305.613.01 | AY 2012-2013 - 3rd Term | 4 Credit(s)
MW 1:30:00 PM
  • Contact Information
    Carolyn Fowler
  • Course Description
    Focuses attention on the importance of integrating program evaluation methods throughout the life of community health and safety interventions, from early assessments, through program planning, testing, delivery and measurement of outcomes. Also focuses on the development of practical program planning, implementation and evaluation skills that may be applied in many different areas of public health. Topics include problem definition and analysis; assessing the social and environmental factors that may impact the development, delivery, and outcomes of interventions; identifying intervention points; selecting among educational, regulatory, and technological interventions to achieve maximum likelihood of success; writing measurable program goals and objectives; designing implementation plans; and examining methods to evaluate the efficacy and effectiveness of interventions.

    Additional Faculty Notes:

    Student feedback from previous years confirms that students who are  - or will be  - working to develop interventions in community or organizational settings find the course content immediately relevant to their professional lives. Lectures have a real-world focus; and address challenges faced in developing interventions for the field - often with limited resources.

  • Intended Audience
    student participating in the Injury Certificate and others interested in this topic area.

    Additional Faculty Notes:

    Intended audience:

    • Students who will be or hope to be involved in developing and/or implementing and/or evaluating community programs in the USA or internationally. 
    • Students who plan to develop and/or implement and/or evaluate disease and disability prevention and health promotion programs in organizational settings.

    Students with diverse professional interests are welcome.



  • Prerequisites

    Additional Faculty Notes:

    There are no prerequisites for this course.

    Previous students have found it helpful to have completed introductory-level courses in epidemiology and health education/health promotion.

  • Required Text(s)

    Additional Faculty Notes:


    1.    W. K. Kellogg Foundation

    a.    Evaluation handbook**

    b.    Logic model development guide**

    ** Both WKKF texts are free and available (as a PDF file with accompanying worksheets) online at They are also posted on the CoursePlus site

    2. Coley, S.M., & Scheinberg, C. A. (2008). Proposal Writing: Effective Grantsmanship (3rd edition). Thousand Oaks, CA: SAGE

    This is an excellent resource on writing proposals to fund programs – i.e., it’s not a research grant writing book. It is practical, and describes many of the steps we will be following in the course. 


  • Course Schedule

    Please see the course Session for a full list of dates and items for this course.

  • Academic Ethics Code

    Students enrolled in the Bloomberg School of Public Health of The Johns Hopkins University assume an obligation to conduct themselves in a manner appropriate to the University's mission as an institution of higher education. A student is obligated to refrain from acts which he or she knows, or under the circumstances has reason to know, impair the academic integrity of the University. Violations of academic integrity include, but are not limited to: cheating; plagiarism; knowingly furnishing false information to any agent of the University for inclusion in the academic record; violation of the rights and welfare of animal or human subjects in research; and misconduct as a member of either School or University committees or recognized groups or organizations.

  • Course Learning Objectives

    Upon successfully completing this course, students will be able to:

    • Describe, and illustrate with sample worksheets, the process required to design, implement and evaluate community health and safety interventions
    • Demonstrate their ability to use selected conceptual frameworks as part of this process
    • Demonstrate their ability to prioritize interventions using objective criteria
    • Explain selected program evaluation methodologies
    • Describe potential “unintended consequences” of interventions
    • Discuss common problems encountered in evaluations
    • Prepare an “intent to submit” program development proposal
    • Critique a published evaluation article
  • Methods of Assessment
    Student evaluation is based on class participation, a short review of an evaluation article, an on-going program planning log and a final paper.

    Additional Faculty Notes:

    Student evaluation in 2013 is based on active and informed class participation including worksheet completion (20%),  a mid-term assignment - problem analysis and logic model (30%), learning reflections (10%) and a final integration paper with executive summary (40%).

  • Welcome Message

    MONDAY & WEDNESDAY 1:30-3:20PM (W4019)

    This 4-credit course provides a comprehensive introduction to program design and evaluation with specific emphasis placed on the development of community-based interventions. During this course, students will be introduced to key concepts in program design, implementation and evaluation. This is not an evaluation research course. The evaluation focus is on using evaluation methods to develop evidence-informed, evaluable programs. Students will learn skills important to program development and internal evaluation; these are also essential skills for program proposal writing. This is an adult-learner focused course that prioritizes practical skill-building to enhance the student’s core public health competency level. Educational activities include: interactive lectures and class discussion; individual and peer learning group exercises for critical skills development, specifically, application of conceptual frameworks and planning tools, and peer-review of projects in-development; self-directed reading in selected program development subject area; required and recommended reading; learning reflection.  

    Most of the skills can be applied across many areas of public health.  Students are encouraged to contribute real-world issues and challenges to discussions. The final paper offers each student an opportunity to develop an intervention program plan for a problem of interest to her/him. Several former students have gone on to implement their programs, or use them as a basis for a grant proposal. WELCOME!

  • Course topics

    The Developmental/Formative Phase:

    • understanding the problem
    • identifying modifiable variables
    • comparing intervention options
    • community assessment
    • preparing logic models
    • testing program assumptions
    • SMART objectives
    • Moving from objectives to action steps


    • Process evaluation
    • Selecting measurable indicators
    • CQI

    Measuring Outcomes

    • Introduction to evaluation designs (non-experimental, quazi-experimental, experimental)
    • Evaluation challenges

    Integration and Program Improvement

    • Integrated program planning
    • SWOT analysis
    • Proposal improvement  - lessons from grant review
  • Supplemental materials

    Extensive supplemental materials are made available to students in the course resources section.

    Please note:

    Students are only accountable for reading/reviewing required resources.

     . Required readings or resources will be linked to the relevant class. 

    Highly recommended optional resources /readings are highlighted.

    Students may download a zip file of all materials to review at their leisure.

  • Course Objectives(from old syllabus)

    2013 Course Objectives: At the completion of this course, students will be able to:

    1. Describe, and illustrate with sample worksheets, the process required to design, implement and evaluate community health and safety interventions.

    2. Demonstrate their ability to use selected conceptual frameworks as part of this process.

    3. Demonstrate their ability to develop a logic model.

    4. Prioritize potential interventions using objective criteria.

    5. Explain selected program evaluation methodologies (formative, process, outcome).

    6. Demonstrate their ability to write SMART objectives and corresponding evaluation indicators.

    7. Describe potential “unintended consequences” of interventions.

    8. Discuss, at an introductory level, common problems encountered in evaluations (threats to validity, etc).

    9. Prepare an effective executive summary.

    10. Complete a SWOT analysis of a program proposal.

    11. Identify any advanced training needs; i.e., “know what you don’t yet know”


  • Disability Support Services
    If you are a student with a documented disability who requires an academic accommodation, please contact the Office of Student Life Services at 410-955-3034 or via email at