Request for New Course
EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
REQUEST FOR NEW COURSE
DEPARTMENT/SCHOOL: _CMTA___________________________________COLLEGE:
Arts & Sciences
CONTACT PERSON: _____Jessica Elton
CONTACT PHONE:
486-0309
CONTACT EMAIL:
jelton@emich.edu
REQUESTED START DATE: TERM__Fall_________YEAR___2012_______
A. Rationale/Justification for the Course
Health communication is central to healthcare, public health, and the way our society views health. Since 2000, when
the Healthy People 2010 objectives were set, the federal government has identified the use of health communication
strategies as an ongoing, nationwide priority in improving population health outcomes and health care quality, and in
achieving health equity. Health communication is important in our personal lives because of its role in shaping our
perceptions of health and our health outcomes. Furthermore, as the healthcare field continues to grow, there is an
increasing demand for individuals with knowledge and skills in health communication. Thus, health communication is
an important area of study for healthcare professionals and healthcare consumers. Several universities already offer
undergraduate courses in Health Communication; however, currently Eastern Michigan University does not offer a
course that focuses specifically on the integral role communication plays in health. To connect students with
innovative scholarship and equip them with critical skills, a course devoted to health communication within the
discipline of Communication is essential.
This course seeks introduce students to a variety of topics within the field of health communication in order to equip
them with the knowledge and skills necessary to become successful workers within healthcare and informed consumers
of health information. The course has been taught three times as a special topics course; however, the importance of
this topic makes it necessary to establish this course as a regular offering within the Communication curriculum.
Through readings, class discussion, activities, projects, and analytic papers, students will gain a better understanding of
health communication and its importance on both a personal and global level.
B. Course Information
1. Subject Code and Course Number:
CTAC 310
2. Course Title: Health Communication
3. Credit Hours: 3 credit hours
4. Repeatable for Credit? Yes_______
No__X___
If “Yes”, how many total credits may be earned?_______
5. Catalog Description (Limit to approximately 50 words.):
Examines the nature, contexts, theories, and selected research within the field of health communication. Topics
include physician-patient interactions, public health awareness/prevention/intervention campaigns, media
images of health, cultural constructions of health, and hospital and health-care organizations.
6. Method of Delivery (Check all that apply.)
a. Standard (lecture/lab) X
On Campus
b. Fully Online
Miller, New Course
Sept. 09
X
Off Campus
New Course Form
c. Hybrid/ Web Enhanced
7. Grading Mode:
Normal (A-E)
X
Credit/No Credit
8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.)
None
9. Concurrent Prerequisites:
Code, Number and Title.)
Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by Subject
None
10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course.
(List by Subject Code, Number and
Title.)
None
11. Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an equivalent
course has already been taken. (List by Subject Code, Number and Title)
None
12. Course Restrictions:
a. Restriction by College. Is admission to a specific College Required?
College of Business
Yes
No
College of Education
Yes
No
X
b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course?
Yes
No
X
If “Yes”, list the majors/programs
c. Restriction by Class Level Check all those who will be allowed to take the course:
Undergraduate
Graduate
All undergraduates___X_
All graduate students____
Freshperson
Certificate
Sophomore
Masters
Junior
Specialist
Senior
Doctoral
Second Bachelor________
UG Degree Pending_____
Post-Bac. Tchr. Cert._____
Low GPA Admit_______
Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate
Credit. Only “Approved for Graduate Credit” undergraduate courses may be included on graduate programs of study.
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New Course Form
Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register for
600-level courses
d. Restriction by Permission. Will Departmental Permission be required?
Yes
No
(Note: Department permission requires the department to enter authorization for every student registering.)
13. Will the course be offered as part of the General Education Program?
Yes
No
X
X
If “Yes”, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community
form. Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this
course is NOT approved for inclusion in the General Education program, will it still be offered? Yes
No
C. Relationship to Existing Courses
Within the Department:
14. Will this course will be a requirement or restricted elective in any existing program(s)? Yes X
No
If “Yes”, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
Program
Communication
Program
15. Will this course replace an existing course? Yes
No
Required
Restricted Elective X
Required
Restricted Elective
X
16. (Complete only if the answer to #15 is “Yes.”)
a. Subject Code, Number and Title of course to be replaced:
b. Will the course to be replaced be deleted?
Yes
No
17. (Complete only if the answer #16b is “Yes.”) If the replaced course is to be deleted, it is not necessary to submit a Request for
Graduate and Undergraduate Course Deletion.
a. When is the last time it will be offered?
Term
Year
b. Is the course to be deleted required by programs in other departments?
Contact the Course and Program Development Office if necessary.
Yes
No
c. If “Yes”, do the affected departments support this change?
Yes
No
If “Yes”, attach letters of support. If “No”, attach letters from the affected department explaining the lack of support, if available.
Outside the Department: The following information must be provided. Contact the Course and Program Development office for
assistance if necessary.
18. Are there similar courses offered in other University Departments?
If “Yes”, list courses by Subject Code, Number and Title
Yes
No
X
19. If similar courses exist, do the departments in which they are offered support the proposed course?
Yes
No
If “Yes”, attach letters of support from the affected departments. If “No”, attach letters from the affected department explaining the lack of
support, if available.
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New Course Form
D. Course Requirements
20. Attach a detailed Sample Course Syllabus including:
a.
b.
c.
d.
e.
f.
g.
h.
Course goals, objectives and/or student learning outcomes
Outline of the content to be covered
Student assignments including presentations, research papers, exams, etc.
Method of evaluation
Grading scale (if a graduate course, include graduate grading scale)
Special requirements
Bibliography, supplemental reading list
Other pertinent information.
NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL
COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION
ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE
GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM.
E. Cost Analysis (Complete only if the course will require additional University resources.
Fill in Estimated Resources for the
sponsoring department(s). Attach separate estimates for other affected departments.)
Estimated Resources:
Year One
Year Two
Year Three
Faculty / Staff
$_________
$_________
$_________
SS&M
$_________
$_________
$_________
Equipment
$_________
$_________
$_________
Total
$_________
$_________
$_________
F. Action of the Department/School and College
1. Department/School
Vote of faculty: For ___25_______
Against ____0______
Abstentions ____0______
(Enter the number of votes cast in each category.)
4/11/12
Department Head/School Director Signature
Date
2. College/Graduate School
A. College
College Dean Signature
Date
B. Graduate School (if Graduate Course)
Graduate Dean Signature
Date
G. Approval
Associate Vice-President for Academic Programming Signature
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Sept. ‘09
Date
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Health Communication Syllabus, Schedule, & Bibliography
Winter 2012
CTAC 379: Special Topics - Health Communication
Department of Communication, Media & Theatre Arts
Eastern Michigan University
Instructor:
Jessica Elton
Office:
Pray-Harrold 714J
Office Hours: M & W 9:00-9:30; 12:30-2:00; T 12:00-2:00;
by appointment (must provide 48-hour notice
of your desire to meet)
Phone: 487-0309
E-mail:
jelton@emich.edu
COURSE OVERVIEW
Information concerning health, fitness, illness, disease, and medicine surrounds us. Medical breakthroughs and
health risks reach us daily through media reports. The communication you have with friends and family, messages
you receive via websites and magazines, dramatic portrayals in popular films and television, pharmaceutical
commercials, and the conversations you have with healthcare providers all impact the decisions you make about
caring for your physical, mental, and emotional well-being.
Health Communication is a growing specialty in the field of communication. Health communication researchers
are primarily concerned with understanding treatment processes, health promotion, and disease prevention within
the context of human interaction. The purpose of this course is to provide you with an overview of the many
substantive areas of study within the field, including the areas of health communication campaigns, multicultural
health communication, physician-patient communication, and communication among health professionals.
This course will increase your critical thinking and informed decision-making skills associated with others’
efforts to influence you regarding your own health practices. In addition, you will examine communication about
health to illustrate how this communication assigns labels to illness and disease. Finally, you will evaluate how
communication is used to invoke personal, professional, and societal norms associated with the standards of
conduct that the healthcare industry promotes as necessary for your health and well-being.
This course provides an opportunity to explore the multiple communication issues relevant to health including
language, information processing, and the social construction of health and illness. All of us are (or will be)
patients/consumers in the burgeoning mass that is the healthcare industry. As a result, the insights and
applications you take from this course can have a major impact on your life and the lives of those closest to you.
•
•
•
•
•
COURSE OBJECTIVES
Increase student understanding of the major developments in the field of health communication.
Expose students to the theory and practice of health communication.
To explore the ways that health, illness, and disease are constructed through interpersonal, small group,
public, and mediated communication.
To increase your skills as a consumer of health information and as a participant in your own and your family's
health.
Emphasize the importance of understanding culturally diverse health beliefs in the design of messages.
Required Text:
du Pré, Athena (2010). Communicating about Health: Current Issues and Perspectives (3rd edition). Oxford
University Press: New York.
*Additional readings will be assigned and posted on EMU-Online.
ASSIGNMENTS AND GRADING
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Your grade will be based on the following assignments:
Exams (Midterm & Final
Discussion Leader
Reflection Paper #1
Reflection Paper #2
Reflection Paper #3
200
50
50
50
50
100
100
500
Annotated Bibliography
Participation
Total Possible Points
Grading Scale: To help you understand your grades and your evaluation on tests as well as papers, you’d better
remember that an “A” is not average, a “C” is. A “C” means that you have simply met the minimum
requirements for a particular assignment. In other words, if you only do everything that I require you to do, you
are doing “C” work. In determining final grades, I look at your overall percentage for the course. If the
percentage total is .5 or above, I will round up to the next whole number; .4 and below and I round down. So, for
example, if your final percentage is 89.5%, I would round up to 90%, which is an A-.
A
AB+
B
94-100%
90-93%
87-89%
84-86%
BC+
C
C-
80-83%
77-79%
74-76%
70-73%
D+
D
DE
67-69%
64-66%
60-63%
59-0%
I do not offer extra credit assignments during the semester. Additionally, make-up exams are rarely permitted, and
late work receives significant point deductions. Therefore, plan ahead, turn your work in on time, and make each
assignment count.
ASSIGNMENT DESCRIPTIONS
Below are brief descriptions of the assignments. More information about the content and requirements for each
will be posted on Blackboard. It is expected that you will carefully read each assignment. If anything is unclear or
if you have difficulty completing any assignment, be sure to speak with me well before the assignment deadline.
Exams: There will be two exams. These exams will NOT be cumulative and will be a combination of multiplechoice, short answer, essay, and match questions based on lecture, textbook, and classroom activities/discussions.
Discussion Leader: You and a partner will be responsible for leading discussion for one of the chapters in the
book. To successfully complete this task, you must carefully read the chapter, create a brief outline of the
chapter’s key points, create 3-5 strong discussion questions, and provide an outside example that illustrates a
concept from the chapter. You must put thought, time, and creativity into this assignment. If it is clear that you
have not dedicated the time necessary to this assignment, you will receive 0 points. If you are absent the day you
are supposed to lead discussion, you will not be allowed to make this assignment up.
Reflection Papers: There will be three short reflection papers (approximately 4-5 pages long) assigned throughout
the semester. Reflection papers will focus on specific topics from the readings and/or in-class discussions. You
will receive a more detailed assignment sheet for each paper.
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Annotated Bibliography Paper & Presentation: You will select a healthcare or health communication topic and
write an annotated bibliography. This will require you to conduct library research and summarize several articles.
Additionally, you will be presenting your research to the class at the end of the semester.
Participation: Participation in this class is vital to your learning about interpersonal communication. Specifically,
throughout the semester, you will be assessed according to the following criteria:
a. Attendance. Participation in this class is vital to your learning about health communication. Each class is
important as we review and discuss concepts from the readings and engage in discussion, activities, and
exercises. Your attendance in this class directly impacts your participation grade. Please see the course
attendance policy below. University excused absences (athletics, religious, etc.) will not count against you
as long as you make me aware of your intention to be absent BEFORE the day you miss class. You will
not be allowed to make-up any missed in-class activities. Please note that your attendance has a direct
impact on your participation grade.
b. Preparedness to discuss the readings. Always be sure to read the assignments and be prepared to offer
and receive questions about the reading content. On the weeks you’re not the designated discussion
leader, you may be responsible for creating discussion questions on the readings. These will be due the
day before that chapter is discussed in class and will be worth participation points.
COURSE POLICIES AND EXPECTATIONS
Syllabus and Schedule: Be sure that you carefully read the syllabus. You are responsible for knowing the grading
scale, course policies, course expectations, and any other content in the syllabus. Also, you will be given a
tentative schedule for the semester; however, schedules usually change. I will always announce schedule changes
in class and will post an updated schedule on Blackboard. It is your responsibility to keep track of any schedule
changes.
Attendance: Attendance and participation are essential to fulfilling the learning objectives of this course. If you
miss class, you not only miss much of the learning in this course, but you may also create difficulties for other
students. Your presence in class is crucial, and each day I will take attendance via a sign-in sheet. If you are not in
class, you are not participating; therefore, missing any class, regardless of the reason, will cost you participation
points. If you miss a class, it is your responsibility to speak with a classmate to get the notes and any additional
information given out the day you missed. Please do not send me an e-mail asking what you missed. Speak to a
classmate instead. Additionally, you are expected to attend the entire class session. Repeated late arrivals or early
departures will greatly impact your participation grade. If you think it will be difficult for you to get to class on
time on a regular basis, please consider dropping the class and taking this class at a more convenient time for your
schedule.
EMU-Online: We will be using EMU-Online in this class. Course content will be stored on EMU-Online,
including the syllabus, schedule (and updated versions of the schedule), lecture notes, assignment descriptions,
exam review sheets, and your assignment grades. You will also be submitting all of your papers to EMU-Online.
You are responsible for acquiring your username and password information and learning how to access
and navigate the functions on the website, including how to upload a copy of your paper to the Dropboxes. If
you have never used EMU-Online before, please complete the tutorial by logging into the site or contact the tollfree number (888-538-0515) with questions or concerns.
Cell Phones and Laptops: Our culture has become increasingly dependent on cell phones. Although cell phones
are valuable to maintaining interpersonal relationships, they may disrupt other aspects of our lives. I view cell
phone use in the classroom as incredibly disruptive and disrespectful. If you’re texting a friend, you’re obviously
not paying attention to what’s happening in class. Therefore, all cell phones should be turned off and put away
during class. In the event that you must leave your cell phone on in order to receive an important call, you must
let me know before class. Additionally, I do not permit the use of laptops in class, unless you have a
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Health Communication Syllabus, Schedule, & Bibliography
documented learning disability that requires you to use a laptop. Please turn off your laptop and put it away
before our class starts. If I see you using a cell phone or computer during class without my permission, I will
deduct participation points each time I must tell you to put your phone or computer away.
Syllabus and Schedule Changes: The syllabus and course schedule are subject to change upon notice. You are
responsible for knowing any changes announced in class.
Grade Discussions: You must wait 24 hours before discussing any grade with me, and I will only discuss your
grade in my office during office hours. The classroom is not an appropriate place for these discussions. After a
graded assignment is returned, you will have one week to discuss your grade. After that time, I will not discuss
your grade.
Incompletes: An incomplete will only be granted under very stringent conditions (e.g. serious personal or family
illness, death in family, etc.), and must be requested prior to the final exam period. Students must be performing
at a grade of “C” or better in order to receive an incomplete.
Special Needs Accommodations: If you wish to be accommodated for your disability, EMU Board of Regents
policy #8.3 requires that you first register with Students with Disabilities Office (SWD) which is located in 240
Student Center Building. You may contact the SWD office by telephone at (734) 487-2470. Students with
disabilities are encouraged to register with the SWD office promptly as you will only be accommodated from the
date you register with them forward. No retroactive accommodations are possible.
Provisions/Contingency Plan for Cancelled Classes: If a class is cancelled, I will post a notice and instructions to
EMU-Online as soon as possible.
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CTAC 379: TENTATIVE COURSE SCHEDULE*
Date
1/9
1/11
1/16
11/18
1/23
1//25
1/30
2/1
2/6
2/8
2/13
2/15
Topic
Introduction to the Course
Introduction to Health Communication; Discussion Leader Sign-Up
Martin Luther King, Jr. Day
History & Current Issues
Patient-Caregiver Communication
Caregiver Perspective
Patient Perspective; Receive Reflection Paper Assignment
Film Screening
Film Screening
Diversity among Patients; Receive Review Sheet for Midterm
Examination
Diversity among Patients Continued
Diversity in Health Organizations; Receive Final Project Assignment
2/20
2/22
2/27
2/29
3/5
Midterm Exam; Receive Reflection Paper Assignment
Leadership in Health Care Organization
Winter Recess
Winter Recess
Social Support
3/7
3/12
3/14
3/19
3/21
3/26
3/28
4/2
4/4
4/9
4/11
4/16
Social Support Continued
Cultural Conceptions of Health
Health Images in the Media
Health Images in the Media
Planning Health Promotion Campaigns
Planning Health Promotion Campaigns & Designing Health Promotion
Campaigns; Receive Reflection Paper Assignment
Designing Health Promotion Campaigns
Library Research for Final Projects
Public Health Crises
Health Care Reform
Health Care Reform; Receive Review for Final Examination
Annotated Bibliography Presentations
4/18
4/23
4/25
Annotated Bibliography Presentations
Annotated Bibliography Presentations; Course Wrap-Up
Final Examination (1:30-3:00)
Assignment Due
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Reflection Paper Due
Chapter 6
Chapter 9
Chapter 10
Chapter 7
Reflection Paper Due
Chapter 8
Chapter 11
Chapter 14
Reflection Paper Due
Chapter 12
Annotated Bibliography
Due
*This schedule is tentative. Any changes I make to the schedule will be announced in class and posted on our
EMU-Online website.
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BIBLIOGRAPHY
Austin, E. W., & Hust, S. J. T. (2005). Targeting adolescents? The content and frequency of alcoholic and
nonalcoholic beverage ads in magazine and video formats November 1999–April 2000. Journal of Health
Communication, 10(8), 769–785.
Baglia, J. (2005). The Viagra ad venture. New York: Peter Lang.
Banja, J. D. (2005). Medical errors and medical narcissism. Boston, MA: Jones and Bartlett.
Beaudoin, C. E., & Thorson, E. (2006). The social capital of blacks and whites: Differing effects of the mass
media in the United States. Human Communication Research, 32, 157–177.
Bruhn, J. G. (2005, October-December). The lost art of the covenant: Trust as a commodity in health care. The
Health Care Manager, 24(4), 311–319.
Cho, H., & Salmon, C. T. (2006). Fear appeals for individuals in different stages of change: Intended and
unintended effects and implications on public health campaigns. Health Communication, 20(1), 91–99.
Covello, V. T. (2003). Best practices in public health risk and crisis communication. Journal of Health
Communication, 8, 5–8.
Dutta, M. J. (2006). Theoretical approaches to entertainment education campaigns: A subaltern critique. Health
Communication, 20(3), 221–231.
Dutta, M. J. (2008). Communicating health: A culture-centered approach. Cambridge, MA: Polity Press.
Dutta-Bergman, M. J. (2005). Theory and practice in health communication campaigns: A critical interrogation.
Health Communication, 18(2), 103–122.
Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. Englewood Cliffs, NJ: Prentice Hall.
Groopman, J. (2007). How doctors think. Boston, MA: Houghton Mifflin.
Hendrich, A., Chow, M., Skierczynski, B. A., & Lu, Z. (2008). A 36-hospital time and motion study: How do
medical-surgical nurses spend their time? The Permanente Journal, 12(3), 25–34.
Jain, W. (2006, April). Turning frustration into fulfillment: When we invite our patients to be part of the solution,
even difficult encounters can become rewarding. Family Practice Management, 13(4), 80.
Jauhar, S. (2008). Intern: A doctor’s initiation. New York: Farrar, Straus and Giroux.
Lederman, L. C. (2008). Beyond These Walls: Readings in Health Communication . New York: Oxford
University Press.
Magee, M., & D’Antonio, M. (2003). The best medicine: Stories of doctors and patients who care for each other
(2nd ed.). New York: Spencer Books.
Mayer, T. A., & Cates, R. J. (2004). Leadership for great customer service: Satisfied patients, satisfied
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employees. Chicago, IL: Health Administration Press.
Newman, M. A. (2000). Health as expanding consciousness (2nd ed.). Boston: Jones & Bartlett.
Perloff, R. M., Bonder, B., Ray, G. B., Ray, E. B., & Siminoff, L. A. (2006, February). Doctor–patient
communication, cultural competence, and minority health: Theoretical and empirical perspectives.
American Behavioral Scientist, 49, 835–852.
Platt, F. W., & Gordon, G. H. (2004). Field guide to the difficult patient interview (2nd ed.). Philadelphia:
Lippincott Williams & Wilkins.
Rouner, D., & Lindsey, R. (2006). Female adolescent communication about sexually transmitted diseases. Health
Communication, 19(1), 29–38.
Saha, S., Guiton, G., Wimmers, P. F., & Wilkerson, L. (2008). Student body racial and ethnic composition and
diversity-related outcomes in U.S. medical schools. Journal of the American Medical Association,
300(10), 1135–1145.
Salander, P. (2002). Bad news from the patient’s perspective: An analysis of the written narratives of newly
diagnosed cancer patients. Social Science & Medicine, 55, 721–732.
Thompson, T. L., Dorsey, A. M., Miller, K. I., & Parrott, R. (Eds.) (2003). The handbook of health
communication. Mahwah, NJ: Lawrence Erlbaum Associates.
Thompson, T. L., Parrott, R., & Nussbaum, J. F. (2011). The Routledge handbook of health communication. New
York: Routledge.
Transue, E. R. (2004). On call: A doctor’s days and nights in residency. New York: St. Martin’s Griffin.
Wicks, R. J. (2008). The resilient clinician. Oxford, England: Oxford University Press.
Wu, A. W. (2001, March 1). A major medical error. American Family Physician, 63(5), 985.
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