Graduate School of Public Health
San Diego State University
Division of Health Promotion and Behavioral Science
Health Promotion Program Planning and Assessment
Fall 2010, 3 Units
Class day/time: Thursdays: 10am 12:40pm
Class location: SLHS-220
Schedule number: 22311
Email: hmadanat@mail.sdsu.edu
Instructor: Hala Madanat, PhD
Instructor office hours: Th 2-3:00
Office location: Hepner Hall 114-D
Phone: 619-594-3754
San Diego State University is dedicated to a safe, supportive and nondiscriminatory
environment. It is the responsibility of all students to familiarize themselves with
University policies regarding nondiscrimination, misconduct and academic honesty.
Nondiscrimination Policy
San Diego State University complies with the requirements of Title VI and Title VII of
the Civil Rights Act of 1964, as well as other applicable federal and state laws prohibiting
discrimination. No person shall, on the basis of race, color, or national origin be
excluded from participation in, be denied the benefits of, or be otherwise subjected to
discrimination in any program of the California State University
SDSU does not discriminate on the basis of disability in admission or access to, or
treatment or employment in, its programs and activities. Students should direct inquiries
concerning San Diego State University’s compliance with all relevant disability laws to
the Director of Student Disability Services (SDS), Calpulli Center, Room 3101, San
Diego State University, San Diego, CA 92128 or call 619-594-6473 (TDD: 619-5942929).
SDSU does not discriminate on the basis of sex, gender, or sexual orientation in the
educational programs or activities it conducts.
More detail on SDSU’s Nondiscrimination Policy can be found in the SDSU General
Catalog, University Policies.
Student Conduct and Grievances
SDSU is committed to maintaining a safe and healthy living and learning environment
for students, faculty and staff. Sections 41301, Standards for Student Conduct, and
Sections 41302-41304 of the University Policies regarding student conduct should be
reviewed.
If a student believes that a professor’s treatment is grossly unfair or that a professor’s
behavior is clearly unprofessional, the student may bring the complaint to the proper
university authorities and official reviewing bodies. See University policies on Student
Grievances.
Attention Students with Disabilities
If you have any disability which may impair your ability to successfully complete this
course, please let me know during the first two weeks of class. Accommodations are
coordinated through the Student Disability Services and require documentation. The
SDSU office is located at the Calpulli Center, Suite 3101, Phone: (619) 594-6473.
I. Course Description: This course will provide students with an overview of program
planning and assessment, theories, systems and procedures relevant to health promotion
and education.
II. Learning Objectives: In this course, students will develop the knowledge and skills
needed to effectively plan, implement, and evaluate health promotion programs for
defined populations in a variety of settings. At the end of the course, students will be able
to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Identify sources of data for specific populations.
Conduct a needs assessment utilizing a variety of data sets.
Distinguish between needs that are “practitioner-driven” versus needs that are
“audience-driven,” and determine how to reconcile differences;
Prioritize health problems using the Basic Priority Rating Model.
Write specific, measurable, and clear goals and objectives
Develop an evidenced-based intervention plan:
a. Apply theory in the program planning process
b. Draw a conceptual model of an intervention plan
c.
Describe at least two evidenced-based intervention strategies and activities
for addressing a specific health topic for a specific population using at least
two levels of the Socio-Ecologic framework
Distinguish between formative and summative evaluation.
Develop an evidenced-based evaluation plan:
a. Apply methods for the various levels of evaluation
b. Describe at least two evidenced-based evaluation methods for addressing a
specific health topic for a specific population that address your targeted
levels of the Socio-Ecologic framework
Develop appropriate budgets for designed interventions.
III. Prerequisites: PH 661, 662, and consent of instructor.
IV. Text, Readings, Materials:
1. McKenzie, JF, Neiger, BL, Thackeray, R. Planning, Implementing, and
Evaluating Health Promotion Programs: A Primer, 5thedition. Benjamin
Cummings; 2008:432pp. ISBN-13: 978-0321495112.
2. Articles and Documents: These will be posted on blackboard a week before they
will be discussed.
V. Assignments and Tests:
Program Plan: Each student will participate in a work group to develop and write a
program plan for a population selected from any county, city or state in the United States,
or any other country of the group’s choice. Students will be assigned to a work group of
four members to develop and write a program plan. Please see program plan
assignment details on Blackboard. [35 pts]
Group Evaluations: Students will be expected to work in teams to develop the program
plan. Student grades for this assignment will take into account evidence of active and
equal participation by each member of the team in addition to teamwork and cooperation.
There will be an overall group grade for the program plan. I will then take into account
my own assessment and your peers’ assessments of your contribution to the project and
assign an individual grade. [15 points]
I will assess work group performance throughout the semester. In addition, each member
of the work group will grade his/her own performance as well as the performance of all
other group members at two points in the semester using the following criteria:
Attendance at group meetings
Cooperation
Contribution of ideas
Contribution of materials and work time
Helping plan and organize tasks
Leadership
Exams and Finals: You will have two closed-book, in-class mid-term exams (see
schedule) and one final. The two exams are not cumulative, but the final is cumulative
and will consist of short-answer and discussion questions, covering both lecture material
and readings. [15 points per midterm and 20 points for the final= 50 points]
Grading Scale:
Total Points
96-100
90-95
87-89
84-86
80-83
77-79
74-76
70-73
F
Assigned Grade
A
AB+
B
BC+
C
C<70
Course policies
1. Attendance
Attendance is not mandatory. However, successful completion of the course requires that
student attend class. Professional behavior will be expected including arriving to class on
time and not leaving early. Perfect attendance may be used to award a higher grade when
students are borderline. If you have an emergency, please contact me as soon as possible.
If a student is absent, it is the student’s responsibility to get notes from another class
member.
2. Religious holidays
According to the University Policy File, students should notify the instructors of affected
courses of planned absences for religious observances by the end of the second week of
classes.
3. Academic misconduct
Academic Integrity
Academic dishonesty is an affront to the integrity of scholarship at SDSU and a threat to
the quality of learning. Violations of academic integrity are noted in the SDSU Statement
of Student Rights and Responsibilities:
2.1 Cheating shall be defined as the act of obtaining or attempting to obtain credit for
academic work by the use of dishonest, deceptive, or fraudulent means. Examples of
cheating include, but are not limited to (a) copying, in part or in whole, from another’s
test or other examination; (b) discussing answers or ideas relating to the answers on a test
or other examination without the permission of the instructor; (c) obtaining copies of a
test, an examination, or other course material without the permission of the instructor; (d)
using notes, cheat sheets, or other devices considered inappropriate under the prescribed
testing condition; (e) collaborating with another or others in work to be presented without
the permission of the instructor; (f) falsifying records, laboratory work, or other course
data; (g) submitting work previously presented in another course, if contrary to the rules
of the course; (h) altering or interfering with the grading procedures; (i) plagiarizing, as
defined; and (j) knowingly and intentionally assisting another student in any of the above.
2.2 Plagiarism shall be defined as the act of incorporating ideas, words, or specific
substance of another, whether purchased, borrowed, or otherwise obtained, and
submitting same to the University as one’s own work to fulfill academic requirements
without giving credit to the appropriate source. Plagiarism shall include but not be limited
to (a) submitting work, either in part or in whole, completed by another; (b) omitting
footnotes for ideas, statements, facts, or conclusions that belong to another; (c) omitting
quotation marks when quoting directly from another, whether it be a paragraph, sentence,
or part thereof; (d) close and lengthy paraphrasing of the writings of another; (e)
submitting another person’s artistic works, such as musical compositions, photographs,
paintings, drawings, or sculptures; and (f) submitting as one’s own work papers
purchased from research companies.
3.0 Academic and Punitive Sanctions: Cheating and plagiarism in connection with the
academic program at The University may warrant two separate and distinct courses of
disciplinary action that may be applied concurrently in response to a violation of this
policy: (a) academic sanctions, such as grade modifications; and (b) punitive sanctions,
such as probation, suspension, or expulsion.
All students in this class are required to complete the online information literacy
tutorial, "Plagiarism: The Crime of Intellectual Kidnapping," a 30-minute tutorial that
teaches students about plagiarism, paraphrasing, and citing sources. Students are to take
this tutorial outside of class time and take the quiz that follows it. They will receive a
score on screen that they can print and this printed score must be submitted as proof of
completion by September 16th. The tutorial is at http://infotutor.sdsu.edu/plagiarism/
4. Writing Style for Assignments
All assignments are to be typed and double-spaced. Use APA style for all title page,
headings, margins, spelling, grammar, references, figures, tables, and appendices.
5. Blackboard
Students are required to check blackboard at least once a week for announcements and
additional required readings. Furthermore, all drafts must be turned in using the digital
dropbox on blackboard. No drafts will be accepted by email.
“Students agree that by taking this course all required papers may be subject to
submission for textual similarity review to SafeAssign.com for the detection of
plagiarism. All submitted papers may be included as source documents in the SafeAssign
Global Reference Database solely for the purpose of detecting plagiarism of such papers.
You may submit your papers in such a way that no identifying information about you is
included. Another option is that you may request, in writing, that your papers not be
submitted to SafeAssign.com. However, if you choose this option you will be required to
provide documentation to substantiate that the papers are your original work and do not
include any plagiarized material.”
DISCLAIMER: Every effort will be made to follow the syllabus content and schedule;
however, if circumstances dictate there may be modifications necessary during the
semester. If such is the case the professor will make every effort to notify students in a
timely manner.
Course Calendar
Date
Week 1
Sept 2
Week 2
Sept 9
Week 3
Sept 16
Week 4
Sept 23
Week 5
Sept 30
Week 6
Oct 7
Week 7
Oct 14
Week 8
Oct 21
Week 9
Oct 28
Week 10
Nov 4
Week 11
Nov 11
Topics/ Readings
Introduction to course syllabus- Dr. Suchi Ayala
Chapter 1
Overview of Program Planning/Basic Components of
Program Planning Models
Chapters 2 & 3- Jennifer Emond
Needs Assessment: differences between epidemiologic
and community opinion data, basic definitions,
organizing and analyzing needs assessment data, the
apples and oranges principle.
Chapter 4
Needs Assessment: Community opinion data: nominal
group, focus groups, community forums, surveys (mail,
telephone, face to face), polls, and observations.
Chapter 5
Priority setting: variable that influence priority setting,
decision-making criteria; overview of the Basic Priority
Rating (BPR) Model. Discuss Problem Statements.
Drafts and
Assignment
Needs
Assessment
(Draft-not
required)
Exam 1 and Group Meetings
Chapter 6
The difference between goals and objectives; discuss the
components of a goal and an objective; differentiate
between learning, process, impact and outcome
objectives; discuss the importance of linking goals and
objectives to the selected priority.
Chapters 7 and 8
Methods/Implementation: Linking appropriate health
education theories with selected interventions (methods);
criteria for selecting commonly used interventions.
Chapters 9 and 10
Methods/Implementation: Strategies and concerns,
accessing existing population-based programs.
Chapters 11 and 12
Overview of community health methods.
Exam 2 and Group Meetings
No Class! Veteran’s Day.
Priority Setting
and problem
Statement
(Draft-not
required)
Goals and
Objectives
(Draft-Not
Required)
Week 12
Nov 18
Chapters 13 and 14
Evaluation: overview of evaluation including differences
between program evaluation and evaluation research,
distinguish between process, impact and outcome,
formative and summative evaluation; discuss the process
of evaluation, models and designs, and sampling.
Week 13
Nov 25
No Class! Happy Thanksgiving!
Week 14
Dec 2
Budgets: expectations for the budget as part of the
students’ program plan, public health funding sources,
cooperative agreements versus grants, public versus
private funding, preparing a budget, line-item budgets,
zero-based budgeting, in-kind costs, grants and
donations.
Week 15
Dec 9
Week 16
Dec 16
Class wrap-up
Final exam
Methods and
Implementation
(Draft-Not
Required)
Program Plan
Due
During class
time