Winter Semester, 2018 Page 1
Decolonizing Public Health
Proposed Syllabus
University of Michigan School of Public Health
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Organizing Team: Alexis Stanton, Jessica Milne, Madeline Higgins, Mai Nhia Vang
HBHE 699
April 2018
“I think the notion of dreaming in a time where we are told that it is foolish, futile
or not useful is one of the most revolutionary things we can do. To have our lives
determined by our dreams of a free world--instead of reactions to a state-imposed
reality--is one of the most powerful tools of decolonization.”
― Harsha Walia, Undoing Border Imperialism
Course Description: This suggested course syllabus is one of four deliverables to the
Health Behavior Health Education department inspired by a student organized, student
facilitated teach in which took place on March 30th, 2018 at the University of Michigan
School of Public Health. It is also inspired by a student-led course at the University of
California Berkeley titled Decolonizing Bodies in Public Health.
This syllabus was created to reflect the needs of our student body through data
from our comprehensive teach-in evaluation, as well as facilitators’ lesson plans and
required readings. We hope to build upon what others have done with U of M context in
mind- Some of these readings were written on this very campus. This syllabus is
intended to be a dynamic and flexible document that can be adapted to suit the evolving
needs of UM SPH. To advance the adaptability of this syllabus, it is equipped with
suggested discussion topics, options for further reading, and case studies. Future course
facilitators may add or change readings as they see fit.
Our goal is to continue to the conversation around decolonizing the field of public
health at UM SPH by transforming the curriculum to provide a holistic and foundational
understanding of the history of public health that will meet the needs and concerns of
students. This suggested syllabus is a first step toward decolonizing our curriculum,
which will be a lifelong process.
Winter Semester, 2018 Page 2
Course Format
This course syllabus is inspired by a similar course at UC-Berkeley, which is facilitated
by students. This course could be taught by PhD students, lecturers, or faculty members.
- Once per week, 3 hours, 3 credits
- No more than 30 students to facilitate class discussion
Within each week there are about 4-5 readings but I strongly recommend that the
instructor emphasizes one or two readings that they feel are the most applicable.
Course Materials
Textbook [Required]: Decolonizing Methodologies: Research and Indigenous Peoples,
second edition, was first published in 2012 by Zed Books Ltd, 7 Cynthia Street, London,
N1 9JF, UK and Room 400, 175 Fifth Avenue, New York, NY 10010, USA
ISBN: 978-1848139503
Recommended Readings and Other Resources
These are not required for the course but are recommended for future learning:
- Medical Apartheid: The Dark History of Medical Experimentation on Black
Americans from Colonial Times to the Present, by Harriet A. Washington
- The Ugly Scholar: Neocolonialism and Ethical Issues in International Research,
Rakowski, C.A. Am Soc (1993) 24: 69. https://doi.org/10.1007/BF02691920
- An Indigenous Peoples’ History of the United States by Roxanne Dunbar-Ortiz
- Reproductive Justice: An introduction, by Loretta Ross. Oakland, CA. University
of California Press.
- Alexander, M. (2012). The new Jim Crow: Mass incarceration in the age of
colorblindness. New York, NY: The New Press.
- Camp, J. T., & Heatherton, C. (Eds.). (2016). Policing the planet: Why the
policing crisis led to Black Lives Matter. Brooklyn, New York: Verso.
- Garcia, M.C. (2017). The Refugee Challenge in Post-Cold War America Oxford:
Oxford University Press.
- Chavez, L. R. (2013). Shadowed lives: Undocumented immigrants in American
Society (3rd ed.). Stamford, CT: Cenage Learning.
Other Resources
- Spiritof1848.org Spirit of 1848 is a network of professionals working within the
intersection of public health and social justice.
- https://publichealthawakened.com/ Public Health Awakened is a group of public
health professionals organizing for health, equity, and justice.
Winter Semester, 2018 Page 3
Grading
Reflections (4 total) 30%
Facilitate a Discussion 30%
Final Project 30%
Participation/Attendance 10%
Total 100%
Assignments
● Reflections: Throughout the semester, you may choose 4 weeks of your choice to
reflect on the weekly topic. These are meant for you to analytically reflect on the
readings or things discussed in class. How does this weekly topic relate to your
own public health research, teaching, practice, or other experiences?
○ Reflections should be submitted about 48 hours before class
○ 3 pages double spaced, size 12 font
● Facilitate a Discussion: Once during the semester, groups of 3-4 will lead a short
discussion on a topic of your choice. You can sign up for time slots via Canvas
early in the semester, and prepare materials to bring to facilitate discussion
(powerpoint, short video clip, poem, passage from an article, etc.)
- 25-30 minutes
● Final Project (Case Study): Present a case study of your own choosing that relates
to decolonizing public health.
- 15-20 minutes, including summary, solutions/conclusions, discussion questions
- You will need to set up one meeting with the instructor halfway through
the semester to talk through your case study ideas and receive feedback
Course Schedule
Week 1
Introduction to Course: What does Decolonizing Health mean to you?
- Establish ground rules for conversing & set the group dynamic
- What will we achieve throughout this course?
● Decolonizing Methodologies: Research and Indigenous Peoples, 2nd edition.
○ Chapter 1: Imperialism, History, Writing, & Theory
○ Chapter 2: Research through Imperial Eyes
● Shukla, Nikesh. (2015). Decolonise, Not Diversify. Retrieved from
https://mediadiversified.org/2015/12/30/is-diversity-is-only-for-white-people/
Winter Semester, 2018 Page 4
Week 2
Conceptualizing Health Inequities
● Krieger, Nancy. (2014) Discrimination and Health Inequities. International
Journal of Health Services, 44(4) 643-710, doi:10.2190/HS.44.4.b
● Geronimus, Arline, & Thompson, J. Phillip. (2004). To Denigrate, Ignore, or
Disrupt: Racial Inequity and the Impact of a Policy-induced Breakdown of
African American Communities. Du Bois Review, 1(2), 247-279.
Toward an Antiracist Public Health
● Ford, Chandra, Airhihenbuwa, Collins. (2010). Critical Race Theory, Race Equity,
and Public Health: Toward Antiracism Praxis. American Journal of Public
Health, 100(1).
Gender, Sexuality, Colonization.
● Tamale, Sylvia. Homosexuality is not un-African. Al Jazeera America.
http://america.aljazeera.com/opinions/2014/4/homosexuality-africamuseveniu
gandanigeriaethiopia.html
Week 3
Beauty Standards & Body Positivity
● Kaw, Eugenia. (1993). Medicalization of Racialized Features: Asian American
Women and Cosmetic Surgey. Medical Anthropology Quarterly, 7(1), 74-89.
● Julien, Nahomie. (2014). Skin Bleaching in South Africa: A Result of Colonialism
and Apartheid? Georgia State Honors College Undergraduate Research
Journal, 2.
● Puhl, Rebecca, & Heuer, Chelsea. (2010). Obesity Stigma: Important
Considerations for Public Health. American Journal of Public Health, 100(6).
● Bacon, Linda. The Fat Pedagogy Reader: Challenging Weight-Based Oppression
Through Critical Education: Chapter 4, Reflections on Thin Privilege and
Responsibility. Retrieved from:
https://lindabacon.org/wp-content/uploads/Bacon-et-al_dismantling-thin-privi
lege_fat-pedagogy-reader.pdf
● Bacon, L. & Aphramor, L. (2011). Weight Science: Evaluating the Evidence for a
Paradigm Shift. Nutrition Journal. 10(9). Retrieved from
http://www.nutritionj.com/content/10/1/9
Guiding Question: Explain ways in which we should include body positivity within our curriculum. Why is
this important? What are the consequences of not teaching body positivity?
Winter Semester, 2018 Page 5
Week 4
The Shameful History of Forced Sterilization, Intersectional Reproductive Justice,
Disparities in Maternal Mortality.
● Documentary: “The State of Eugenics” https://www.imdb.com/title/tt5048684/
○ The true story of survival, deception and the battle for justice in North
Carolina for thousands who were sterilized against their will between 1933
and 1974.
● Robert, Dorothy. (1998) Killing the Black Body: Race, Reproduction, and the
Meaning of Liberty. Pages 89-99.
● Anderson, F. W. (2009). Maternal Mortality:. Clinical Obstetrics and Gynecology,
52(2), 214-223. doi:10.1097/grf.0b013e3181a4bd5
● Perez, Miriam. (2007). Queering Reproductive Justice.
https://rewire.news/article/2007/05/31/queering-reproductive-justice/
● Remember Erica Garner by Fighting to Protect Black Women’s Health
https://rewire.news/article/2018/01/25/remember-erica-garner-fighting-protec
t-black-womens-health/
● Serena Williams had to save her own life and deal with doctors who didn’t believe
her. Robust Health. Retrieved from:
http://afropunk.com/2018/01/serena-williams-save-life-deal-doctors-didnt-beli
eve/
Week 5
Sex Workers’ Health & Policy Perspective
● (From the publication: Selling Sex: Experience, advocacy, and research on Sex
Work in Canada): Hunt, Sarah. Chapter 6: Decolonizing Sex Work: Developing
an Intersectional Indigenous Approach. Retrieved from
https://www.ubcpress.ca/asset/9473/1/9780774824484.pdf
● Shannon, K., Strathdee, S. A., Goldenberg, S. M., Duff, P., Mwangi, P., Rusakova,
M., . . . Boily, M. C. (2015, January 03). Global epidemiology of HIV among
female sex workers: influence of structural determinants.Retrieved March 10,
2018, from https://www.ncbi.nlm.nih.gov/pubmed/25059947
● Lutnick, A., & Cohan, D. (2009, December 03). Criminalization, legalization or
decriminalization of sex work: what female sex workers say in San Francisco,
USA. Retrieved March 10, 2018, from
https://www.sciencedirect.com/science/article/pii/S0968808009344699
Winter Semester, 2018 Page 6
Further Readings
● Swaner, Rachel, et al. Youth Involvement in the Sex Trade: A National Study.
Center for Court Innovation , 2016, Youth Involvement in the Sex Trade: A
National Study.
● Newman, Peter A. (2003). Reflections on Sonagachi: An empowerment-based
HIV preventive intervention for female sex workers in West Bengal, India.
Women’s Studies Quarterly, 31(½), 168-179.
Week 6
Disability Justice
● Occupying Disability: Critical Approaches to Community Justice, and
Decolonizing Disability, 1st edition. 2016.
Book Access Available Online from University of Michigan Library
○ Kuppers, Petra: Chapter 5: “Landings: Decolonizing Disability,
Indigeneity, and Poetic Methods.”
○ Nishida, Akemi: Chapter 10: “Neoliberal Academia and a Critique from
Disability Studies.”
● WHO Global Disability Action Plan 2014-2021. (2015). Available to download
from www.who.int/disabilities/actionplan/en/
Recommended: Two resources listed below from Icarus Project.
○ Navigating The Space Between Brilliance And Madness: A Reader &
Roadmap Of Bipolar Worlds. (Download Available at link below)
http://nycicarus.org/articles/navigating-brilliance-madness/
○ MADNESS & OPPRESSION: PATHS TO PERSONAL
TRANSFORMATION AND COLLECTIVE LIBERATION: (Free download)
https://theicarusproject.net/wp-content/uploads/2017/10/MadnessAndO
ppressionGuide-compressed.pdf
Guiding Question: What are some examples of inaccessibility within academic institutions that you have
directly witnessed? How can universities further disability justice?
Week 7
Gentrification & Displacement
● Wharton, Jonathan. (2008) Gentrification: The New Colonialism in the Modern
Era. Forum on Public Policy.
● Kilkenny, Katie. (2017) A Brief History of The Coffee Shop as a Symbol for
Gentrification.
https://psmag.com/economics/history-of-coffee-shop-as-symbol-for-gentrificati
on
Winter Semester, 2018 Page 7
● Nazaryan, Alexander. (2017). The 'Artwashing' of America : The Battle for the
Soul of Los Angeles Against Gentrification. Newsweek, Global ed., 168(20).
The Health Impacts of Gentrification
● Huynh, M., Maroko, A. R. (2014). Gentrification and Preterm Birth in New York
City, 2008-2010. Journal of Urban Health, 91(1), 10.1007/s11524-013-9823-x
● Desmond, M., & Kimbro, R. T. (2015). Eviction’s Fallout: Housing, Hardship, and
Health. Social Forces, 94(1), 10.1093/sf/sov044
Further Reading (optional)
● Communities Over Commodities: People-Driven Alternatives to an Unjust
Housing System. Report by Homes For All. Download available from
https://homesforall.org/reports/communitiesovercommodities/ (80-page
report, shorter executive summary also available for download)
● Moskowitz, Peter. (2017). When it comes to gentrification, LGBTQ people are
both victim and perpetrator. Vice. Retrieved from
https://www.vice.com/en_nz/article/nz5qwb/when-it-comes-to-gentrification-l
gbtq-people-are-both-victim-and-perpetrator
Guiding Questions: What responsibility does U of M have in preserving affordable housing in Ann Arbor
and the surrounding areas? What identities do you as a public health professional bring in moving to a
new neighborhood? How will you work to advance equity wherever you move to?
Week 8
The Health of Indigenous Peoples & Decolonizing Methodologies
● Decolonizing Methodologies: Research and Indigenous Peoples, 2nd edition.
○ Chapter 6: The Indigenous Peoples’ Project: Setting a New Agenda
○ Chapter 7: Articulating an Indigenous Research Agenda
● Czyzewski, K. (2011). Colonialism as a Broader Social Determinant of Health. The
International Indigenous Policy Journal, 2(1). Retrieved from:
http://ir.lib.uwo.ca/iipj/vol2/iss1/5
● Paradies, Yin. (2016). Colonisation, racism, and indigenous health. J Pop
Research, 33, 83-96. doi:10.1007/s12546-016-9159-y
● Keawe‘aimoku Kaholokula, Joseph. (2007). Colonialism, Acculturation, and
Depression among Kanaka Maoli of Hawai’i. Penini Uliuli: Contemporary
Challenges in Mental Health for Pacific Peoples. University of Hawai’i Press,
180-191.
● Yellow Horse Brave Heart, M., DeBruyn, L. M. (1998). The American Indian
holocaust: Healing historical unresolved grief. American Indian and Alaska
Native Mental Health Research. 8(2). Retrieved from
https://www.ncbi.nlm.nih.gov/pubmed/9842066
Winter Semester, 2018 Page 8
● Gone, J. P. (2013). Redressing First Nations historical trauma: theorizing
mechanism for indigenous culture as mental health treatment. Transcultural
Psychiatry, 50(5), 683-706. Retrieved from
https://www.ncbi.nlm.nih.gov/pubmed/23715822
Options for further reading:
● Beavis, A., Hojjati, A., Choudhury, D., Fraser, M., Masching, R., & Nixon, S. A.
(2015). What all students in healthcare training programs should learn to
increase health equity: perspectives on postcolonialism and the health of
Aboriginal Peoples in Canada. BMC Medical Education, 15, 155.
doi:10.1186/s12909-015-0442-y
Week 9
Voluntourism in Research, Global Health
● Decolonizing Methodologies: Research and Indigenous Peoples, 2nd edition.
○ Chapter 4: Research Adventures on Indigenous Lands
● Cole, Teju. (2012). The White Savior Industrial Complex. The Atlantic.
https://www.theatlantic.com/international/archive/2012/03/the-white-savior-i
ndustrial-complex/254843/
● Kasak Sayantani Dasgupta, Lauren. #InstagrammingAfrica: The Narcissism of
Global Voluntourism. The Pacific Standard. Retrieved from
https://psmag.com/economics/instagrammingafrica-narcissism-global-voluntou
rism-83838
● Levich, Jacob. (2015). The Gates Foundation, Ebola, and Global Health
Imperialism. American Journal of Economics and Sociology, 74(4), 704-733.
doi:10.1111/ajes.12110
Options for Further Reading:
● Brisbois, Ben, & Plamondon, Katrina. (2018). The possible worlds of global
health research: An ethics-focused discourse analysis. Social Science & Medicine,
196, 142-149
Guiding Question: What type of education and/or training is necessary for UM SPH students to work
(whether an internship or full time job) in the global south? How does UM create and maintain global
health partnerships and collaborations? What could be done differently?
Week 10
Immigration & Health
● Molina, Natalie. (2011). Borders, Laborers, & Racialized Medicalization: Mexican
Immigration and US Public Health Practices in the 20th Century. American
Journal of Public Health, 101(6). doi:10.2105/AJPH.2010.300056
Winter Semester, 2018 Page 9
● Human Impact Partners. (2013). Family Unity, Family Health: How
Family-Focused Immigration Reform Will Mean Better Health for Children and
Families. Oakland, CA.
● Novak, N., Geroniumus, A.T., Martinez-Cardoso, A.M. (2017). Change in birth
outcomes among infants born to Latina mothers after a major immigration raid.
International Journal of Epidemiology, 46(3):839-849.
● Allen, B., Cisneros, E. M., & Tellez, A. (2013). The children left behind: The
impact of parental deportation on mental health. Journal of Child and Family
Studies, 1–7.
Week 11
- Chapter 1 of Edward Said’s Orientalism
https://sites.evergreen.edu/politicalshakespeares/wp-content/uploads/sites/33/
2014/12/Said_full.pdf
Arab & Muslim Identities
● Lauderdale, Diane S. (2006). Birth Outcomes for Arabic-Named Women in
California before and after September 11. Population Association of America,
43(1), 185-201. 10.1353/dem.2006.0008
● Ochieng, Akinyi. (2017). Black Muslims Face Double Jeopardy, Anxiety in The
Heartland. NPR Code Switch: Race and Identity, Remixed. Retrieved from
https://www.npr.org/sections/codeswitch/2017/02/25/516468604/black-musli
ms-face-double-jeopardy-anxiety-in-the-heartland
Data Disaggregation & Health Disparities among Asian Americans
● Health Disparities among Asian Americans. Asian American Health Initiative.
Retrieved from http://www.aahiinfo.org/english/asianAmericans.php
Week 12
Environmental Justice & Human Rights
● Lee, Barbara. (2010). A Katrina Retrospective: Inequality, Environmental
Justice, and Our National Discourse on Race. Retrieved from
https://www.huffingtonpost.com/rep-barbara-lee/a-katrina-retrospective-s_b_7
02911.html
● Milman, Oliver. (2018). Environmental Racism case: EPA rejects Alabama town’s
claim over toxic landfill. The Guardian. Retrieved from
https://www.theguardian.com/us-news/2018/mar/06/environmental-racism-al
abama-landfill-civil-rights
● Tropics of Meta. (2018). BOYCOTT MODELO: Water Privatization and Solidarity
with Baja California. Latino Rebels. Retrieved from
Winter Semester, 2018 Page
10
http://www.latinorebels.com/2018/01/24/boycott-modelo-water-privatization-a
nd-solidarity-with-baja-california/
● Heard-Garris, N.J., Roche, J., Carter, P. et al. J Urban Health (2017). Voices from
Flint: Community Perceptions of the Flint Water Crisis. 94: 776.
https://doi-org.proxy.lib.umich.edu/10.1007/s11524-017-0152-3
● Schulz, A. & Northridge, M. (2004). Social Determinants of Health: Implications
for Environmental Health Promotion. Health Education & Behavior. 31(4).
455-471. Retrieved from
https://www.researchgate.net/publication/8413743_Social_Determinants_of_
Health_Implications_for_Environmental_Health_Promotion
Week 13
How Institutionalized Racism Affects Research
● Reverby, Susan M. (2011). "Normal Exposure" and Inoculation Syphilis: A PHS
"Tuskegee" Doctor in Guatemala, 1946-1948. Journal of Policy History, 23(1),
6-28.
● Harmon, Amy. (2010). Indian Tribe Wins Fight to Limit Research of their DNA.
New York Times. Retrieved from
https://www.nytimes.com/2010/04/22/us/22dna.html
● Stein, Rob. (2017). Troubling History In Medical Research Still Fresh For Black
Americans. NPR. Retrieved from
https://www.npr.org/sections/health-shots/2017/10/25/556673640/scientists-
work-to-overcome-legacy-of-tuskegee-study-henrietta-lacks
How Scientific Research Contributes to Institutionalized Racism
● Nelson, Alondra. 2005. “Bio Science: Genetic Genealogy Testing and the Pursuit
of African Ancestry. Yale University Press.
● Lombardo, Paul A. and Gregory M. Dorr. 2006. “Eugenics, medical education,
and the Public Health Service: Another Perspective on the Tuskeegee Syphilis
Experiment.” Bulletin of the History of Medicine 80(2), 291-316.
● Kahn, Jonathan D. (2004). How a Drug Becomes “Ethnic”: Law, Commerce, and
The Production of Racial Categories in Medicine, Yale Journal of Health Policy,
Law, and Ethics, 4, 1-46.
Guiding Question: What are some ways in which research institutions can ‘check themselves’ and ensure
their research is actually benefiting communities?
Week 14
Course wrap-up and presentations
Recommended Readings
● Decolonizing Methodologies: Research and Indigenous Peoples, 2nd edition.
Winter Semester, 2018 Page 11
○ Chapter 9: Responding to the Imperatives of an Indigenous Agenda: A
Case Study of Maori
○ Chapter 10: Towards Developing Indigenous Methodologies: Kaupapa
Maori Research
Week 15
Course wrap-up and presentations
Recommended Readings
● Decolonizing Methodologies: Research and Indigenous Peoples, 2nd edition.
○ Chapter 11: Choosing the Margins: The role of research in Indigenous
struggles for social justice
○ Chapter 12: Getting the story right, telling the story well: Indigenous
Activism, Indigenous Research
Name and Pronoun Policy
You have the right to be referred to by the name with which you are most comfortable. If
the name listed on my roster is the not the name you would like to be called, you are
welcome to correct me at the time that I call your name, or to e-mail me at any point to
inform me of your preferred name and the contexts in which you are comfortable with
me using it. I also encourage you to correct me as soon as possible if I am
mispronouncing your name.
Many women and men prefer to be referred to with the pronouns “she/her/hers” and
“he/him/his,” respectively. Some women and men – and some individuals who are
transgender, gender non-conforming, non-binary, genderqueer, or other gender
identities besides “woman” or “man” – have other pronouns, including
“they/them/theirs,” “ze/zir/zirs,” or “ze/hir/hirs.” In order to create a safe, respectful
classroom environment, it is crucial that we are referring to people using the pronouns
with which they are most comfortable. I encourage you to list your pronouns on your
name tent, although you are not required to do so. If you have any concerns about the
pronouns I am using for you or that your peers are using for you, please e-mail me or
visit me during office hours so we can find a comfortable solution.
Student Mental Health and Well-Being
This course will address systemic violence & discussions on difficult topics. If you are
unable to attend class because the coursework for that day may be upsetting to you,
please let the facilitators know and take care of yourself. Preserving mental health of
students is crucial, and we encourage you to take advantage of the resources available to
you on campus and to let us know if we can support you in any way.
Winter Semester, 2018 Page
12
The University of Michigan is committed to advancing the mental health and well-being
of its students. If you or someone you know is feeling overwhelmed, depressed, and/or
in need of support, services are available. For help, contact Counseling and
Psychological Services (CAPS) at (734) 764-8312 and https://caps.umich.edu during
and after hours, on weekends and holidays, or through its counselors physically located
in schools on both North and Central Campus.
Accommodations
Although the University of Michigan, as an institution, does not observe religious
holidays, it has long been the University's policy that every reasonable effort should be
made to help students avoid negative academic consequences when their religious
obligations conflict with academic requirements. Absence from classes or examinations
for religious reasons does not relieve students from responsibility for any part of the
course work required during the period of absence. Students who expect to miss classes,
examinations, or other assignments as a consequence of their religious observance shall
be provided with a reasonable alternative opportunity to complete such academic
responsibilities.
It is the obligation of students to provide faculty with reasonable notice of the dates of
religious holidays on which they will be absent. Such notice must be given by the
drop/add deadline of the given term. Students who provide such notice and who are
absent on days of examinations or class assignments due to religious observance shall be
offered an opportunity to make up the work, without penalty, unless it can be
demonstrated that a make-up opportunity would interfere unreasonably with the
delivery of the course. Should disagreement arise over any aspect of this policy, the
parties involved should contact the department chair, the dean of the school, or the
student ombudsperson. Final appeals will be resolved by the provost.
Students who need accommodations can work with the Office of Services for Students
with Disabilities (SSD) and myself to determine appropriate accommodations. Please
notify me as soon as possible if you will need accommodations or if there are any
circumstances that might affect your attendance and/or performance in this course
(e.g., religious observances, participation in athletics, health concerns, family
obligations). I will keep this information private and confidential.
Services for Students with Disabilities: G664 Haven Hall 763-3000
http://ssd.umich.edu/
Gender Inclusive Restrooms
The closest gender inclusive restroom to our classroom can be located on this map:
http://spectrumcenter.umich.edu/article/gender-inclusive-restroom-map
Winter Semester, 2018 Page
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University of Michigan Sexual Misconduct Policy
According to the University of Michigan’s policy, sexual misconduct “encompasses a
range of behaviors that can create a hostile educational environment, including sexual
assault and sexual harassment.”
The policy can be read in full at:
http://studentsexualmisconductpolicy.umich.edu/content/university-michigan-policy-s
exual-misconduct
The following resources are strictly confidential, which means that (except in rare
circumstances) nothing you say will be shared without your explicit permission: Sexual
Assault Prevention and Awareness Center (SAPAC), Office of the Ombuds, and
Counseling and Psychological Services (CAPS).
Office of the Ombuds: 763–3545 http://ombuds.umich.edu/ Counseling and
Psychological Services: 764-8312 http://www.umich.edu/~caps/
Sexual Assault Prevention and Awareness Center: 998-9368
http://www.umich.edu/~sapac/
If you wish to make a report of sexual misconduct, please see the resources and
procedures listed on Office for Institutional Equity website:
http://hr.umich.edu/oie/studentsmp.html
University Resources
Sweetland Writing Center: (734) 764-0429 http://www.lsa.umich.edu/sweetland/
Information and Technology Services: (734) 764-4357 http://www.itcs.umich.edu/
The Office of Student Conflict Resolution: (734) 936-6308 http://www.oscr.umich.edu/
Multi-Ethnic Student Affairs: (734) 763-9044 https://mesa.umich.edu/
Spectrum Center (LGBTQ*+): (734) 763-4186 http://spectrumcenter.umich.edu/
Sexual Assault Prevention and Awareness Center: (734)998-9368
http://www.umich.edu/~sapac/
Counseling and Psychological Services: 764-8312 http://www.umich.edu/~caps/
There are many other resources not mentioned here. For more information, please visit:
https://studentlife.umich.edu/article/areas-student-life
Academic Integrity
Cheating, plagiarism, and all other forms of academic misconduct are unacceptable and
will not be tolerated under any circumstances.
Plagiarism is representing someone else’s ideas, words, statements or other works as
one’s own without proper acknowledgment or citation. Examples of plagiarism are:
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Copying word for word or lifting phrases or a special term from a source or reference
without proper attribution. Paraphrasing using another person’s written words or ideas,
albeit in one’s own words, as if they were one’s own thought.
Text above adapted from:
http://www.lsa.umich.edu/saa/international/handbook/conduct.html
For more information see the English Department’s description of plagiarism at:
http://www.lsa.umich.edu/english/undergraduate/plag.htm
Acknowledgements
The teach in and the resulting course syllabus, along with other deliverables,
could not have been possible without the following people:
- Facilitators: Thank you to all of our facilitators for your selfless hard work to
produce excellent, informative sessions for the SPH community to benefit from.
Ariel Singh, Casey Thacker, Elizabeth Mosley, Farah Kader, Hannah Mesa,
Joel Begay, Katherine Trujillo, Lilah Khoja, Lloyd Lyons, Rosanna Spicer,
Tanaka Chavanduka, & Yeri Shon.
- Berkeley Contact: Thank you to Nicole Rigler for your advice to us on
implementing this important course.
- Funders: Thank you to all of our funders for making our event a huge success!
Office of Academic Multicultural Initiatives (OAMI)
Multi-Ethnic Student Affairs (MESA)
School of Public Health Office of Student Engagement & Practice (OSEP)
Health Behavior & Health Education (HBHE)
Public Health Student Assembly (PHSA)
- HBHEdoc: Thank you HBHE Doctoral Students for your help in event &
financial planning.
- SPH Faculty & Staff: Thank you for attending our event and continuing to
support our initiatives.
- Volunteers: Thank you to our volunteers for helping the teach in run smoothly!
- Gabriel Johnson
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- Juliana Fucinari
- Mislael Valentin-Cortes
- Tori Lawson
- Alextia Armstrong
