PubH 7214 Section 101 Class #86879

Principles of Risk Communication

May Term 2016

Credits: 1 credit
Meeting Days/Times: May 31 9:00am-12:00pm
June 1, 2, 3 8:00am-12:00pm
Meeting Place: Blegen Hall - Room 240

Lead Instructor: Katherine Waters, DVM, MPH, DACVPM, CPH

Director, Executive and Dual Degree Programs
Public Health Practice, School of Public Health
[email protected]

Instructors: Buddy Ferguson

Risk Communication Consultant
St. Paul, MN

Lillian McDonald, MA
Managing Director Emergency, Community, Health, and Outreach (ECHO)
Twin Cities Public Television

TA: Aimee Hunt DVM

[email protected]

I. Course Description
In brief, this course explores how people perceive risk and how to communicate effectively about risk,
with an emphasis on preparing you to respond when a crisis occurs and you are on the firing line.
The term "risk communication" refers to a body of knowledge and a set of practical skills that can be used
by government, public or private agency public health, public safety and other professionals in
characterizing and managing issues, disseminating information and communicating effectively in crisis or
emergency situations. Principles of risk communication are derived from social science research,
psychological research and theory, communication theory and the accumulated experience of
professionals who have addressed real-world public health, public safety or emergency management
communication issues on a day-to-day basis. This course covers key concepts of risk communication
theory as well as their practical application to the collection and sharing of information in support of
individual and community decision-making about public health issues. The course will also examine new

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 media and their role in public health communication. Challenges in communicating with underserved and
non-English speaking populations will be discussed.
Experiential learning in the form of interactive exercises and on-camera practice are emphasized
during the course.

Competencies

The core competencies in Public Health Preparedness and Response identified in the CDC planning
model that apply to this course include:
Domain 1: Model Leadership
1.1 Solve problems under emergency conditions
1.2 Manage behavior associated with emotional responses
1.3 Facilitate collaboration with internal and external partners
1.4 Maintain situational awareness
1.5 Demonstrate respect for all persons and cultures

Domain 2: Communicate and Manage Information

2.1 Manage information related to an emergency
2.2 Use principles of crisis and risk communication

Domain 3: Plan for and Improve Practice

3.2 Contribute expertise to emergency plans
3.3 Participate in improving the organization’s capacities

Council on Linkages Core Competencies that apply to this course include:

Communication Skills
3.3 Solicits input from individuals and organization
3.4 Uses a variety of approaches to disseminate public health information
3.6 Applies communication and group dynamic strategies in interactions with individuals and groups
Cultural Competency Skills
4.1 Incorporates strategies for interacting with persons from diverse backgrounds
Community Dimensions of Practice Skills
5.3 Establishes linkages with key stakeholders
Financial Planning and Management Skills
7.1 Interprets interrelationships of local, state and federal public health and health care systems for
public health program management

II. Course Prerequisites

None

III. Course Goals and Objectives

At the end of this course, participants will be able to:
1) Describe the 10 best practices of successful risk communication.
2) Outline the crisis communication life cycle and highlight the role of crisis and emergency risk
communications.
3) Explain normal human behavioral response to fear and uncertainty and its impact on communication
strategies in order to develop the most effective risk communication for a variety of public health
situations.
4) Differentiate risk communication approaches and methods for different types of situations and
audiences.
5) Prepare key messages and outline a communications strategy for various public health scenarios.
6) Describe the strategies and characteristics that determine the credibility and effectiveness of a public
health spokesperson/messenger.
7) Describe the factors that influence the perceived trustworthiness of a spokesperson
8) Recognize the value in understanding culture-based differences that can impact the delivery and
reception of information
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IV. Methods of Instruction and Work Expectations
Lectures, discussions and group exercises

This course will present risk communication principles and engage students in practical application of
these concepts. Outside speakers and group scenarios reinforce key tenets of successful risk
communication and allow students to learn from simulated experiences.

V. Course Text and Readings

The required and optional readings are available through the UMN Library, which can be accessed
through the course Moodle site.
Access Course Moodle Site
 go to www.umn.edu click on the “myU” button
 login with your University ID and password
 scroll to your course and click on the Moodle site link

All readings unless otherwise noted (hyperlinked) are on PH7214 course website

PRIOR TO FIRST DAY OF CLASS:

Required Online Introduction to the Principles of Risk Communication:
(Estimated view time 1 hr.)
▪ Upon registration for this course you will be given access to the module.
▪ Go to the Moodle site: https://moodle2.umn.edu/
▪ Login using your University of Minnesota ID.
▪ If you have problems, contact [email protected] or call 612-624-3029.

Required Readings:
1. World Health Organization (2004 In Outbreak Communication: Best Practices for Communicating
with the Public During an Outbreak, pp. 23-47. *Must use U of M Libraries to access this article*
2. Sandman, P. and Lenard, J. (2004) “Crisis Communication a Quick Introduction
http://www.psandman.com/col/crisis.htm
3. Covello, V. and Sandman, P. (2001). “Risk Communication: Evolution and Revolution.
http://www.psandman.com/articles/covello.htm

4. “The Blame Frame: Media Attribution of Culpability About the

MMR–Autism Vaccination Scare” Health Communication, 27: 690–701, 2012 PMID: 22236220

Recommended (optional) Readings:

CDC communications website: http://www.cdc.gov/healthcommunication/risks/index.html
http://www.cdc.gov/ccindex/tool/index.html

PRIOR TO SECOND DAY OF CLASS

Required Readings:
1. Review how CDC uses Social Media Tools. http://www.cdc.gov/SocialMedia/Tools/
2. “New Media for communicating Food Safety”, Powell, D in Food Technology Jan 2009
3. “Harnessing the Power of Social Media in Disaster Response”
http://www.continuityinsights.com/articles/2010/09/harnessing-power-social-media-disaster-
response

4. “HPV Vaccine Information in the Blogosphere: How Positive and Negative Blogs Influence
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 Vaccine-Related Risk Perceptions, Attitudes, and Behavioral Intentions” PMID: 22452582

PRIOR TO THIRD DAY OF CLASS

Required Audio/Video
1. Watch any ECHO-TV streaming video on a health topic (30 minutes) To access go
to: http://echominnesota.org/topics/health Choose a topic and review the video or audio and
key messages

Required Reading
2. Littlefield, R. (2007). “10 Tips for Public Health Professionals When Interacting about Crisis and
Risk with Native and New Americans, Institute for Regional Studies, North Dakota State
University. This publication is on the course website.
3. “NCFPD Best Practices in Risk Communication
4. CDC Cultural Insights: Communicating with Hispanics/Latinos
http://www.cdc.gov/healthcommunication/pdf/audience/audienceinsight_culturalinsights.pdf

Recommended (optional) Readings:

1. “A Guide to Enhance Grassroots Risk Communication Among Low-Income Populations”
http://serve.mt.gov/wp-content/uploads/2010/10/A-Guide-to-Enhance-Risk-Communication-
Among-Low-Income-Populations.pdf

PRIOR TO FOURTH DAY OF CLASS

Required Reading
1. “Tips on Interview Preparation”
Recommended (optional) Readings:
1. “Making Health Communication Programs Work” Pink_Book
http://www.cancer.gov/publications/health-communication/pink-book.pdf
2. “Development and delivery of evidence-based messages to reduce the risk of zoonoses in
Nairobi”, Kenya Trop Anim Health Prod (2012) 44 (Suppl 1):S41–S46 PMID: 22895893
3. Public Awareness and public education for disaster risk reduction: key message
http://www.ifrc.org/PageFiles/103320/Key-messages-for-Public-awareness-guide-EN.pdf
4. A variety of readings and audio presentations on risk communication are available on Peter
Sandman’s website: http://www.psandman.com/index.htm
5. Covello’s “77 common questions asked during a crisis”
http://www.nwcphp.org/docs/cerc/toolkit/VCovelloMediaQuestions.pdf

REFERENCES
nd
Bennet, Peter, Ed., Risk Communication and Public Health, 2 Ed. Oxford University Press c2010
Regina E. Lundgren 1959- Andrea H. McMakin 1957- 3rd ed., Risk communication : a handbook for
communicating environmental, safety, and health risks Columbus : Battelle Press c2004

VI. Course Outline/Weekly Schedule

Introduction and overview of risk communication

Day 1
The crisis communication lifecycle: Anatomy of a crisis
Case Study on Risk Communication
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 Spokesperson credibility
Application exercise

Metamessaging
Role of spokesperson and content specialists
Message development and message mapping
Day 2
Social Media
Communication vehicles
Application exercise

Challenges in communicating with underserved populations

Working with the media
Day 3
Risk Communication video evaluation: The good, the bad and the ugly
Application exercise

Media laboratory
Day 4
Wrap Up

VII. Evaluation and Grading

Course grading will be determined on the basis of:
▪ Completion of online module (20%)
▪ Daily attendance (20% of grade)
▪ Class participation in class discussions and group exercises (30%of grade)
▪ Written assignments: daily short assignments and a 5-10 page final paper due within 2 weeks of the
completion of the course (30% of grade)

This course is offered A/F or S/N

• A/F letter grade will be determined by total effort as follows.
• S Represents achievement that is satisfactory, which is equivalent to a C- or better.

A 4.000 Represents achievement that is outstanding relative to the level necessary to meet
course requirements. 94-100 points/percent
A- 3.667 90-93 points/percent

B+ 3.333 87-89 points/percent

B 3.000 Represents achievement that is significantly above the level necessary to meet course
requirements. 83-86 points/percent

B- 2.667 80-82 points/percent

C+ 2.333 77-79 points/percent

C 2.000 Represents achievement that meets the course requirements in every respect.
73-76 points/percent
C- 1.667
70-72 points/percent
D+ 1.333
65-69 points/percent
D 1.000 Represents achievement that is worthy of credit even though it fails to meet fully the

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 course requirements. 60-64 points/percent
F= Represents failure (or no credit) and signifies that the work was either (1) completed but
below 60% at a level of achievement that is not worthy of credit or (2) was not completed and there
was no agreement between the instructor and the student that the student would be
awarded an I.

For additional information, please refer to:

http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html.

Course Evaluation
The SPH will collect student course evaluations electronically using a software system called CoursEval:
www.sph.umn.edu/courseval. The system will send email notifications to students when they can access and
complete their course evaluations. Students who complete their course evaluations promptly will be able to
access their final grades just as soon as the faculty member renders the grade in SPHGrades:
www.sph.umn.edu/grades. All students will have access to their final grades through OneStop two weeks
after the last day of the semester regardless of whether they completed their course evaluation or not.
Student feedback on course content and faculty teaching skills are an important means for improving our
work. Please take the time to complete a course evaluation for each of the courses for which you are
registered.

Incomplete Contracts
A grade of incomplete “I” shall be assigned at the discretion of the instructor when, due to extraordinary
circumstances (e.g., documented illness or hospitalization, death in family, etc.), the student was prevented
from completing the work of the course on time. The assignment of an “I” requires that a contract be initiated
and completed by the student before the last official day of class, and signed by both the student and
instructor. If an incomplete is deemed appropriate by the instructor, the student in consultation with the
instructor, will specify the time and manner in which the student will complete course requirements.
Extension for completion of the work will not exceed one year (or earlier if designated by the student’s
college). For more information and to initiate an incomplete contract, students should go to SPHGrades at:
www.sph.umn.edu/grades.
University of Minnesota Uniform Grading and Transcript Policy - A link to the policy can be found at
onestop.umn.edu.

VIII. Other Course Information and Policies

Grade Option Change (if applicable)
For full-semester courses, students may change their grade option, if applicable, through the second week of
the semester. Grade option change deadlines for other terms (i.e. summer and half-semester courses) can
be found at onestop.umn.edu. The grading option for Public Health Institute courses may not be
changed after the second day of class for 4-day courses. Grading options for 2 day courses may not
be changed after the first day class.
Course Withdrawal
Students should refer to the Refund and Drop/Add Deadlines for the particular term at onestop.umn.edu for
information and deadlines for withdrawing from a course. As a courtesy, students should notify their
instructor and, if applicable, advisor of their intent to withdraw.
Students wishing to withdraw from a course after the noted final deadline for a particular term must contact
the School of Public Health Office of Admissions and Student Resources at [email protected] for further
information.

WITHDRAWAL POLICY FOR PUBLIC HEALTH INSTITUTE COURSES

School of Public Health students may withdraw from a 4-day course through the second day of class
without permission and no “W” will appear on the transcript. Students enrolled in 2-day courses may
withdraw only through the first day of class. After these withdrawal deadlines pass students are required
to do the following.
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 The student must contact and notify their advisor and course instructor informing them of the decision to
withdraw from the course.
 The student must send an e-mail to the SPH Student Services Center (SSC) at [email protected]. The
email must provide the student name, ID#, course number, section number, semester, and year with
instructions to withdraw the student from the course, and acknowledgement that the instructor and
advisor have been contacted.
 The advisor and instructor must email the SSC acknowledging the student is canceling the course. All
parties must be notified of the student’s intent.
 The SSC will complete the process by withdrawing the student from the course after receiving all emails
(student, advisor, and instructor). A “W” will be placed and remain on the student transcript for the course.
Student Conduct Code
The University seeks an environment that promotes academic achievement and integrity, that is protective of
free inquiry, and that serves the educational mission of the University. Similarly, the University seeks a
community that is free from violence, threats, and intimidation; that is respectful of the rights, opportunities,
and welfare of students, faculty, staff, and guests of the University; and that does not threaten the physical or
mental health or safety of members of the University community.

As a student at the University you are expected adhere to Board of Regents Policy: Student Conduct Code.
To review the Student Conduct Code, please see:
http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf.

Note that the conduct code specifically addresses disruptive classroom conduct, which means "engaging in
behavior that substantially or repeatedly interrupts either the instructor's ability to teach or student learning.
The classroom extends to any setting where a student is engaged in work toward academic credit or
satisfaction of program-based requirements or related activities."

Use of Personal Electronic Devices in the Classroom

Using personal electronic devices in the classroom setting can hinder instruction and learning, not only for
the student using the device but also for other students in the class. To this end, the University establishes
the right of each faculty member to determine if and how personal electronic devices are allowed to be used
in the classroom. For complete information, please reference:
http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html.

Scholastic Dishonesty
You are expected to do your own academic work and cite sources as necessary. Failing to do so is
scholastic dishonesty. Scholastic dishonesty means plagiarizing; cheating on assignments or examinations;
engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without
faculty permission; submitting false or incomplete records of academic achievement; acting alone or in
cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional
endorsement; altering, forging, or misusing a University academic record; or fabricating or falsifying data,
research procedures, or data analysis. (Student Conduct Code:
http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf) If it is determined that a student has
cheated, he or she may be given an "F" or an "N" for the course, and may face additional sanctions from the
University. For additional information, please see:
http://policy.umn.edu/Policies/Education/Education/INSTRUCTORRESP.html.
The Office for Student Conduct and Academic Integrity has compiled a useful list of Frequently Asked
Questions pertaining to scholastic dishonesty: http://www1.umn.edu/oscai/integrity/student/index.html. If you
have additional questions, please clarify with your instructor for the course. Your instructor can respond to
your specific questions regarding what would constitute scholastic dishonesty in the context of a particular
class-e.g., whether collaboration on assignments is permitted, requirements and methods for citing sources,
if electronic aids are permitted or prohibited during an exam.

Makeup Work for Legitimate Absences

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Students will not be penalized for absence during the semester due to unavoidable or legitimate
circumstances. Such circumstances include verified illness, participation in intercollegiate athletic events,
subpoenas, jury duty, military service, bereavement, and religious observances. Such circumstances do not
include voting in local, state, or national elections. For complete information, please see:
http://policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html.

Appropriate Student Use of Class Notes and Course Materials

Taking notes is a means of recording information but more importantly of personally absorbing and
integrating the educational experience. However, broadly disseminating class notes beyond the classroom
community or accepting compensation for taking and distributing classroom notes undermines instructor
interests in their intellectual work product while not substantially furthering instructor and student interests in
effective learning. Such actions violate shared norms and standards of the academic community. For
additional information, please see: http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html.

Sexual Harassment
"Sexual harassment" means unwelcome sexual advances, requests for sexual favors, and/or other verbal or
physical conduct of a sexual nature. Such conduct has the purpose or effect of unreasonably interfering with
an individual's work or academic performance or creating an intimidating, hostile, or offensive working or
academic environment in any University activity or program. Such behavior is not acceptable in the
University setting. For additional information, please consult Board of Regents Policy:
http://regents.umn.edu/sites/default/files/policies/SexHarassment.pdf

Equity, Diversity, Equal Opportunity, and Affirmative Action

The University will provide equal access to and opportunity in its programs and facilities, without regard to
race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status,
veteran status, sexual orientation, gender identity, or gender expression. For more information, please
consult Board of Regents Policy: http://regents.umn.edu/sites/default/files/policies/Equity_Diversity_EO_AA.pdf.

Disability Accommodations
The University of Minnesota is committed to providing equitable access to learning opportunities for all
students. Disability Services (DS) is the campus office that collaborates with students who have disabilities to
provide and/or arrange reasonable accommodations.

If you have, or think you may have, a disability (e.g., mental health, attentional, learning, chronic health,
sensory, or physical), please contact DS at 612-626-1333 to arrange a confidential discussion regarding
equitable access and reasonable accommodations.

If you are registered with DS and have a current letter requesting reasonable accommodations, please
contact your instructor as early in the semester as possible to discuss how the accommodations will be
applied in the course.

For more information, please see the DS website, https://diversity.umn.edu/disability/.

Mental Health and Stress Management

As a student you may experience a range of issues that can cause barriers to learning, such as strained
relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of
motivation. These mental health concerns or stressful events may lead to diminished academic performance
and may reduce your ability to participate in daily activities. University of Minnesota services are available to
assist you. You can learn more about the broad range of confidential mental health services available on
campus via the Student Mental Health Website: http://www.mentalhealth.umn.edu.

The Office of Student Affairs at the University of Minnesota

The Office for Student Affairs provides services, programs, and facilities that advance student success,
inspire students to make life-long positive contributions to society, promote an inclusive environment, and
enrich the University of Minnesota community.

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 Units within the Office for Student Affairs include, the Aurora Center for Advocacy & Education, Boynton
Health Service, Central Career Initiatives (CCE, CDes, CFANS), Leadership Education and Development –
Undergraduate Programs (LEAD-UP), the Office for Fraternity and Sorority Life, the Office for Student
Conduct and Academic Integrity, the Office for Student Engagement, the Parent Program, Recreational
Sports, Student and Community Relations, the Student Conflict Resolution Center, the Student Parent HELP
Center, Student Unions & Activities, University Counseling & Consulting Services, and University Student
Legal Service.

For more information, please see the Office of Student Affairs at http://www.osa.umn.edu/index.html.
Academic Freedom and Responsibility: for courses that do not involve students in research
Academic freedom is a cornerstone of the University. Within the scope and content of the course as defined
by the instructor, it includes the freedom to discuss relevant matters in the classroom. Along with this
freedom comes responsibility. Students are encouraged to develop the capacity for critical judgment and to
engage in a sustained and independent search for truth. Students are free to take reasoned exception to the
views offered in any course of study and to reserve judgment about matters of opinion, but they are
responsible for learning the content of any course of study for which they are enrolled.*

Reports of concerns about academic freedom are taken seriously, and there are individuals and offices
available for help. Contact the instructor, the Department Chair, your adviser, the associate dean of the
college, or the Vice Provost for Faculty and Academic Affairs in the Office of the Provost.

OR:

Academic Freedom and Responsibility, for courses that involve students in research
Academic freedom is a cornerstone of the University. Within the scope and content of the course as defined
by the instructor, it includes the freedom to discuss relevant matters in the classroom and conduct relevant
research. Along with this freedom comes responsibility. Students are encouraged to develop the capacity for
critical judgment and to engage in a sustained and independent search for truth. Students are free to take
reasoned exception to the views offered in any course of study and to reserve judgment about matters of
opinion, but they are responsible for learning the content of any course of study for which they are enrolled.*
When conducting research, pertinent institutional approvals must be obtained and the research must be
consistent with University policies.

Reports of concerns about academic freedom are taken seriously, and there are individuals and offices
available for help. Contact the instructor, the Department Chair, your adviser, the associate dean of the
college, or the Vice Provost for Faculty and Academic Affairs in the Office of the Provost.

* Language adapted from the American Association of University Professors "Joint Statement on Rights and
Freedoms of Students".

Template update 9/2014