La Sierra University Department of Health & Exercise Science HLSC 314B – Dynamics of Health Education Spring 2013 (Wednesdays 11:00-12:50) INSTRUCTOR: Wayne Borin Ed.D. Email: wborin@lasierra.edu OFFICE HOURS: Monday – 10:00-10:50, Tuesday – 3:00-3:50, or by appointment Location: HES Department annex, office “B” Text: Required -- (Anspaugh, Dignan, and Anspaugh, 2000, Reissued 2005). Developing Health Promotion Programs (PowerWeb edition) Required: Making Health Communication Programs Work. U.S. Department of Health and Human Services; National Cancer Institute, 2002. Available online at: http://www.cancer.gov/pinkbook Recommended: Acsm's Worksite Health Promotion Manual: A Guide To Building And Sustaining Healthy Worksites, Carolyn C. Cox, PhD, Editor 2003 * Paperback * 264 pp COURSE DESCRIPTION A comprehensive study of the theory and practice of health education, the course introduces students to the seven areas of professional responsibility in which health educators are to develop competence including assessing the need for, planning, implementing, and evaluating primary health education programs. This course lays the foundation for further studies in these crucial areas, which will be necessary in order to pass the national Certified Health Education Specialist (CHES) examination and obtain credentials. This course is considered a core course for Health Promotion/Education majors and may serve as an elective for other HES programs. COURSE OBJECTIVES At the conclusion of this course, the student will have the knowledge to: 1. Conduct community based Needs Assessments. This meets departmental learning Outcome # 2 which states, Demonstrate knowledge and skills of research principles and methodologies relevant to the discipline while using valid sampling techniques with appropriate data collection and analysis. 2. Write Goals and Objectives on Various Levels 3. Understand Patterns and Structures of Organizational Development 4. Explain a variety of Health Promotion Theories and Models 5. Plan Effective Interventions 6. Market and Advertise Health Programs 7. Develop a Health Program Budget 8. Discuss Legal Issues 9. Evaluate Strengths and Weakness of Programs as well as Program Outcomes Objectives 2, 5,6, 7 are designed to meet departmental learning objective #4 which states, Demonstrate ability to apply knowledge and skills through experiential learning opportunities. In addition, the entire course is designed to enable students to fulfill the health science major learning outcome # 11 which states, Understand the role of research, evaluation, and the use of data in health promotion, disease prevention, and health services. 4 EXPECTATIONS What you can expect From Me: 1. Knowledge - I will share my experience with you to help you reach your personal goals. 2. Stimulation - I will present educational material in a manner you should find stimulating & motivating. 3. Teaching Style - Conversation vs. "Lecture". 4. FUN - My intention is to make this an enjoyable experience. We can all have fun and learn a lot of valuable information in the process. What I expect From You: 1. Communication 2. Follow instructions 3. Responsibility / Preparedness; *be here/on time/alert * assignments complete 4. Remember COURSE EVALUATION / GRADING: Assignments 40% Quizzes 25% Presentations 15% Final Exam 10% Class Attendance and Participation: 5% Booklet 5% Final grades will be determined by the following %: GRADING DISTRIBUTION A 93-100 BA90-92 C+ B+ 88-89 C B 83-87 C- 80-82 78-79 70-77 68-69 D+ D F 64-67 60-63 <60 APPROACH TO SCHOLARSHIP Students of LSU are expected to approach scholarship with eagerness and a positive attitude to the subject, to the instructor, to classmates, and to their own abilities and worth. Basic to a successful learning experience are the following disciplined behaviors: a. Consistent reading of the text and other relevant resource material as the basic source of information. Class periods are most meaningful when they are preceded by some critical level of engagement with the subject matter. b. Active listening and thoughtful responses and inquiry during lecture/discussion exercises. c. Active involvement in group discussions. d. Conscientious and timely performance of all written assignments. e. Avoid negative distractions in class. These include late arrival and early departure, unnecessary and prolonged private conversations, the use of cell phones, eating and sleeping, and obtrusive rustling of papers, books and chairs before the teacher dismisses the class. f. Thoughtful out-of-class interactions with fellow students and with the instructor. This facilitates the integration of knowledge with life and thereby reinforces learning. ATTENDANCE Attendance is required. Because the student not only benefits personally from attending and participating in class, but also contributes to the learning experience of classmates, regular attendance is expected and valued. Arrive on time and leave when the class is over. If circumstances arise that is out of your control causing you to miss class, it is your responsibility to have a “Buddy” (classmate) to provide you with the missed information. The instructor cannot take on that role. Missing more than a total of three (3) classes for any reason may result in the student receiving a failing grade. 5 LATE POLICY NO work is accepted late. There are NO “make-ups”. Presentations can NOT be rescheduled. INCORRECT ONLINE SUBMISSIONS Any work other than what is due through a particular assignment link is not accepted and no credit will be given. ONLINE COMMUNICATION When you email me, be sure to include your course and section # in the subject line so I can immediately identify you. Also include your name in the body of the email. If this critical information is left out of communications I can NOT assure a timely reply. CAMPUS EMAIL Students are expected to check their campus email and Bb regularly for information regarding this course and to stay abreast of news and events at the University. The sample format for student campus email is asmi765@lasierra.edu where the student’s first name initial, First three letters of their Last Name, and Last three numbers of their student ID are used for the “username”. ACADEMIC INTEGRITY STATEMENT The student is expected to practice academic honesty in all activities related to this course. Original work is expected from the student, unless appropriate credit is given to specific work cited. Plagiarism is unacceptable as are other types of cheating. Refer to the Student Handbook for further details at www.lasierra.edu/integrity Appropriate penalties will be enforced. All instances of academic misconduct will be reported to the Academic Integrity Committee. To be sure that you have no misunderstandings about the definitions of academic honesty or academic dishonesty, refer to your La Sierra University Student Handbook. The University has significant penalties for academic dishonesty, so please take this suggestion seriously. La Sierra University’s policy and other important information regarding academic honesty can be found at http://www.lasierra.edu/departments/psychology/AIC/ CLASSROOM BEHAVIOR AND STUDENT CODE OF CONDUCT You are expected to be in class on time and prepared. Additionally, I expect mature professional behavior – you are now a college student! If you are disruptive you will be asked to leave in which case can affect your grade. Use of cell phones is strictly prohibited. Use in any way (including texting) could result in being asked to leave. Please turn OFF your cell phone. DISABILITIES The University provides reasonable accommodations for students with documented physical or learning disabilities. Contact the Office of Disability Services for evaluation and guidance on such matters at (951) 785-2450. The office is located in La Sierra Hall, Suite 100. Students with such documented disabilities who require reasonable accommodations in order to participate in course activities or meet course requirements should contact the instructor during posted office hours or by appointment during the first week of the quarter. It is the policy of La Sierra University to accommodate students with disabilities. Any student with a documented disability who requires reasonable accommodations should contact Tammy Tucker-Green, Director, Office of Disability Services at (951) 785-2453 or ability@lasierra.edu. CONTRACT This syllabus serves a similar purpose as a contract. By enrolling into this class you are accepting the syllabus and thereby entering into an agreement. The instructor reserves the right to make modifications to the syllabus (contract) as I deem necessary and will provide students as much notice as possible. If absent from class, or if late it is also the student’s responsibility to find out from a classemate what he or she might have missed. 6 STRATEGIES FOR TROUBLE-FREE BLACKBOARD LEARN 9.1 USE Since the Internet is still not a perfect communications medium, you may experience occasional glitches in the transfer of data back and forth between your computer and Blackboard. This is normally just a minor inconvenience, but, if it happens during a test or submitting an assignment, you have a more serious problem. Here are some strategies likely to make your experience in Blackboard more likely to be troublefree: 1. Re-boot your computer shortly before taking your test to ensure that the operating system (Windows or Mac OS) is in the best shape possible. 2. Do not run unnecessary programs while taking a test; they consume system resources making your system less stable. 3. If possible, please use a desktop or laptop computer rather than a mobile device when taking your test. Do NOT use WiFi, use an Ethernet cabled device. 4. Do not take the test at the last minute. If you have a problem, your instructor is much more likely to be accommodating. 5. Do not use Internet Explorer as your web browser when taking tests or submitting assignments; it is more likely to experience problems. Both Firefox http://www.firefox.com) and Chrome http://www.google.com/chrome are excellent, free alternatives. 6. If you’re using a PC, be sure your Java Runtime Environment is updated and healthy. Here’s a tutorial on how to do that: http://online2.sdccd.edu/tutorials/java/java.html. 7. Save your answers to test questions as you select them; this will keep your test attempt active. Once all questions are marked with “Saved” hit the Submit button. Wait about 30 seconds after you answer the last question on the test before clicking Save and Submit. 8. Check the Grade Center to see if your score has been recorded. If not, IMMEDIATELY contact your professor. 9. If your test attempt is interrupted, log out of Blackboard and back in, and try to re-enter the test immediately. You will probably be able to pick up where you left off. 10. If you cannot re-enter the test, let your professor know IMMEDIATELY via the instructor’s preferred mode of contact. This will enhance your credibility with your instructor. 11. If, in spite of taking these precautions, you have repeated problems taking tests or submitting work, please contact the helpdesk. 7 HLSC 314B Dynamics of Health Education Date Discussion Topic Readings Quiz April 3 Course Orientation Alumni Fun Run April 10 Interventions Alumni Fun Run Chapter 8 4/3 – 4/10 April 17 Community Organizing and Building Alumni Fun Run Chapter 9 4/10 -4/17 Assignments / Presentations Due Ch. 1 Personal Health Interest Reflection (due by 9:00am, Monday 4/8 thru Bb) April 21 Sunday, 6:00AM Ch. 2 Annotated Bibliography Ch. 3 Literature Review Ch. 4 Creating a Needs Assessment Ch. 5 Measurement, Measures, Instrument, and Sampling Chart Ch. 6 Outlining the Mission Statement, Goals, and Objectives Ch. 7 Describing the Program Framework Ch. 8 Intervention Models Ch. 9 Creating the Planning Committee Run For Fun and Fitness April 24 NO CLASS Identification and Allocation of Resources Marketing Chapter 10 4/17 – 5/1 Ch. 10 Creating a Budget Chapter 11 4/24 – 5/1 Ch. 11 Creating a Marketing Plan May 8 Implementation Chapter 12 5/1 – 5/8 Ch. 12 Creating a Logic Model and Timeline PROGRAM IMPLEMENTATION May 15 Evaluation: An Overview Chapter 13 5/8 – 5/15 Ch. 13 Using Evaluations in the Program May 22 Evaluation Approaches and Designs Chapter 14 5/15 – 5/22 Ch. 14 Formative and Process Evaluation Table May 29 Data Analysis and Chapter 15 5/22 – 5/29 Ch. 15 Summative Evaluation Table Reporting June 5 Exam June 12 Final May 1 Presentations 8