Claremont Graduate University
School of Community and Global Health
CGH 311. Curriculum and Materials Development
SUMMER 2015
Instructor
Patty P. Kwan, PhD, MPH, CHES
Email: pattykwan@gmail.com
Office Hours
Virtual or by appointment only
Class Time
Thursdays, 1-3:50pm
Class Location
ACB 208
GENERAL COURSE INFORMATION
This course introduces students to health education curriculum and provides them with the skills
necessary to propose, develop, implement and evaluate a health education curriculum. Students will
explore learning and curriculum theories plus critically analyze these theories and their application in the
development of health education programs in community settings. Students will learn the necessary skills
through review of previous theory-driven and empirically-proven health education curriculums and
development of their own heath curriculum and educational materials base on a topic of their choosing.
COURSE OBJECTIVES
By the end of this course, students will be able to:
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Justify health science curricula with data relative to individual, community, and societal needs
and interests.
Identify factors that should be considered in developing health science curricula.
Identify six levels of cognition.
Write measurable objectives for each level of cognition utilizing criteria established in class.
Give examples of vertical and horizontal organization of the curriculum.
Differentiate between continuity, sequence, and integration as criteria for organizing the
curriculum.
Identify criteria used for selecting and developing learning opportunities.
Develop learning opportunities for specified learner competencies.
Identify evaluative criteria for measuring the attainment of specified objectives.
Develop health science curricula that includes concepts, objectives, content, learning
opportunities, and evaluative criteria.
Develop a scheme for evaluating health science curricula.
Develop a scheme for implementing health science curricula.
Critique health science curricula using criteria established in class.
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REQUIRED COURSE READINGS
Textbook
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Gilbert GG, Sawyer RG, McNeill EB (2014). Health Education: Creating Strategies for School &
Community Health, (4th Edition). Burlington, MA: Jones and Bartlett Learning.
Online articles
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Doak LG & Doak CC (Editors) (2004). Pfizer Principles for Clear Health Communication, (2nd
Edition). Los Angeles, CA: Pfizer Inc.
http://www.pfizerhealthliteracy.com/asset/pdf/pfizerprinciples.pdf
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CDC, Morbidity & Mortality Weekly Report. (1999) Framework for Program Evaluation in
Public Health, Recommendations and Reports. 48(RR11);1-40
http://www.cdc.gov/mmwr/preview/mmwrhtml/rr4811a1.htm
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Plus additional supplemental readings (TBA)
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Health Education Content Standards for California Public Schools K-12, California Department
of Education, 2009.
Recommended readings/additional references (optional)*
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Maibach, E & Parrot RL (1995). Designing Health Messages: Approaches From Communication
Theory and Public Health Practice, Thousand Oaks, CA: Sage Publications.
Miller DF, Telljohan SK, Symons CW. (1996) Health Education in the Elementary and Middlelevel School (2nd edition). Madison, WI: Brown and Benchmark Publishers.
Sussman, S. (2001). Handbook of Program Development for Health Behavior Research &
Practice. Thousand Oaks, CA: Sage Publications.
McNeil, JD. (2009). Contemporary Curriculum: In Thought and Action. (7th edition). Hoboken,
NJ: John Wiley & Sons.
Fodor JT, Dalis GT, Giarrantano-Russell SC (2002). Health Instruction: Theory and Applications
for Community, School, Health Care, and Workplace Settings (6th edition). Dubuque, IA:
Kendall/Hunt Publishing.
* Although students are only required to read from the Gilbert (2014) textbook, information in weekly
lectures will be supplemented with materials from these optional textbooks.
COURSE COMPONENTS
This course will contain several interrelated components designed to provide a general introduction to the
skills and topics needed in curriculum development.
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Lectures
Health education curriculum group project
Individual assignments
Class exercise/activities
Discussions
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COURSE REQUIREMENTS & EVALUATIONS
Students will be evaluated based on the following materials:
Component
Points
HEALTH EDUCATION CURRICULUM GROUP PROJECT
Student groups (2-3 students per group) will develop a health education curriculum and
attaching health education materials based on a topic of their choice. The purpose of this
assignment is to provide students with hands-on opportunities to build/improve on their
curriculum development skills in a fun and interactive way. There are several parts to this class
project as listed below. A detailed rubric will be provided by the instructor.
A. Health Education Curriculum Proposal Paper
Students will conduct literature searches, collect background information and develop a
written proposal to justify the need and potential public health impact of their
curriculum for the selected target audience and health topic. This proposal will also
contain the curriculum overview (with content matrix).
40
B. Proposal Presentation
Students will present a summary of their proposal plus provide an overview of their
curriculum in a 10-15 minute Power Point presentation.
15
C. Live Session Demonstration
Students will be asked to demonstrate one session (approximately 20 minutes in length)
of their curriculum to the class who will serve as the mock participants (i.e. students in
an elementary school, employees of a workplace, patients at a health care clinic or
organization, residents of a local community, etc.). This project involves the creation of
a real 20 minute session based on your curriculum.
40
D. Group Member Evaluation
Each student will be asked to evaluate their group member’s contribution and
performance on the group project. The individual score will be an average of all the
scores given to that student by their group members. All information you provide will
be kept confidential.
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INDIVIDUAL ASSIGNMENT. CURRICULUM REVIEW PAPER
40
Each student will critically review an established health education curriculum (i.e. the Diabetes
Prevention Program). The purpose of this assignment is to allow students the opportunity to
further explore an existing curriculum and critically apply the skills reviewed in class to the
curriculum. More details will be provided in class.
QUIZZES (2 total)
60
Two quizzes (multiple choice and short answers) each worth 30 points will be given during the
semester. The purpose of these quizzes is to assess each student’s understanding of the course
materials.
TOTAL
200
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The grade breakdown for this course is indicated below. Please note that final scores will be rounded up if
the percentage points are 0.5 or higher. That is, if your final score was 91.6%, it will get rounded up to
92.0%.
A = 94-100%
A- = 90-93%
B+ = 87-89%
B = 84-86%
B- = 80-83%
C+ = 77-79%
C = 74-76%
C- = 70-73%
D+ = 67-69%
D = 64-66%
D- = 60-63%
F = <60%
CANVAS
This course will rely heavily on Canvas as our learning platform. Please note that all course materials
including the syllabus, lecture slides, course assignments and rubrics are available on Canvas at least 24
hours before the class session in which it will be discussed.
Students are expected to come prepared to each class meeting. This includes reading the assigned texts
and downloading/printing the lecture slides and relevant materials (see schedule below) from Canvas
prior to each class. Please note that you will not be given copies of any course materials. It is your
responsibility to make copies if you choose to do so.
COURSE POLICIES
 No late work accepted. Please submit assignments in the format requested by the date and time as
indicated on the schedule.
 Academic integrity: Students of CGU are expected to do their own work and respect the intellectual
properties of others. Violation of academic integrity can result in serious consequences such as, but
not limited to, receiving a “F” in the assignment in which academic dishonesty occurred or receiving
a “F” in the final grade for the course.
 Email: The instructor will be communicating with students via email on a weekly basis. Please make
sure to provide an email address that you check often in order to stay up to date with class
information.
 Grades: Keep track of your grades and make sure it is accurate. Report any inaccuracies to the
instructor immediately as grades are difficult to change after it has been submitted to the Registrar.
WEEK-BY-WEEK CLASS SCHEDULE
Week
Topics
Week 1
Introduction to the Course
May 21, 2015
Introduction to Health Education
Curriculum
Planning for Instruction
Week 2
May 28, 2015
Readings
What’s Due Today
Gilbert (Chapter 1)
Gilbert (Chapter 2)
Independent Study – No Class
Meeting; please use this time to
complete the assigned work and
reading.
Goals and objectives worksheet
Towards No Drug (TND)
Curriculum
Sussman (1996)
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Week
Topics
Readings
Sussman, S. (1996). Development
of a school-based drug abuse
prevention curriculum for high-risk
youths. Journal of Psychoactive
Drugs, 28(2), 169-182.
(full text PDF
available on Google
Scholar)
Review: Planning for Instruction
Gilbert (Chapter 2)
Contextual Considerations for
Behavior Change
Gilbert (Chapter 3)
Week 4
June 11, 2015
Methods of Instruction/Intervention
Gilbert (Chapter 4)
Week 5
June 18, 2015
Presentation and Unit Plan
Development
Gilbert (Chapter 5)
Week 6
June 25, 2015
Quiz #1 (weeks 1-5)
Week 3
June 4, 2015
What’s Due Today
List of group members
Health topic
Week 7
July 2, 2015
Goals & objectives
worksheet
Quiz
Developing Health Education
Materials – Part 1.
Pfizer online article
Developing Health Education
Materials – Part 2.
Pfizer online article
Adapting Pre-existing Health
Education Curriculum
Week 8
July 9, 2015
Technology and Health Education
Gilbert (Chapter 6)
Week 9
July 16, 2015
Use of Media in Health Education
Gilbert (Chapter 7)
Week 10
July 23, 2015
Evaluating Effectiveness of Health
Instruction
CDC, MMWR
article
Week 11
July 30, 2015
Quiz #2 (weeks 6-10)
Week 12
August 6,
2015
Curriculum Review
Paper
Quiz
Health Disparities
Gilbert (Chapter 8)
Special Challenges & Controversial
Topics
Gilbert (Chapter 910)
Curriculum Proposal
Presentation
Curriculum for Youths; K-12
standards for California
Curriculum Proposal Presentation
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Week
Week 13
August 13,
2015
Topics
Curriculum Live Demonstration
Week 14
August 20,
2015
Independent Study – No Class
Meeting; please use this time to
work on your group paper.
Readings
What’s Due Today
Live demo & related
materials
Curriculum proposal
paper
Peer evaluations
*This syllabus is subject to change. I will make every effort to notify you in advance about any changes.
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