Guidelines for Portfolios
1. These are developed from the following components:
- Personal & Professional Development Plan (created in week 1 and looked back at the end)
- Glossary entries (averaging one entry/week) (guidelines)
- Annotations (two/week) (guidelines)
- Sketches of ways that the concepts, methods, and problems of that week might be applied to a research/policy question that you pursue through the semester (one page/week for weeks 2-13, posted a week later; see below)
2. Sketches: Use the broad guidelines to write something that shows that you are thinking about the week's concepts and how they apply (or do not) in some particular situation. Due by the next class. My comments will affirm what you have done and make suggestions for revision -- revision and resubmission
is a standard part of my courses -- and that's how we'll evolve expectations for your particular sketches. (See Example from a previous student
3. For the final portfolio assignment, identify 6-10 examples from the components in #1 that capture the process of development
of your work and thinking about the subject of the course (see course description below). These do not have to be simply your best products. Write a 1000-1500 word essay that explains your choices and discusses them in relation to the various aspects of the course description, insofar as it represents the goals of the course. (See Examples from previous students
Complete draft due Week 13, uploaded to blog for instructor and peer commentator; comments due by week 14. Final version due one week after last class, uploaded to the same place.
- Introduction to the concepts, methods, and problems involved in analyzing the biological and social influences on behaviors and diseases and in translating such analyses into population health policy and practice. Special attention given to social inequalities, changes over the life course, and heterogeneous pathways. Case studies and course projects are shaped to accommodate students with interests in diverse fields related to health and public policy. Students are assumed to have a statistical background, but the course emphasizes epidemiological literacy with a view to collaborating thoughtfully with specialists, not technical expertise.