Course Syllabus
Below is a syllabus template that includes WSU's required syllabus elements. Please complete all items highlighted in yellow.
Title of Course Global Health Interventions: Systems, Challenges, and Innovations
Prefix and Number CBH/PUBHLTH 420
Semester and Year [tbd]
Number of Credit Hours 3
Prerequisites Pubhlth 210
Course Details
Day and Time: [tbd]
Meeting Location: [tbd]
Instructor Contact Information
Instructor Name: Khairul Siddiqi, PhD & John Roll, PhD
Instructor Contact Information: [office location, phone, email] k.siddiqi@wsu.edu & johnroll@wsu.edu
Instructor Office Hours: [click here for best practices] [tbd]
TA Name: [tbd]
TA Contact Information: [office location, phone, email]: [tbd]
TA Office Hours: [click here for best practices] [tbd]
Course Description
This advanced course explores the systems, challenges, and innovations of global health interventions. Students will analyze intervention strategies in low- and middle-income countries (LMICs) across disease prevention, health system strengthening, humanitarian emergencies, and global equity. Emphasis is placed on real-world case studies, policy evaluation, systems thinking, and interdisciplinary innovations. The course is suitable for upper-division undergraduates and graduate students interested in careers in global public health, medicine, policy, or development.
Course Materials
Books:
- Skolnik, R. (2021). Global Health 101 (5th ed.). Jones & Bartlett Learning.
- Farmer, P., Kim, J. Y., Kleinman, A., & Basilico, M. (Eds.). (2013). Reimagining Global Health: An Introduction. University of California Press.
Other Materials:
Additional journal articles and case studies will be provided through Canvas.
Fees: None
|
Course Learning Outcomes (students will be able to:) |
Activities Supporting the Learning Outcomes | Assessment of the Learning Outcomes |
|---|---|---|
| Describe the structure, organization, and challenges of health systems in global contexts, particularly in LMICs | Weeks 1-16 | Exams, quizzes, assignments, discussion board participation, intervention proposal and presentation, live class participation |
|
Analyze the social, political, economic, and environmental determinants of health and their impact on intervention success. |
Weeks 1-16 | Exams, quizzes, assignments, discussion board participation, intervention proposal and presentation, live class participation |
|
Critically evaluate the effectiveness, scalability, and sustainability of health interventions. |
Weeks 1-16 |
Exams, quizzes, assignments, discussion board participation, intervention proposal and presentation, live class participation |
| Evaluate the role of implementation science in translating evidence-based interventions into effective programs. |
Weeks 1-16 |
Exams, quizzes, assignments, discussion board participation, intervention proposal and presentation, live class participation |
|
Critically assess case studies of global health interventions, identifying successes, failures, and barriers to scale-up. |
Weeks 1-16 |
Exams, quizzes, assignments, discussion board participation, intervention proposal and presentation, live class participation |
| Design a culturally responsive global health intervention proposal, incorporating stakeholder perspectives and innovative strategies. |
Weeks 1-16 |
Exams, quizzes, assignments, discussion board participation, intervention proposal and presentation, live class participation |
| Discuss the ethical, social, and cultural considerations in global health program design and delivery. |
Weeks 1-16 |
Exams, quizzes, assignments, discussion board participation, intervention proposal and presentation, live class participation |
|
Week |
Topic |
Chapter Reading |
Assignments |
|
1 |
Introduction to Global Health Systems & Interventions |
Skolnik, Ch. 1; Farmer et al., Ch. 1 |
Download and Read Syllabus Pre-course evaluation Introduction to Discussion Board |
|
2 |
Health Systems and Global Health |
Skolnik, Ch. 5; WHO (2010) |
Complete Online Quiz #1 Group Discussion & Reflection#1 |
|
3 |
Global Pandemics & Emergency Response |
Skolnik, Ch. 16 |
Complete Take Home Assignment #1
|
|
4 |
Vertical vs. Horizontal Programming
|
Skolnik, Ch. 10; Farmer et al., Ch. 7 |
Complete Online Quiz #2 Group Discussion & Reflection#2 |
|
5 |
Culturally Sensitive Intervention Design
|
Farmer et al., Ch. 6
|
Complete Online Quiz #3 Group Discussion & Reflection #3 |
|
6 |
Monitoring and Evaluation (M&E) of Interventions |
Skolnik, Ch. 11 |
Group Discussion & Reflection #4 |
|
7 |
Ethics and Equity in Global Health |
Farmer et al., Ch. 12 |
Preparation for Mid |
|
8 |
MID-SEMESTER EXAMINATION
|
|
Complete Mid-Semester Examination Examination Review |
|
9
|
Infectious Disease Interventions |
Skolnik, Ch. 13 Articles
|
Complete Take Home Assignment #2 Group Discussion & Reflection#5 |
|
10 |
Noncommunicable Diseases (NCDs) and Global Health |
Skolnik, Ch. 14
|
Complete Online Quiz #4 Group Discussion & Reflection#6 |
|
11 |
Maternal and Child Health Interventions |
Skolnik, Ch. 10, 11
|
Complete Online Quiz #5 |
|
12 |
Global Health Financing and Program Sustainability |
Skolnik, Ch. 17 Articles |
Group Discussion & Reflection#7 |
|
13 |
Climate Change and Global Health Resilience |
Skolnik, Ch. 16 |
Complete Online Quiz #6 Group Discussion & Reflection#8 |
|
14 |
Innovations in Global Health 1: Health Information Technology and Policy
|
Skolnik, Ch. 11 |
Complete Take Home Assignment #3
|
|
15 |
Innovations in Global Health 2: Community-led models |
Articles |
Complete Online Quiz #7
Group Discussion & Reflection#9 |
|
16 |
Proposal Presentation |
- |
Group Discussion & Reflection#10
|
|
17 |
FINAL EXAMINATION & REVIEW |
- |
- |
Expectations for Student Effort
For every hour of in-class instruction, or equivalent online instruction, students should expect at least 2-3 hours of outside class course preparation in the form of reading, course assignments, and review of previous materials.
Grading [add more lines if necessary]
| Type of Assignment (tests, papers, etc) | Points | Percent of Overall Grade |
|---|---|---|
| Examinations | 200 | 40% |
| Online quizzes | 70 | 14% |
| Live class participation | 20 | 4% |
| Discussion board participation | 50 | 10% |
| Out of class assignments | 60 | 12% |
| Intervention proposal and presentation | 100 | 20% |
| Grade | Percent | Grade | Percent |
|---|---|---|---|
| A | ≥ 90% | C | 70% – 89% |
| A- | C- | ||
| B+ | D+ | ||
| B | 80% – 89% | D | 60% – 69% |
| B- | F | ||
| C+ | < 60% |
Standard rounding procedures will be applied to the percentages in order to calculate grades
Attendance and Make-Up Policy
Attendance and engaged participation will be considered in the final grade.
Late assignments will NOT be accepted unless approved by the course instructor prior to the due date. In emergencies, where prior notice of absence is given to the instructor, make-up assignments and/or exams may be given. There is no guarantee, nor should students expect, that a make-up assignment or exam would be granted, nor is it equivalent to a scheduled exam in terms of difficulty. Extreme emergency situations that result in no prior notice of absence will be dealt with at the instructor’s discretion.
Academic Integrity Statement
You are responsible for reading WSU's Academic Integrity Policy, which is based on Washington State law. If you cheat in your work in this class you will:
Academic integrity is a serious matter, and any deviations from appropriate behavior will be dealt with strongly. At the discretion of the professor, situations may be dealt with as a scholastic or disciplinary matter.
As a scholastic matter, the professor has the discretion to determine appropriate penalties for the student’s workload or grade, but the situation may be resolved without involving many individuals. An alternative is to treat the situation as a disciplinary matter, which can result in suspension from the University, or have lesser penalties. Be aware that I view this as a very serious matter and will have little tolerance of or sympathy for questionable practices. A student who attempts to obtain credit for work that is not their own (whether that be on a paper, quiz, homework assignment, exam, etc.) will likely receive a failing grade for that item of work, and at the professor’s discretion, may also receive a failing grade in the course.
Plagiarism includes (a) copying and pasting information from a web site or another source, and then revising it so it sounds like your original idea, (b) doing an assignment/essay/take home test with a friend and then handing in separate assignments that contain the same ideas, language, phrases, etc., (c) Quoting a passage without quotation marks or citations, so it looks like your own, (d) paraphrasing a passage without citing it, so it looks like your own, and (e) hiring another person to do your work for you, or purchasing a paper through any of the on- or off-line sources. Plagiarism also includes self-plagiarism, which means the repeated submission of all or part of work that you have previously submitted elsewhere.
You are responsible for reading WSU’s Academic Integrity Policy, which is based on Washington State law. If you cheat, in your work in this class, you will:
- Be reported to the Center for Community Standards
- Have the right to appeal my decision
- Not be able to drop the course of withdraw from the course until the appeals process is finished
If you want to ask for a change in my decision about academic integrity, use the form at the Center for Community Standards website. You must submit this request within 21 days of the decision.
-Be reported to the Center for Community Standards
-Have the right to appeal my decision
-Not be able to drop the course of withdraw from the course until the appeals process is finished
If you have any questions about what you can and cannot do in this course, ask me.
If you want to ask for a change in my decision about academic integrity, use the form at the Center for Community Standards website. You must submit this request within 21 calendar days of the decision.