Unit 3: Vulnerable Populations and Health Disparities

Learning Goals | Unit Topics | Suggested Readings | In- and Out-of-class Assignments

The third unit, Vulnerable Populations and Health Disparities, emphasizes a diversity of populations, their environments, and associated health issues. This unit allows students to understand the historical, socioeconomic and cultural dimensions of these groups, to speak persuasively about their human dimension, and to care about particular issues related to the natural and built environment from which to craft health prevention and intervention approaches. Three weeks are devoted to teaching this unit.

Learning Goals

Human Dimensions. Learn about oneself and the context in which others operate to better integrate that understanding when evaluating differing built environments, socioeconomic positions, social and cultural backgrounds, and health status.

Caring. Adopt new feelings, interests or values based on issues addressed throughout the semester.

Unit Topics

Vulnerable Populations (the poor, children, women, the elderly, the disabled, and minorities) and Health Disparities
Mental Health
Social Capital
Environmental Justice

Suggested Readings

Books (select chapters)
Frumkin H, Frank L, Jackson R. Urban sprawl and public health: designing, planning, and building for healthy communities. Washington DC: Island Press, 2004.

Kawachi I, Berkman LF. Neighborhoods and health. Oxford: Oxford University Press, 2003.

Morris M, Duncan R, Hannaford K, et al. Integrating planning and public health. Chicago: APA Planning Advisory Service, 2006.

Articles
Committee on Environmental Health, American Academy of Pediatrics. The Built Environment: Designing Communities to Promote Physical Activity in Children. Pediatrics 2009; 123:1591-1598.

Centers for Disease Control and Prevention. Blood lead levels in young children—United States and selected states, 1996–1999. Morbidity and Mortality Weekly Report 2000;49(50):1133-7.

Evans G. The built environment and mental health. J Urban Health 2003;80(4): 536-55.

International City/County Management Association. Active living for older adults: Management strategies for healthy and livable communities (2003) (E-43140).

Leyden KM. Social capital and the built environment: the importance of walkable neighborhoods. Am J Public Health 2003;93(9):1546 –51.
McMillan TE. Urban form and a child’s trip to school: the current literature and a model for future research. J Planning Literature 2005; 19(4):440 –56.

Martin M, Leonard M, Allen S, Botchwey N, Carney M. Commentary: Using Culturally Competent Strategies to Improve Traffic Safety in the Black Community. Annals of Emergency Medicine 2004;44(4): 414-418.

In- and Out-of-class Assignments

Debates
Newspaper op-ed article or radio perspective

	Unit 3: Vulnerable Populations and Health Disparities Learning Goals \| Unit Topics \| Suggested Readings \| In- and Out-of-class Assignments The third unit, Vulnerable Populations and Health Disparities, emphasizes a diversity of populations, their environments, and associated health issues. This unit allows students to understand the historical, socioeconomic and cultural dimensions of these groups, to speak persuasively about their human dimension, and to care about particular issues related to the natural and built environment from which to craft health prevention and intervention approaches. Three weeks are devoted to teaching this unit. Learning Goals Human Dimensions. Learn about oneself and the context in which others operate to better integrate that understanding when evaluating differing built environments, socioeconomic positions, social and cultural backgrounds, and health status. Caring. Adopt new feelings, interests or values based on issues addressed throughout the semester. Unit Topics Vulnerable Populations (the poor, children, women, the elderly, the disabled, and minorities) and Health Disparities Mental Health Social Capital Environmental Justice Suggested Readings Books (select chapters) Frumkin H, Frank L, Jackson R. Urban sprawl and public health: designing, planning, and building for healthy communities. Washington DC: Island Press, 2004. Kawachi I, Berkman LF. Neighborhoods and health. Oxford: Oxford University Press, 2003. Morris M, Duncan R, Hannaford K, et al. Integrating planning and public health. Chicago: APA Planning Advisory Service, 2006. Articles Committee on Environmental Health, American Academy of Pediatrics. The Built Environment: Designing Communities to Promote Physical Activity in Children. Pediatrics 2009; 123:1591-1598. Centers for Disease Control and Prevention. Blood lead levels in young children—United States and selected states, 1996–1999. Morbidity and Mortality Weekly Report 2000;49(50):1133-7. Evans G. The built environment and mental health. J Urban Health 2003;80(4): 536-55. International City/County Management Association. Active living for older adults: Management strategies for healthy and livable communities (2003) (E-43140). Leyden KM. Social capital and the built environment: the importance of walkable neighborhoods. Am J Public Health 2003;93(9):1546 –51. McMillan TE. Urban form and a child’s trip to school: the current literature and a model for future research. J Planning Literature 2005; 19(4):440 –56. Martin M, Leonard M, Allen S, Botchwey N, Carney M. Commentary: Using Culturally Competent Strategies to Improve Traffic Safety in the Black Community. Annals of Emergency Medicine 2004;44(4): 414-418. In- and Out-of-class Assignments Debates Newspaper op-ed article or radio perspective	Welcome Course Introduction & Design Unit 1: Planning and Public Health Foundations Unit 2: Natural and Built Environments Unit 3: Vulnerable Populations and Health Disparities Unit 4: Health Policy and Global Impacts Final Learning and Reflection Course Offerings + Joint Degree Programs Readings Course Assignments Additional Resources Curriculum News + Comments Contact
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Built Environment + Public Health : Course Curriculum