activity for the week. Quizzes are generally 10 multiple choice

questions and should take 15 minutes to complete. Reading Quizzes account for 16 percent of the course grade.

Learning Applications. Each student will complete learning applications as part of the weekly modules. The

objective of this activity is to give students the opportunity to apply key concepts from the week’s reading and

other course activities. Each learning activity is specific to the assigned activity for the week. Learning activities

should take 30-60 minutes to complete. Learning Applications account for 16 percent of the course grade.

Discussion Posts. Each student will comment on at least one discussion post as part of the weekly modules.

Discussion post comments must meet the “high quality” standard for this course. This means that comments must

be 100-200 words, reflect the learning goals of the course and demonstrate a clear, in-depth understanding of the

subject matter. Comments will be assigned a grade for originality and constructiveness based on the following

rubric. Comments to the discussion posts within the modules account for 8 percent of the course grade.

Discussion Board Grading Rubric

Points Skills

5

Demonstrates mastery of key concepts; constructively critiques work of others in a manner that

stimulates discussion; provides ample citations for support of opinions; readily offers new

interpretations of discussion material. Ideas are expressed clearly, concisely; uses appropriate

vocabulary. Exceeds standards in terms of quality and quantity of comments by posting more than

1 “high quality” comment to 2 or more students.

4

Demonstrates sufficient grasp of key concepts; critiques work of others, offering a divergent

viewpoint or challenge; shows sufficient skill in support for opinions. Some sufficient organization

with expression.

2

Shows evidence of understanding most major concepts; will offer an occasional divergent

viewpoint or challenge; shows some skill in support for opinions. Some signs of disorganization

with expression; transition wording may be faulty.

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1

Has mostly shallow grasp of the material; rarely takes a stand on issues; offers inadequate levels of

support. Poor language use garbles much of the message; only an occasional idea surfaces clearly;

expression seems disjointed; overuse of the simple sentence and a redundancy with words and

commentary; paragraphs often appear unrelated to each other. This student requires constant

prompting for contributions.

0

No posting.

Personal Leadership Assessment. Each student will prepare a written report of 1,000 – 1,500 words

approximately 4-5 pages (double-spaced, 12 point font, one inch margins) in length describing his or her

leadership style and skills based on the assessments that will be completed and knowledge gained from class

readings and discussion. This report will be based on the leadership assessment assigned during the Week 1. This

element accounts for 20 percent of the course grade. Due Sunday, February 1 by 11:59 p.m. (Central).

Midterm Examination. Each student will take a midterm examination that will cover materials from the course,

primarily the assigned reading in Rowitz’s Public Health Leadership: Putting Principles into Practice. Students

will have up to 90 minutes to answer 5 randomly selected short essay questions from Weeks 1-4. Once you open

the exam, you must complete it on the first attempt. Students will only have one attempt. This element accounts

for 20 percent of the course grade. Due Sunday, February 8 by 11:59 p.m. (Central).

Final Examination. Each student will take a final examination that will cover materials from the course, primarily

the assigned reading in Rowitz’s Public Health Leadership: Putting Principles into Practice. Students will have up

to 180 minutes to answer 10 randomly selected short essay questions (3 questions from Weeks 1-4 and 7

questions from Weeks 5-8). Once you open the exam, you must complete it on the first attempt. Students will

only have one attempt. This element accounts for 20 percent of the course grade. Due Sunday, March 6 by

11:59 p.m. (Central).

ON-LINE COMMUNICATION AND FEEDBACK

Students can expect to receive a graded response to assignments within one week of the deadline. If students have

questions about anything in the course, students may post questions in the Q&A discussion board on Canvas. The

discussion boards will be checked every day and a response will be posted to all questions within 48 hours.

Responses to e-mailed questions will be answered within 48 hours.

If you have a question or concern that you would prefer not to be seen by others, you may e-mail the instructor at

william.garner2@unthsc.edu.

SPH ACADEMIC REQUIREMENTS

The School of Public Health supports initiatives that foster students’ academic progress. Specifically, the SPH has

launched efforts that facilitate mastery of program competencies, while ensuring academic integrity. To that end,

the school requires that students submit appropriate written papers to Turnitin (an evaluative software service not

affiliated with UNTHSC) to receive feedback on originality of student’s work. The use of this tool is designed to

be a formative process, allowing students to gain/improve experience in writing skills and proper referencing. An

additional goal allows students to evaluate and synthesize concepts covered in the course that need to be reflected

within the written paper.

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To facilitate the submission process, the instructor has set up the required written assignments in Turnitin which

can be accessed through Canvas. This allows students to submit written assignments and obtain originality

reports. The course written assignment set up in Turnitin will allow the Instructor to monitor submissions for all

required assignments and view results. Students should go to course Canvas webpage to submit assignments.

Specific Assignments for this Course:

Required Assignments

to be submitted to Turnitin Deadline Similarity Index Score Allowed

Learning Application -

Leadership/Personality Assessments

Sunday, January 18

by 11:59 p.m. (Central). Less than or Equal to 10%

Personal Leadership Assessment Sunday, February 1

by 11:59 p.m. (Central). Less than or Equal to 10%

ACADEMIC PERFORMANCE EXPECTATIONS

Students are required to be an active participant in this course which includes participating in all assigned

course activities and assignments.

Students are expected to complete all assignments by their assigned due date. Partial or no credit will be

given for work completed after the due date, at the discretion of the instructor.

Students will be held accountable for all material assigned/covered in the course.

Students will be expected to effectively participate as a member of a discussion team.

ON-LINE ATTENDANCE & PARTICIPATION EXPECTATIONS

Classes follow a structured, week by week format. Each week begins at 12:00 (midnight) on Monday morning

and ends at 11:59 p.m. on Sunday evening. There are eight weeks in the class. Students are expected to

participate, electronically, on multiple occasions each and every week. Students may not skip a week or plan to

“catch-up” on previous week activities.

Each week students are required to communicate with instructors and classmates using various forms of

technology and communication, such as email and discussion boards. Students should spend a minimum of 6

hours per class each week to complete course activities. This time can be whenever it is convenient since all of the

online classes are conducted in an asynchronous environment. This means there are no particular times set for

responses and submissions but there will be weekly deadlines.

Should a student need to miss scheduled class activities for any reason, it is expected that he/she inform the

course instructor – by phone, email or in person – prior to the due date of the activity or assignment (only

emergency situations will be exempt from this expectation). Details regarding attendance policies are outlined in

the UNTHSC Catalog: http://catalog.unthsc.edu/content.php?catoid=2&navoid=111. Late work is not accepted

unless it has been approved in advance by the instructor. An instructor may request the Registrar to drop a

student from a course for lack of participation.

PROFESSIONAL BEHAVIOR EXPECTATIONS – NETIQUETTE GUIDELINES¹

Certain behaviors are expected when you communicate with both your peers and instructors. The

following netiquette guidelines are required for this course:

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Treat instructor with respect, even in e-mail or in any other online communication

Always use your professors’ proper title: Dr. or Prof., or if you in doubt use Mr. or Ms.

Unless specifically invited, don’t refer to them by first name

Use clear and concise language

All graduate level communication should have correct spelling and grammar

Avoid slang terms and texting abbreviations (such as “u” instead of “you”)

Be cautious when using humor or sarcasm as tone is sometimes lost in an email or discussion post and

your message might be taken seriously or offensive

Use standard fonts and avoid using caps lock feature as it can be interpreted as yelling

Limit and possibly avoid use of emoticons like

Be careful with personal information

Discussion Board Netiquette

Make posts that are on topic and within the scope of course material

Take your posts seriously and review and edit your posts before sending

Always give proper credit when referencing or quoting another source

Be sure to read all messages in a thread before replying

Do not repeat someone else’s post without adding something of your own to it

Avoid short, generic replies such as “I agree”, you should include why you agree or add to the discussion

When you disagree with someone, you should express your differing opinion in a respectful, non-critical

way

Do not make personal or insulting remarks

Be open- minded

E-mail Netiquette

Use a descriptive subject line

Avoid attachments unless you are sure your recipients can open them

Avoid HTML in favor of plain text

Sign your message with your name and return e-mail address

Students attending Brigham Young University-Idaho created two videos that explain discussion board

basics and netiquette.

Byuicurdev. (2012, June 12). Discussion board netiquette. [Video file]. Retrieved from

http://www.youtube.com/watch?v=DwdqQjCfWSc

Byuicurdev. (2012, May 10). Discussion board basics. [Video file]. Retrieved from

http://www.youtube.com/watch?v=jvLs96eQ2Gc

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ASSESSMENT AND GRADING POLICY

Course grades will be based on the course director’s/instructor’s evaluation of each student’s or group’s

performance on the required components of the course according to the following scale:

Assessment

Total Course Points 100 percent

Reading Quizzes 8 percent

Discussion Posts 16 percent

Learning Applications 16 percent

Personal Leadership Assessment 20 percent

Midterm Examination 20 percent

Final Examination 20 percent

Grading Policy

All academic grades will appear on student's official UNTHSC transcript as follows:

A 4 grade points for each semester credit hour (90-100)

B 3 grade points for each semester credit hour (80-89)

C 2 grade points for each semester credit hour (70-79)

F 0 grade points for each semester credit hour (69 and below)

WF Withdraw Failing; 0 grade points

Designations and other symbols that do not earn grade points and are not used for the calculation of grade point

averages are as follows:

P/NP Pass/No Pass

S/U Satisfactory/Unsatisfactory

W Withdrawal

I Incomplete

PR In Progress

Z Grade not recorded

*INCOMPLETE (I) grade will only be given in accordance with the policies outlined in the UNTHSC Catalog

http://catalog.unthsc.edu/content.php?catoid=2&navoid=111.

GRADE CHALLENGE: Should a student challenge a specific grade, the challenge should be made

directly to the instructor and follow the grade appeal policies and procedures outlined in the UNTHSC Catalog

http://catalog.unthsc.edu/content.php?catoid=2&navoid=111.

SPH ACADEMIC STANDING: Students are expected to achieve good academic standing, which requires a

cumulative GPA of 3.0 or better. (SPH Academic Policy – Adopted Spring Semester 2010).

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COURSE WITHDRAWAL PROCEDURE

It is the student’s responsibility to be familiar with all policies and procedures – and to adhere to all policy

deadlines – of the School of Public Health and the UNT Health Science Center as stated in the institution’s

Student Catalog and the Student Handbook.

The University of North Texas Health Science Center Student Catalog can be reference at the following website:

http://www.hsc.unt.edu/education/sph/sph_catalog.cfm.

The Student Policy Handbook can be referenced at the following website:

http://web.unthsc.edu/Departments/StudentAffairs/StudentPolicyHandbook/.

Withdrawal Procedures

Withdrawal from a course is a formal procedure that must be initiated by the student.

The student shall consult with the course director and their Academic Advisor prior to withdrawing from

a course.

A student who stops attending class and does not go through the procedure to formally withdraw from the

course by the defined deadline will receive a failing grade.

Course Withdrawal Limit

Students may withdraw from a maximum of six (6) courses throughout the completion of their degree

requirements. (SPH Academic Policy – Adopted Spring Semester 2010).

Repeating Courses

Students must repeat a required course if a grade of F is received. Students are not obligated to repeat a course if a

grade of F is obtained in an elective. Students may repeat any course twice (maximum enrollment of 3 times). The

best grade obtained will be used in the calculation of the GPA. If a grade of "W" (withdrawal) is recorded on the

student's transcript, this is considered one of the three allowable attempts at successfully completing the course.

(SPH Academic Policy – Updated Spring Semester 2010).

ACADEMIC ASSISTANCE

The Course Directors, Instructors and Academic Advisors are available for email, telephonic and personal

interactions with students. Students are encouraged to make appointments when they are experiencing difficulty

with completing course requirements.

In addition, academic assistance is available through the UNTHSC Center for Academic Performance (CAP).

CAP provides academic counseling, learning and study strategy assessments, writing support, tutoring, and

workshops on time management, test-taking skills, paper formatting, learning styles and strengths-based learning.

All services are available to School of Public Health students at no charge. To schedule an appointment with

CAP, call (817) 735-2505 or visit http://web.unthsc.edu/Departments/StudentAffairs/CAP/.

ACADEMIC INTEGRITY PROGRAM

The School of Public Health supports an environment that promotes professional and ethical behavior while

achieving academic growth and individual self-discipline. Each student within the School of Public Health, upon

matriculation, shall have signed an Academic Integrity Agreement that articulates the following:

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It is understood that it is the student’s responsibility to become familiar with all policies related to

academic ethics and professional integrity within the School of Public Health and the University of North

Texas Health Science Center,

It is understood that it is the student’s responsibility as a part of his/her professional maturation to adhere

to the Student Code of Conduct and Discipline and other policies related to ethical behavior, and

The student promised to conduct himself/herself in a professional and ethical manner during all academic

pursuits within the School of Public Health at the University of North Texas Health Science Center.

Therefore, enrollment is considered implicit acceptance of the rules, regulations, and guidelines governing student

behavior at the University of North Texas Health Science Center.

School of Public Health faculty members are expected to report any infractions of these rules and regulations

governing student behavior to the University of North Texas Health Science Center’s Division of Student Affairs.

These infractions include actions of dishonesty, including but not limited to cheating, plagiarism and theft.

Possible sanctions for a violation of academic integrity include, but are not limited to, disciplinary probation,

suspension, and dismissal from the university.

The Student Code of Conduct and Discipline is posted at the following website:

http://web.unthsc.edu/info/200484/student_policy_handbook/370/the_code.

AMERICANS WITH DISABILITIES ACT

The University of North Texas Health Science Center does not discriminate on the basis of an individual’s

disability and complies with Section 504 and Public Law 101-336 (American with Disabilities Act) in its

admissions, accessibility, treatment and employment of individuals in its programs and activities.

The University of North Texas Health Science Center provides academic adjustments and auxiliary aids to

individuals with disabilities, as defined under the law, who are otherwise qualified to meet the institution’s

academic and employment requirements. For assistance contact Equal Employment Opportunity Office at the

health science center http://www.hsc.unt.edu/eeo/.

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COURSE SCHEDULE

The course syllabus is a guide for this class, but it is subject to change. Students will be informed of any change in

content or exam/assignment dates through the syllabus and on Canvas.

Week 0 – Getting Started (January 12-18)

Learning

Outcomes

By the end of this module, students will able to explain

how the course is organized, including schedule, modes of

communication and activities, assignments and

assessments.

Assessments:

Syllabus Quiz

Read Garner, W. (2014). Syllabus for HMAP 6320 Leadership for Public Health.

Instructure. (2013, June 23). Canvas student quickstart guide. Retrieved from

https://s3.amazonaws.com/tr-learncanvas/screensteps/pdf-

manuals/Canvas+Student+Quickstart+Guide.pdf

Watch

Byuicurdev. (2012, June 12). Discussion board netiquette. [Video file]. Retrieved from

http://www.youtube.com/watch?v=DwdqQjCfWSc

Byuicurdev. (2012, May 10). Discussion board basics. [Video file]. Retrieved from

http://www.youtube.com/watch?v=jvLs96eQ2Gc

Reflect 1. Introduce yourself to your instructor and classmates. In your introduction include what

you hope to learn from the course.

Participate

Due by 11:59

p.m. on

Sunday

Module, which includes a reading quiz, discussion post and learning application activity.

Week 1 – Leadership for Public Health (January 12-18)

Learning

Outcomes

By the end of this module, students will be able to define

management and leadership, explain the nature of

leadership in public health and distinguish the attributes of

leadership.

Assessments:

Discussion Post

Reading Quiz

Read Rowitz, Chapter 1, The Basics of Leadership

Kotter, J. P. (1990a). What leaders really do. Harvard Business Review, 68, 103-111.

Wright K. (2000). Competency development in public health leadership. American Journal

of Public Health, 90:1202–1207. Retrieved from

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1446322/pdf/10936996.pdf

Watch

Harvard Business Review. (2008, August 27). What is personal leadership brand? [Video

file]. Retrieved from http://www.youtube.com/watch?v=vtjWXzajQXw

Reflect 1. According to Rowitz, there are five essential skills of successful leaders. Which of these

skills have you mastered? Provide examples. Which of these skills are you seeking to

develop? Why? Provide examples.

2. Based on the Harvard Business Review video, what do you believe is your personal

leadership brand? Does your personal brand relate to the five essential skills of

successful leaders? If so, how? If not, why not? How does your personal leadership

brand deliver value to your stakeholders?

Participate

Due by 11:59

p.m. on

Sunday

Module, which includes a reading quiz, discussion post and learning application activity.

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Week 2 – Leadership Styles and the Interface between Management and Leadership (January 19-25)

Learning

Outcomes

By the end of this module, students will be able to

distinguish and explain styles of leadership and apply

these styles to their personal values, beliefs and ethics.

Assessments:

Discussion Post

Reading Quiz

Read Rowitz, Chapter 2, Leadership Styles and Practices

Rowitz, Chapter 3, The Interface Between Management and Leadership

Goleman, D. (1998). What makes a great leader. Harvard Business Review. 76(6):93-102.

Goleman, D., et al. (2001). Primal leadership: the hidden driver of great performance.

Harvard Business Review, 79(1): 42-51.

Lunnenburg, FC. (2011). Leadership versus Management: a key distinction at—least in

theory. International Journal of Management, Business and Administration, 14.

Pfeffer, J. (2010). Power Play. Harvard Business Review, 88(7/8), 84-92.

Watkins, M.D. (2012). How managers become leaders: the seven seismic shifts of

perspective and responsibility. Harvard Business Review, 90(6):64-72.

Zaleznik, A. (1997). Managers and leaders: are they different? Harvard Business Review, 55,

67-78.

Watch

Harvard Business Review. (2010, August 3). The crucial skill for tomorrow’s leaders.

[Video file]. Retrieved from http://www.youtube.com/watch?v=kb2PI0LaxGE

Dnasitka. (2008, September 5). Between the lines with Jim Kouzes, part 3. [Video file].

Retrieved from http://www.youtube.com/watch?v=wgTsLAAde2E

Mlabvideo. Jeffrey Pfeffer: How to Win Power and Influence People. [Video file]. Retrieved

from http://www.youtube.com/watch?v=JWjdQgRiG28

stanforbusiness. Power: Why Some People Have It and Others Don't. [Video file]. Retrieved

from http://www.youtube.com/watch?v=0eFln_mdXGY

JohnMaxwellCo. John Maxwell –The 5 Levels of Leadership. [Video file]. Retrieved from

http://www.youtube.com/watch?v=aPwXeg8ThWI

Reflect 1. What were your results from taking the Myers-Briggs Type Indicator? How do the

results of these assessments speak into your life? Describe a time when you have used

your strengths or ‘type’ to facilitate a leadership situation or process.

2. According to Kouzes and Posner, there are five most frequently mentioned leadership

traits. Which of these traits do you believe is most important? Why? Have you mastered

this trait? If so, how? Provide examples. If not, what are you doing to develop your

mastery of this trait?

3. What did your first few leadership experiences teach you about the art of influencing

others?

4. Discuss the importance of enthusiasm in leadership? Discuss if whether and how

enthusiasm relates to the five essential skills of successful leaders identified by Rowitz.

5. After entering the workforce, what was your first leadership position? How did you get

the position?

6. Why do leaders who never progress beyond Level 1 leadership experience high rates of

turnover of their teams?

7. How does a leader retain authority in situations where followers question his or her

suitability to lead?

8. What traits do you value in a leader? What negative qualities or behaviors would lead

you to disrespect a leader?

Participate

Due by 11:59

p.m. on

Sunday

Module, which includes a reading quiz, discussion post and learning application activity.

Also, include

Personal Leadership Assessment (PLA) Instruments

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Week 3 – The Leadership Wheel and The Five Levels of Leadership (January 26-February 1)

Learning

Outcomes

By the end of this module, students will be able to apply

the leadership wheel in organizational change and explain

where they operate on five levels of leadership.

Assessments:

Discussion Post

Reading Quiz

Read Leadership and Power. In Rowitz, Chapter 4, A Systems and Complexity Perspective (p. 67 )

Rowitz, Chapter 5, The Leadership Wheel and Organizational Change

Rowitz, Chapter 6, The Five Levels of Leadership

Goleman, D. & Boyatzis, R. (2008). Social intelligence and the biology of leadership.

Harvard Business Review, 86(9): 74-81.

Berwick. DM. (2013). The toxic politics of health care. Journal of the American Medical

Association. 310(18):1921-2.

Knight, EK. (2013). Shifting public health practice to advance health equity:

recommendations from experts and community leaders. Journal of Public Health

Management and Practice, PMID: 24002297.

Watch Harvard Public Health. (2013, December 5). The U.S. Healthcare Law Rollout: Where Do

We Stand? [Video file]. Retrieved from

http://www.youtube.com/watch?v=HTJq3Kwzeek

Reflect 1. Discuss what Rowitz means by the term “shared values agenda.” Are shared values

agendas achievable? If so, how? If not, what obstacles might impede them from

progressing?

2. What is your organization’s mission and vision? How does an organization’s mission

and vision differ? How are they similar?

3. According to Rowitz, there are ten principles of empowerment. Using these principles,

describe a situation where you were empowered. Compare and contrast that situation to

your current vocation. Do you feel more or less empowered? If so, why? If not, why

not? What role did communication play?

4. On which of the five levels of leadership are you most effective? Please explain.

Participate

Due by 11:59

p.m. on

Sunday

Module, which includes discussion questions, activities and quizzes.

Personal Leadership Assessment (PLA) Assignment.

SPH Online Course Syllabus

Page 14 of 18

Week 4 – Public Health Law and Ethics (February 2-8)

Learning

Outcomes

By the end of this module, students will module able to

explain how policies and laws are created to address

public health problems and apply policies and laws to a

public health problem.

Assessments:

Discussion Post

Reading Quiz

Read Rowitz, Chapter 11, Leadership and Policy Development

Rowitz, Chapter 12, Public Health Law and Ethics

Bustreo, F. & Hunt, P. The right to health is coming of age: evidence of impact and the

importance of leadership. Journal of Public Health Policy, 34(4): 574-9.

Bernheim, RG. C& Melnick, A. (2008). Principled leadership in public health: integrating

ethics into practice and management. Journal of Public Health Management and

Practice, 14(4): 358-66.

Watch

Harvard University. (2013, April 23). Kathleen Sebelius, U.S. Secretary of Health and

Human Services | The Forum at HSPH. [Video file]. Retrieved from

http://www.youtube.com/watch?v=o8jdqpnpfXM

Reflect 1. What leadership skills are required for developing policies?

2. In what way can politics influence policy development?

3. How do advocacy and collaboration contribute to empowerment?

4. Using the leadership exercise called the “30-second elevator speech,” in 70-80 words

write a persuasive, passionate and fact-based argument in favor of the Affordable Care

Act. Then, write a 70-80 word argument against the Affordable Care Act.

5. Based on the video, what did you learn about the Affordable Care Act? Does this change

your opinion of the law? If so, how? If not, why not?

6. During the video, Former Secretary Kathleen Sebelius spoke about principles that anchor

her? What are they? How do they compare to the principles which anchor you as a

leader?

Participate

Due by 11:59

p.m. on

Sunday

Module, which includes a reading quiz, discussion post and learning application activity.

Midterm Examination

SPH Online Course Syllabus

Page 15 of 18

Week 5 – Crisis Leadership (February 8-15)

Learning

Outcomes

By the end of this module, students will be able to explain

the complexities of leading crisis and design their own

crisis response to a public health scenario.

Assessments:

Discussion Post

Reading Quiz

Read Rowitz, Chapter 15, Traditional and Crisis Public Health Leaders

Rowitz, Chapter 16, The Social Capital Perspective

Deitchman, S. (2013). Enhancing crisis leadership in public health emergencies. Disaster

Medicine and Public Health Preparedness, 5, 534–540.

Lawton, L. (2013). Public health and crisis leadership in the 21st century. Perspectives in

Public Health, 3,144–145.

Ludwig, G. (2012). Crisis management. Rudy Giuliani advocates for managing things, not

people. JEMS: A Journal of Emergency Medical Services, 5,24.

Watch

Harvard University. (2012, March 28). Leading Health Crises Responses at the CDC -

Harvard School of Public Health. [Video file]. Retrieved from

http://www.youtube.com/watch?v=zLe5i1OByHs

Harvard Business Review. (2012, March 16). The 5 whys. [Video file]. Retrieved from

http://www.youtube.com/watch?v=JmrAkHafwHI

Reflect 1. Describe the crisis cycle. How does the crisis cycle fit Richard Besser’s comment about

H1N1 preparedness at the CDC?

2. Why are mitigation strategies important in a crisis situation? What are the 5 whys? How

could they be used in mitigation strategy development?

3. Apply the 5 whys to a business problem. Discuss whether and how the 5 whys helped

you and your stakeholders find better solutions to the problem.

4. How does Richard Besser come to believe that the CDC was an organization in need of

major change? Do you agree with this assessment? If so, why? If not, why not?

5. What is social capital? How do you build it? How do you use it?

6. Assess your social capital in professional endeavors. How do you use it? Do you need to

build it?

Participate

Due by 11:59

p.m. on

Sunday

Module, which includes a reading quiz, discussion post and learning application activity.

SPH Online Course Syllabus

Page 16 of 18

Week 6 – Communications and Cultural Competency (February 16-22)

Learning

Outcomes

By the end of this module, students will be able to explain

the role communicating, listening and responding in

leadership and design solutions to address cultural

diversity challenges.

Assessments:

Discussion Post

Reading Quiz

Read Rowitz, Chapter 18, Leadership and Communication

Rowitz, Chapter 23, Cultural Competency

Tannen, D. (1995). The power of talk: Who gets heard and why. Harvard Business Review,

36,138–148.

Dircksen, J., et al. Chicago department of public health: leadership and communications to

support accreditation. Journal of Public Health Management and Practice, 20(1): 85-6.

Keehan, C. (2013). Culturally competent care. Journal of healthcare management / American

College of Healthcare Executives, 4, 250–252.

Betancourt, J. R., et al. (2005). Cultural competence and health care disparities: key

perspectives and trends. Health Affairs (Project Hope), 24(2):499–505.

Watch

GlobalLKaminsky. (2012, November 12). Cultural competence: Navigating complexity in an

intercultural world. [Video file]. Retrieved from

http://www.youtube.com/watch?v=Gdr0PHqTE0o

Harvard Extension. (2013, February 27). How to overcome the fear of public speaking: 3

tips. [Video file]. Retrieved from http://www.youtube.com/w atch?v=_3fz0eiBGvA

hchds. (2013, December 3). Beyond the Right Thing to Do: The Legal Case for CLAS

Implementation. [Video file]. Retrieved from

http://www.youtube.com/watch?v=qFQ7gTQTJks

Gail Price-Wise. (2009, September 7). Cultural Competence: Managing Your Prejudices.

[Video file]. Retrieved from http://www.youtube.com/watch?v=E1MI_h0HIcw

Reflect 1. What are the barriers to successful communication? Have you personally overcome

them? If so, how? If not, why not?

2. What strategies might you use to increase your interpersonal communications skills?

3. What are the advantages and disadvantages written communication as opposed to oral

communications?

4. What is storytelling? Why is it important? What are the advantages of storytelling as a

communication strategy?

5. What is cultural competency? What are the steps that someone needs to go through to

reach cultural competency? How is cultural competency useful for dealing with cultural

diversity?

Participate

Due by 11:59

p.m. on

Sunday

Module, which includes a reading quiz, discussion post and learning application activity.

SPH Online Course Syllabus

Page 17 of 18

Week 7 – Planning and Decision Making (February 23-March 1)

Learning

Outcomes

By the end of this module, students will be able to design a

plan of action for decision-making and apply new tools for

decision-making.

Assessments:

Discussion Post

Reading Quiz

Read Rowitz, Chapter 20, Leadership and the Planning Process

Rowitz, Chapter 21, Leadership and Decision Making

Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78(2): 78-90.

Schoemaker, P. et al. (2013). Strategic leadership: the essential skills. Harvard Business

Review, 91(1-2):131-4, 147.

Tichy, N & Bennis, W. (2007). Making judgment calls. Harvard Business Review, October

94-102.

Lammers, JC & Pandita, V. (1997). Applying systems thinking to public health leadership.

Journal of Public Health Management and Practice, 3(4):39-49.

Watch

Harvard Public Health. (2013, December 18). Strategic leadership in a VUCA world:

Jonathan Woodson. [Video file]. Retrieved from

http://www.youtube.com/watch?v=72AzCY45fKU

Harvard Business Review. (2013, May 24). A.G. Lafley on strategy’s tough choices. [Video

file]. Retrieved from http://www.youtube.com/watch?v=7f_YaF5MW2g

Harvard Business Review. (2011, March 29). Zooming: how effective leaders adjust their

focus. [Video file]. Retrieved from http://www.youtube.com/watch?v=saNj6B0Vasw

Harvard Public Health. (2012, June 20). Health Leadership Around the World: Challenges

and Opportunities. [Video file]. Retrieved from

http://www.youtube.com/watch?v=VWetirhQcaE

Reflect 1. What is risk taking? Why is it such an important part of public health leadership? List

and give context of 3 instances when you took a risk during the past 12 months. What did

you learn for each experience?

2. How can “zooming” help mitigate “VUCA”?

3. What are some usual obstacles to successful negotiation? How can they be overcome?

4. Rosabeth Moss Kanter contends that asking “why” helps with strategic thinking and

decision-making? Do you agree? If so, why? If not, why not?

Participate

Due by 11:59

p.m. on

Sunday

Module, which includes a reading quiz, discussion post and learning application activity.

SPH Online Course Syllabus

Page 18 of 18

Week 8 – Challenge and Change (March 2-6)

Learning

Outcomes

By the end of this module, students will be able to explain

challenges facing public health leaders in the future and

design change strategies that can be used to address them.

Assessments:

Discussion Post

Reading Quiz

Read Rowitz, Chapters 24, Leadership and Change

Rowitz, Chapter 29, Leadership for the 21st Century

Alimo-Metcalfe, B. and Alban-Metcalfe, J. (2006). More (good) leaders for the public sector.

International Journal of Public Sector Management, 19(4): 293-315.

Day, M., et al. Time for heroes: public health leadership in the 21st century. Lancet,

380(9849): 1205-6.

Mukunda, G. (2012). Great leaders don’t need experience. Harvard Business Review, 90(10):

30-1.

Nowell, B. & Harrison, LM. Leading change through collaborative partnerships: a profile of

leadership and capacity among local public health leaders. Journal of Prevention &

Intervention Community, 39(1):19-34.

Oliver, KA. (2013). Leadership, facilitation, and relationships are key to countering the

waning influence of public health. British Medical Journal, 30: 347.

Watch

Harvard Business Review. (2012, October 23). Defuse difficult people. [Video file].

Retrieved from http://www.youtube.com/watch?v=QzXLfLjzNJE

Harvard Business Review. (2010, August 31). The biggest mistake a leader can make.

[Video file]. Retrieved from http://www.youtube.com/watch?v=iiorMUkqqDY

McKinsey & Company. (2012, March 8). Leadership challenges of the 21st century. [Video

file]. Retrieved from http://www.youtube.com/watch?v=c3l6X3ISkAE

Reflect 1. Describe the Musselwhite’s change styles? Which change style are you? How does this

change style hinder or help your resilience and adaptation?

2. Using D. Patrick Lenihan’s list of public health strategic challenges, in your opinion

what is the most urgent public health challenge? What strategies might public health

leaders use to meet some or all of these challenges?

3. What is the main challenge facing you as a public health leader? What is the worst

mistake you can make in addressing the challenge?

Participate

Due by 11:59

p.m. on

Sunday

Module, which includes a reading quiz, discussion post and learning application activity.

Final Examination