PHW 1110-Wilkerson Fall 2014
Syllabus
Health Promotion and Behavioral Sciences
PHW 1110 Fall 2014
Feature
Instructor & TA
Information
(for each
Faculty and
TA)
Considerations
J. Michael Wilkerson, PhD, MPH
E-mail: Johnny.M.Wilkerson@uth.tmc.edu
Office phone: (713) 500-9974
Office fax: (713) 500-3650
Address: University Center Tower, 7000 Fannin Street,
Suite 2620, Houston, Texas 77030
Website: https://sph.uth.edu/jmwilkerson/
Skype: southaustinmike
Google Hangout: jmikewilkerson
TA: Andria Rusk
E-mail: Andria.E.Rusk@uth.tmc.edu
Skype: andriarusk
Google Hangout: andriaerusk
Course
Description
PHW1110 Social and Behavioral Aspects of Community
Health
3 credits
ONLINE
As an online class, the materials for this course are accessed
via Blackboard. Students are expected to use the materials
offered on this site to meet course objectives. Blackboard can
be accessed at https://bb.uth.tmc.edu
This course focuses on health problems and public health
methods that have a major social or behavioral component. It is
intended for the student with little background in the behavioral
sciences. The course will enable students to describe one or
two core theoretical perspectives from each of the social
science disciplines of psychology, sociology, and anthropology,
and their application to public health. The course will cover the
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PHW 1110-Wilkerson Fall 2014
Textbook
and Materials
Course Topics
and Learning
Objectives
major social and behavioral science models used in health
promotion and disease prevention. The course will also cover
existing social inequalities in health status related to race, social
class, and gender, and the critical intersection between social
risk factors, behavioral risk factors, and the development and
implementation of public health interventions. The problems
considered in this course will vary from year to year, but include
topics with social and behavioral risks. There are no prerequisites for this course.
Glanz K, Rimer BK, Viswanath K. (Eds). (2008). Health
Education and Health Behavior: Theory, Research, and
Practice 4th edition). San Francisco: Jossey-Bass.
What are the Behavioral Sciences
 Describe various behavioral science theories and their
application to public health practice.
 Discuss the ethical principles of public health practice and
research
Theories and Models of Health Promotion and Behavioral
Sciences
 Describe the ecological model.
 Describe several theories of individual behavior change
including the Health Belief Model, the Theory of Reasoned
Action and Planned Behavior and the Integrated Behavioral
Model, the Transtheoretical Model, Social Cognitive Theory,
and Diffusion of Innovation.
 Describe the constructs of each theory.
 Describe how the behavioral theories might be used in
practice.
 Describe how the PRECEDE-PROCEED Model can be used
to plan and evaluate programs.
 Describe the concepts of community development/organizing.
 Describe how a researcher would use the concepts of
community development/organizing to practice Community
Based Participatory Research.
 Explain how you would find stakeholders for community based
interventions and evaluations.
 Describe the process for planning, implementing, and
evaluating a community-based social marketing intervention
Health Inequalities
 Evaluate the association between health inequalities and
social capital, gender, socioeconomic status, culture, and
race/ethnicity.
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PHW 1110-Wilkerson Fall 2014

Learning
Activities
Apply PRECEDE-PROCEED to a health inequality and
describe possible interventions that might influence health in
our society.
Group Work
 With a group of peers, develop an online module on one
behavioral science topic for your peers.
 Use internet resources to enhance learning.
 Reading
 Responding to discussion questions
 Commenting on other students posts in the discussion
board
 Writing learning summaries
 Completing a group project
ASSIGNMENTS
Location
Due
NOTE:
W=Week
Week 1 (August 25-30):
Understanding theory and the ecological model
Do “getting started” activities
Online Participation at least 2 days in the Main Folder
(Individual) – includes 3 original DQ responses and 3
substantive postings to other students’ responses (for a
total of 6 discussion board posts).
Readings:
Chapters 1, 2, and 20 in your textbook
Baral et al. (2013). Modified social ecological model: a
tool to guide the assessment of the risks and risk
contexts of HIV epidemics. BMC Public Health, 13:
482.
Tarimo et al. (2012). The perceptions on male
circumcision as a preventative measure against HIV
infection and considerations in scaling up of the
services: a qualitative study among police officers in
Dar es Salaam, Tanzania. BMC Public Health, 12: 59.
Newmann et al. (2013). A social ecology of rectal
microbicide acceptability among young men who have
sex with men and transgender women in Thailand.
Journal of the International AIDS Society, 16: 18476.
3
Discussions/Ready
to Get Started
Discussions/ Week
1 Forum
W1,
Wed &
Sat
Points
Possible
4
PHW 1110-Wilkerson Fall 2014
ASSIGNMENTS
Location
Due
NOTE:
W=Week
Week 2 (August 31-September 6):
The Health Belief Model
Online Participation at least 2 days in the Main Folder
(Individual) – includes 3 original DQ responses and 3
substantive postings to other students’ responses (for a
total of 6 discussion board posts).
Points
Possible
Discussions/ Week
2 Forum
W2,
Wed &
Sat
3
Week 2 Forum
W2,
Sat
1
Discussions/ Week
3 Forum
W3,
Wed &
Sat
3
Readings:
Chapter 3 in your textbook
Byrd et al, (2004) Cervical cancer screening beliefs
among young Hispanic women [pdf]
Burak,LJ and Meyer, M. Using the health belief model
to examine and predict college women's cervical
cancer screening beliefs and behavior [pdf]
Corcoran J & Crowley M (2014). Latinas’ attitudes
about cervical cancer prevention: A meta-analysis.
Journal of Cultural Diversity, 21(1): 15-21.
Individual Learning Summary
Week 3 (September 7-13):
Theory of Reasoned Action, Theory of Planned
Behavior, and the Integrated Behavioral Model
Online Participation at least 2 days in the Main Folder
(Individual) – includes 3 original DQ responses and 3
substantive postings to other students’ responses (for
a total of 6 discussion board posts).
Readings:
Chapter 4 in your textbook
Conner M, Sandberg T, & Norman P (2010). Using
action planning to promote exercise behavior. Annals
of Behavioral Medicine, 40: 65-76.
Beville JM et al. (2014). Gender differences in college
leisure time physical activity: Application of the theory
of planned behavior and integrated behavioral model.
Journal of American College Health 62(3): 173-184.
Additional Suggested Readings:
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PHW 1110-Wilkerson Fall 2014
ASSIGNMENTS
Location
Due
NOTE:
W=Week
Points
Possible
Week 3 continued (September 7-13):
Theory of Reasoned Action, Theory of Planned
Behavior, and the Integrated Behavioral Model
Readings continued:
Kwan MYW, Bray SR, & Ginis KAM (2009). Predicting
physical activity of first-year university students: An
application of the theory of planned behavior. Journal
of American College Health, 58 (1): 45-52.
Optional reading:
Trafimow D (2004). Problems with change in R 2 as
applied to theory of reasoned action research. British
Journal of Social Psychology, 43: 515-530.
Explore Dr. Ajzen’s website:
http://people.umass.edu/aizen/tpb.html
Week 4 (September 14-20):
Transtheoretical Model
Online Participation at least 2 days in the Main Folder
(Individual) – includes 3 original DQ responses and 3
substantive postings to other students’ responses (for
a total of 6 discussion board posts).
Discussions/ Week
4 Forum
W4,
Wed &
Sat
3
W4,
Sat
1
Readings:
Chapter 5 in your textbook
De BIaze Vilela et al. (2009). The transtheoretical
model and substance dependence: Theoretical and
practical aspects. Revista Brasileira de Psiquiatria,
31(4): 362-368.
Callaghan, RC et al. (2005). Does stage-of-change
predict dropout in a culturally diverse sample of
adolescents admitted to inpatient substance-abuse
treatment? A test of the Transtheoretical Model.
Addictive Behaviors, 30: 1834-1847.
Korcha et al. (2011). Substance use and motivation: A
longitudinal perspective. The American Journal of
Drug and Alcohol Abuse, 37: 48-53.
Individual Learning Summary
5
Week 4 Forum
PHW 1110-Wilkerson Fall 2014
ASSIGNMENTS
Location
Due
NOTE:
W=Week
Week 5 (September 21-27):
Social Cognitive Theory
Online Participation at least 2 days in the Main Folder
(Individual) – includes 3 original DQ responses and 3
substantive postings to other students’ responses (for
a total of 6 discussion board posts).
Points
Possible
Discussions/ Week
5 Forum
W5
Wed &
Sat
3
Discussions/ Week
6 Forum
W6,
Wed &
Sat
3
Week 6 Forum
W6,
Sat
1
Readings:
Chapter 8 in your textbook
Tortolero, SR et al. (2010). It’s Your Game: Keeping It
Real: Delaying sexual behavior with an effective
middle school program. Journal of Adolescent Health,
46: 169-179.
Markham et al. (2012). Sexual risk avoidance and
sexual risk reduction interventions for middle school
youth: A randomized control trial. Journal of
Adolescent Health, 50:279-288.
Kirby et al. (2004). The “Safer Choices” intervention”
Its impact on the sexual behaviors of different
subgroups of high school students. Journal of
Adolescent Health, 35: 442-452.
Week 6 (September 28-October 4):
Diffusion of Innovations
Online Participation at least 2 days in the Main Folder
(Individual) – includes 3 original DQ responses and 3
substantive postings to other students’ responses (for
a total of 6 discussion board posts).
Readings:
Chapter 14 in your textbook
Chapter 5:The Innovation-Decision Process. In
Rogers EM (2003), Diffusion of Innovations (5th ed.).
New York: Free Press.
Chew et al. (2004). Doctors on-line: Diffusion of
innovations theory to understand internet use. Family
Medicine, 36(8): 645-650.
Quanbeck et al. (2014). Integrating addiction
treatment into primary care using mobile health
technology: Protocol for an implementation research
study. Integration Science, 9: 65.
Individual Learning Summary
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PHW 1110-Wilkerson Fall 2014
ASSIGNMENTS
Location
Due
NOTE:
W=Week
Week 7 (October 5-11):
PRECEDE-PROCEED Model
Online Participation at least 2 days in the Main Folder
(Individual) – includes 3 original DQ responses and 3
substantive postings to other students’ responses (for
a total of 6 discussion board posts).
Points
Possible
Discussions/ Week
7 Forum
W7,
Wed &
Sat
3
Course Materials
Folder
W7,
Sat
17
Discussions/ Week
8 Forum
W8,
Wed &
Sat
3
Week 8 Forum
W8,
Sat
1
Readings:
Chapter 18 in your textbook
Li et al. (2009). Community health needs assessment
with precede-proceed model: A mixed methods study.
BMC Health Services Research, 9:181.
Phillips et al. (2012). Developing targeted health
service interventions using the PRECEDE-PROCEED
Model: Two Australian Case Studies. Nursing
Research and Practice, Article ID 279431, 8 pages.
Midterm Exam (covers material from weeks 1-6)
Week 8 (October 12-18):
Community-Based Participatory Research and
Community Organizing
Online Participation at least 2 days in the Main Folder
(Individual) – includes 3 original DQ responses and 3
substantive postings to other students’ responses (for
a total of 6 discussion board posts).
Readings:
Chapter 13 in your textbook
Mosavel et al. (2005) Community-based participatory
research (CBPR) in South Africa: Engaging multiple
constituents to shape the research question. Social
Science in Medicine 61:2577-2587. [pdf]
Byrd, (nd). Project Verdad: A Community
Development Approach to Health
Individual Learning Summary
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PHW 1110-Wilkerson Fall 2014
ASSIGNMENTS
Location
Due
NOTE:
W=Week
Week 9 (October 19-25):
Social Marketing and Community-Based
Prevention Marketing
Online Participation at least 2 days in the Main Folder
(Individual) – includes 3 original DQ responses and 3
substantive postings to other students’ responses (for
a total of 6 discussion board posts).
Points
Possible
Discussions/ Week
9 Forum
W9,
Wed &
Sat
3
Learning Team
Folder
W8,
Wed
20 per
team
member
Readings:
Chapter 19 in your textbook
Chapter 12: Community-based prevention marketing:
A new framework for health promotion interventions.
In DeClemente RJ, Crosby RA, and Kegler MC.
Emerging Theories in Health Promotion Practice and
Research (2nd ed.). San Francisco: Jossey Bass.
Dearing, et al. (2006). A convergent diffusion and
social marketing approach for disseminating proven
approaches to physical activity promotion. American
Journal of Preventive Medicine, 31(4 Suppl), S11-23.
Tovar-Aguilar J. (2014). Improving eye safety in citrus
harvest crews through the acceptance of personal
protective equipment, community-based participatory
research, social marketing, and community health
workers. Journal of Agromedicine, 19(2): 107-116.
(a)
(b)
(c)
(d)
(e)
Group TBD1 (Social Capital)
Initial Review: Schedule Skype or Google Hangout &
submit the following:
(a) PowerPoint Presentation
(b) 5 recommended readings
(c) 3 discussion questions
(d) 5 potential exam questions
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PHW 1110-Wilkerson Fall 2014
ASSIGNMENTS
Location
Due
NOTE:
W=Week
Week 10 (October 26-November 1):
Evaluation of Theory-Based Interventions
Online Participation at least 2 days in the Main Folder
(Individual) – includes 3 original DQ responses and 3
substantive postings to other students’ responses (for
a total of 6 discussion board posts).
Discussions/ Week
10 Forum
Points
Possible
W10,
Wed &
Sat
3
Readings:
Chapter 21 in your textbook
Huye HF et al. (2013). Using the RE-AIM Framework
in Formative Evaluation and Program Planning for a
Nutrition Intervention in the Lower Mississippi Delta.
Journal of Nutrition Education and Behavior, 46(1):
34-42.
Gaglio B, Shoup JA, & Glascow RE. (Apr. 18, 2013).
The RE-AIM Framewor: A Systematic Review of Use
Over Time. American Journal of Public Health.
e1-e9.
Group TBD1 (Social Capital) Submit revised
documents based on instructor feedback.
(f)
(g)
(h)
(i)
Learning Team
Folder
W10,
Wed
20 per
team
member
W10,
Sat
1
Group TBD2 (Social & Health Inequalities)
Initial Review: Submit the following:
(a) PowerPoint Presentation
(b) 5 recommended readings
(c) 3 discussion questions
(d) 5 potential exam questions
Individual Learning Summary
9
Week 10 Forum
PHW 1110-Wilkerson Fall 2014
ASSIGNMENTS
Location
Due
NOTE:
W=Week
Week 11 (November 2-8):
Social Capital (Group TBD1)
Online Participation at least 2 days in the Main Folder
(Individual) – includes 3 original DQ responses and 3
substantive postings to other students’ responses (for
a total of 6 discussion board posts).
Discussions/ Week
11 Forum
Points
Possible
W11,
Wed &
Sat
3
W11,
Wed
20 per
team
member
Readings:
Kunitz SJ. (2004). Social capital and health. British
Medical Bulletin, 69(1):61-73.
Shortt SE. (2004). Making sense of social capital,
health and policy. Health Policy,70(1):11-22.
TBD: 3 readings will be selected from the
recommended readings submitted by Group TBD1
Group TBD2 (Social & Health Inequalities) Submit
revised documents based on instructor feedback.
Learning Team
Folder
Group TBD3 (Culture & Health Inequalities)
Initial Review: Schedule Skype & submit the following:
(j)
(a) PowerPoint Presentation
(k)
(b) 5 recommended readings
(l)
(c) 3 discussion questions
(d) 5 potential exam questions
Week 12 (November 9-15):
Social and Health Inequalities (Group TBD2)
Online Participation at least 2 days in the Main Folder
(Individual) – includes 3 original DQ responses and 3
substantive postings to other students’ responses (for
a total of 6 discussion board posts).
Readings:
Braveman (2006). Health disparities and health
equity: concepts and measurement. Annu Rev Public
Health, 27:167-194.
Health inequalities and inequities, chapter 1.
TBD: 3 readings will be selected from the
recommended readings submitted by Group TBD1
10
Discussions/ Week
12 Forum
W12,
Wed &
Sat
3
PHW 1110-Wilkerson Fall 2014
ASSIGNMENTS
Location
Due
NOTE:
W=Week
Week 12 continued (November 9-15):
Social and Health Inequalities (Group TBD2)
Group TBD1 (Social Capital) Submit group member
evaluation form
Learning Team
Folder
W12,
Wed
20 per
team
member
Week 12 Forum
W12,
Sat
1
Discussions/ Week
13 Forum
W13,
Wed &
Sat
3
Group TBD3 (Culture & Health Inequalities) Submit
revised documents based on instructor feedback.
Group TBD4 (Gender & Health Inequalities)
Initial Review: Schedule Skype & submit the following:
(a) PowerPoint Presentation
(b) 5 recommended readings
(c) 3 discussion questions
(d) 5 potential exam questions
Individual Learning Summary
Week 13 (November 16-22):
Culture & Health Inequalities (Group TBD3)
Online Participation at least 2 days in the Main Folder
(Individual) – includes 3 original DQ responses and 3
substantive postings to other students’ responses (for
a total of 6 discussion board posts).
Points
Possible
Readings:
Cooper & Denner (1998). Theories linking culture and
psychology: universal and community-specific
processes. Annu Rev Psychol, 49:559-584.
Resnicow et al. (2000). Cultural sensitivity in
substance use prevention. Journal of Community
Psychology, 28(3):271-290.
TBD: 3 readings will be selected from the
recommended readings submitted by Group TBD1
Group TBD2 (Social & Health Inequalities) Submit
group member evaluation form
Group TBD4 (Gender & Health Inequalities) Submit
revised documents based on instructor feedback.
Group TBD5 (Race, Ethnicity & Health Inequalities)
Initial Review: Schedule Skype & submit the following:
(a) PowerPoint Presentation
(b) 5 recommended readings
(c) 3 discussion questions
(d) 5 potential exam questions
11
Learning Team
Folder
W13,
Wed
20 per
team
member
PHW 1110-Wilkerson Fall 2014
ASSIGNMENTS
Location
Due
NOTE:
W=Week
Points
Possible
Thanksgiving Break (November 23-29)
No class
Have a great holiday!
Week 14 (November 30-December 6):
Gender & Health Inequalities (Group TBD4)
Online Participation at least 2 days in the Main Folder
(Individual) – includes 3 original DQ responses and 3
substantive postings to other students’ responses (for
a total of 6 discussion board posts).
Discussions/ Week
14 Forum
W14,
Wed &
Sat
3
Readings:
Krieger N. (2003). Genders, sexes, and health: what
are the connections—and why does it matter?
International Journal of Epidemiology. 32(4):652-657.
Rieker &, Bird (2005). Rethinking gender differences
in health: why we need to integrate social and
biological perspectives. J Gerontol B Psychol Sci Soc
Sci.,2:40-47.
TBD: 3 readings will be selected from the
recommended readings submitted by Group TBD1
Group TBD3 (Culture & Health Inequalities) Submit
group member evaluation form.
Learning Team
Folder
W14,
Wed
20 per
team
member
W14,
Sat
1
Group TBD5 (Race, Ethnicity & Health Inequalities)
Submit revised documents based on instructor
feedback.
Individual Learning Summary
12
Week 14 Forum
PHW 1110-Wilkerson Fall 2014
ASSIGNMENTS
Location
Due
NOTE:
W=Week
Week 15 (December 7-13):
Race, Ethnicity & Health Inequalities (Group TBD5)
Online Participation at least 2 days in the Main Folder
(Individual) – includes 3 original DQ responses and 3
substantive postings to other students’ responses (for
a total of 6 discussion board posts).
Discussions/ Week
15 Forum
W15,
Wed &
Sat
Points
Possible
3
Readings:
Dressler, Oths, & Gravlee (2005). Race and ethnicity
in public health research: Models to explain health
disparities. Annual Review of Anthropology,
34(1):231-252.
Sue & Dhindsa. (2006). Ethnic and Racial Health
Disparities Research: Issues and Problems. Health
Education & Behavior, 33(4):459-469.
TBD: 3 readings will be selected from the
recommended readings submitted by Group TBD1
Group TBD4 (Gender & Health Inequalities) Submit
group member evaluation form.
Week 16 (December 14-19):
Finals Week
Final Exam
Group TBD5 (Race, Ethnicity & Health Inequalities)
Submit group member evaluation form.
13
Learning Team
Folder
W15,
Wed
Course Materials
Folder
Learning Team
Folder
W16,
Sat
W16,
Wed
20 per
team
member
20
20 per
team
member
PHW 1110-Wilkerson Fall 2014
Course Menu
Tabs and
Resources
Below are some of the names of the Course Menu tabs on Blackboard
and a short description of the contents.
Course Menu Tabs and Discussion Folders
Announcements
Introductions
Course Materials
Discussion Board
Groups
Tools
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Description
On-going information
about course activities,
including weekly video with
comments about course
materials, exam
preparation, etc.
Please create a thread to
introduce yourself to the
class; include a picture!
Weekly lectures, readings,
and group project
instructions; exams are
posted here too
Discussion threads include
general discussion, weekly
questions, and learning
summaries; threads are
organized by week due
Each group has folder that
can be used to facilitate
communication between
group members; items
posted in this folder will not
count for participation.
Roster, grades, emailing
function, etc.
PHW 1110-Wilkerson Fall 2014
Grading
Introduction
Within the Introductions tab, create a thread, title it with your name,
and introduce yourself to the class. Please include a pic! Complete this
during Week 1 and receive 0.5 point.
Discussion Board Participation
To receive 100% of the total grade points allocated to participation, you
must meet the following expectations:
Online – For the purposes of this course, a week begins Sunday at
12:01am and ends at Saturday at midnight. During all online weeks, you
must contribute to assigned Main Folder discussions in a substantive
manner by midnight Wednesday and Saturday of each week in order
to earn full participation points. Participation means making a
significant contribution to a class discussion. Simply logging on and
offering comments like “Good point” or “I agree” will not receive credit for
participation. On the other hand, idle chatter that does not include
relevant content will not receive credit either. We also look at the quality
of one’s overall responses and the “direction” (as opposed to the
accuracy) of the comments. The content of the posting should reveal a
solid understanding of the topic, and you should react and critically
analyze existing posted ideas or introduce a different interpretation to an
existing idea with justification and explanations. Active participation
enhances the learning of the class – sharing the experiences of others is
the strength of this format.
Please remember that your grade for class participation is entirely
different than measuring the attendance.
An online class, much like a traditional classroom, doesn’t have to be
formal. However, you should be polite. It’s OK to disagree, and it often
stimulates good discussion, but be careful! Recognize the difference
between being collaborative and being combative. Remember, there is
no body language and there are no facial expressions online. Others
may not know when you are kidding and when you are serious – when
you are expressing anger or when you are making a strong point.
Emoticons can help ;-) Just beware of the risks of unintentional
misunderstandings. To avoid miscommunication, proofread your
responses carefully.
There may be situations that limit your participation during a week. If
that happens, let the instructors know as soon as you know. Please do
not disappear for a couple of days, and then call or e-mail us after the
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PHW 1110-Wilkerson Fall 2014
fact. Even if you are too ill to spend a lot of time on the computer,
please either send us a quick note or call us to let us know you will be
out of commission for a while. Remember that sending us a note stating
you are gone for whatever reason does not mean you will automatically
receive an extension for an assignment.
To receive full participation points for the online discussions, you will
need to answer the discussion questions in a timely manner and
respond a minimum of three times to your classmates’ responses.
You must post a response to each of the discussion questions by
midnight Wednesday. When forming your response, include citations
to support your position.
For each discussion question, you must reply to a classmates post by
midnight Saturday. You are not required to include citations when
replying to a classmates post.
Weekly Participation Points Per Question (3 total points per week)
Initial response to
each discussion
question—due
Wednesday and
midnight
.50 points
Reply to classmates
post to each
discussion question—
due Saturday at
midnight
0.40 points
Include at least 1
relevant citation to
support statements
made in your response
0.10 points
---
Total points per
discussion question
0.60 points
0.40 points
Total points per week
1.80 points
1.20 points
Substantive post
demonstrates
understanding of
course material
Individual Learning Summaries
The Individual Learning Summaries are due on the last day of weeks 2,
4, 6, 8, 10, 12, and 14. Individual Learning Summaries are an
opportunity to reflect on the written work, class discussions and
readings. Please reply to the appropriate thread when made available.
You can earn up to 0.5 point per Individual Learning Summary. The
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PHW 1110-Wilkerson Fall 2014
Summary should be from 200-300 words in length. Summaries that
answer the question, but do not take the time to explain and justify
answers, will not receive full credit.
Within your summary, answer the question, What idea, concept,
principle, or practice from the last two weeks learning could have
practical applications at your place of work or in your personal
life? How?
NOTE: To earn full credit for the weekly summary, please be sure to
indicate your understanding of all of the material through your answer to
the above question. If your summary has fewer than 200 words, 0.25
point will be deducted. Microsoft Word has incorporated a tool to count
words within the document. Simply select the words to be counted,
choose Tools from the menu bar, and select Word Count.
Group Projects
Learning Teams are small, intact groups of students formed at the
beginning of each course from the larger cohort. Teams meet to
facilitate learning, to study together, and to complete a group project.
These meetings can either be online (this is preferred), via phone, or oncampus, depending on where your group members are located.
Students are required to participate in team meetings.
Learning Teams are generally comprised of between 5-6 members. The
instructors will determine the group size based on the number of
students in the course and will form these groups before classes begin.
The same number of points will normally be given to each group
member for each learning team assignment. However, we reserve the
right to award proportional points on learning team assignments based
on feedback from the learning team members. In an attempt to foster a
balance of participation in Learning Team assignments, we have
assigned an ending learning team evaluation so that individuals can
assess each member’s participation in the Learning Team. This is done
through the Learning Team Evaluation Form (located in the “Course
Materials” tab in the Course Menu), which you will submit individually
(see the weekly assignments table; due dates vary by group).
After submitting the materials for initial review, the teams will be
expected to have a synchronous Skype call with the instructor to discuss
feedback and preparing to facilitate the class.
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PHW 1110-Wilkerson Fall 2014
If members of your team are not participating equally, first try to speak to
the member. If you continue to have difficulties, please send Dr.
Wilkerson a private e-mail.
More details about the group project can be found in the group project
folders.
Midterm and Final Exams
All students enrolled in an on-line course are required to take exams via
ProctorU. To utilize this service, students pay the university a $50 fee,
which is added to the semester’s bill. Detailed instructions for contacting
the company and arranging proctoring are provided below.
Students can arrange proctoring with the company for the exam time(s)
specified by the faculty in the course. Proctoring is available from home
or anywhere seven-days-a-week. Please check the course calendar for
specific test schedule for this course. Students are connected to a live
person during their exam. The proctor will guide the student through the
proctoring process and answer questions related to the proctoring
process or technical problems. If students have questions before or
after an exam, they can always call the proctor line at 855-772-8678 or
email help@proctoru.com
1. ProctorU will allow a student to take an exam on demand or by
appointment, but we suggest making your schedule in advance
because the on demand feature is subject to proctor availability.
Please check the course calendar for details concerning the test
schedule this semester. All appointments should be made at least
three days in advance. To make an appointment, students simply
create an account at http://go.proctoru.com or the web portal,
http://www.proctoru.com/portal/uthouston by logging in, clicking
on the “new exam” link and selecting the exam, date, and time they
desire. Students will receive an email confirming their reservation at
the email address they provided to ProctorU. Reservations made
within 72 hours of an exam are subject to a $5 late registration fee.
Students without an appointment can take their exam on demand
within 15, 30 or 45 minutes by using ProctorU’s convenient Take it
Now feature. This feature costs $8.75 in addition to the normal
proctoring fee. IMPORTANT NOTE: Late registrations and Take it
Now features are subject to availability. Missing an exam due to
failure to set up a proctoring appointment will not be considered
excused.
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PHW 1110-Wilkerson Fall 2014
2. When students connect, their proctor ensures their computer and
Internet connection are capable of taking an online exam. ProctorU
provides technical support at no charge for any issues that may arise
before or during the testing session. However, students should make
sure in advance that their computers are able to accommodate an
online exam. In the rare event that the proctor cannot get the
computer working properly, they may require the students to correct
the issue and reschedule their exam. IMPORTANT NOTE: Lack of
an appropriately functioning computer in an online course exam may
not be considered excused by the faculty.
3. The time a proctor spends getting the student prepared to take an
exam does not take away from the exam time. For example, if the
student has a two-hour exam appointment and it takes 20 minutes to
troubleshoot a technical issue on the examinee’s computer, the
student will still get the full two hours to take the exam.
4. ProctorU representatives will reschedule a student’s exam in the
event of a technical issue or if the exam is not available. Students
may reschedule by emailing help@proctoru.com, calling 855-7728678, or speaking with their proctor at the time of their appointment.
If rescheduling is necessary, the faculty responsible for that course
will be notified. Please encourage students to include identifying
information in their emails such as their name, course, institution
name and current appointment information.
5.
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Student will need to read and agree to the terms of service prior to
taking each exam. If a test taker exhibits unacceptable behavior,
ProctorU reserves the right to deny service and report that testtakers actions back to the university. To assure that the denial of
service decision is fair, ProctorU utilizes an escalation process.
When a test-taker is engaged with ProctorU personnel online (via
chat or video conference) or on the phone and exhibits behavior that
is unacceptable, the ProctorU personnel will “escalate” the
interaction to their manager. The manager will quickly assess the
situation and will take action to end the interaction and issue a
temporary denial of service. An immediate incident report will be filed
with the President of ProctorU and university. A decision on the
denial of service will be made after consultation with the university
and ProctorU.
PHW 1110-Wilkerson Fall 2014
Technical Requirements for Proctor U
All students are responsible for meeting the following technical
requirements:
• A reliable computer running Windows XP (or higher) or Mac OS X
10 (or higher).
•
A web cam with 640x480 video pixel resolution or higher.
•
Headphones or working speakers connected to the computer.
•
A working microphone connected to the computer. We
recommend a web cam that has a built in microphone.
•
A web browser with Adobe Flash Player installed. We
recommend Flash Player 10.
•
A reliable, high-speed Internet connection.
•
The ability to allow video and screen-sharing connections to the
computer used to take an exam.
Students can test their computer and webcam at
www.ProctorU.com/helpdesk
List of Unacceptable Behaviors
Students need to be aware that they are expected to behave in most
professional and ethical way and deter from any behavior that may be
considered dishonest (cheating). The behaviors to avoid include, but are
not limited to the following:
 Fraudulent / expired / invalid identification
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
Inability to answer any questions in the authentication of identity
quiz

Confrontational / erratic behavior with proctoring staff.

During the camera pan process, observing unauthorized
materials on desks / walls / floors, sticky notes on computer
monitors / keyboards, people in the room, audio or video devices
powered on (radios, iPods, TV’s, etc.), cloned monitors.

During the exam, if the proctor observes the test taker’s eyes
looking off the screen, talking, leaving the test area (if prohibited
in the exam instructions from the course), audible sounds of
paper movement or others present in the room.
PHW 1110-Wilkerson Fall 2014

Headwear of any kind is prohibited, unless approved by the
institution or for religious accommodation.
If the proctor observes any such occurrences or behavior, they will
immediately begin a recording of the session, request additional camera
pans of the room and notify a manager. They will also email a
description of the occurrence to the ProctorU Quality Control team.
From there, further investigation will take place and a report will be
generated for the instructor, as well as to the Associate Dean of
Academic Affairs. The report will include a description of the incident,
chat logs from the session and any other evidence to help determine if
cheating occurred.
Late Assignments
Please plan ahead and follow this syllabus for assignment deadlines.
Late posts to the discussion board—including the responses and replies
to the initial discussion questions and learning summaries—will not be
accepted after midnight on the date due. If you post after midnight on
the date due, you will receive no points for the assignment.
For the group project, a 1 point per day penalty will be assessed to
assignments that are late.
Please talk with one of the instructors about any unusual circumstances
that may affect the timely submission of your assignment. Under
acceptable circumstances, students will be allowed to replace a week of
discussion board postings or a learning summary with a 1000 word
paper. The first 500 words should summarize the readings for the
missed week and the second 500 words should consider how the
readings apply to your own career interests. This replacement option
can only be used once and must be approved prior to the due date of a
posting.
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PHW 1110-Wilkerson Fall 2014
Grading
Formula
The total number of points you can receive in this course is 100:
Assignment
Getting started activities and introduction
Discussion questions
Learning summaries
Group project
Mid-term exam
Final exam
Maximum points
0.5
45 (1 point per question; 3 questions per
week)
3.5 (0.5 point per summary)
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16
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The letter grade you will receive will directly relate to the percentage as
indicated below.
100-90
A
89-80
B
79-70
C
<70
F
A = Excellent performance. All assignments are complete and
submitted on time. Work quality is exemplary and demonstrates
conceptual understanding that allows concept application to situations
outside of the examples discussed. The student is able to evaluate the
results or expected outcomes. Written work contains no grammar
issues, and the correct form and style are accurately presented.
B = Above average performance. The student submits assignments
that demonstrate understanding of the application of the concepts
presented. Work exceeds the minimum expectations for the
assignments as discussed in the curriculum. Written work is well
organized and contains few grammar and style errors.
C = Average performance. Accomplishes only the minimum
requirements as outlined in the curriculum. Oral and written
communication is at an acceptable level for the student's current
position in the program. Assignments demonstrate basic knowledge and
understanding of the concepts. The student may not consistently
demonstrate application of the concepts.
F = Failing. Student is unable to document or demonstrate evidence of
meeting minimal expectations for the appropriate college level work.
Work submitted is insufficient to justify a passing grade.
Grade of Incomplete
A student who fails to complete all course requirements prior to the
course end date due to unanticipated circumstances may request an
incomplete grade. A request for an Incomplete may be approved or
denied, at the discretion of the faculty member.
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PHW 1110-Wilkerson Fall 2014
Policies
and
Procedures
Privacy and Confidentiality

One of the highlights of the online academic experience is that
you can draw on the wealth of examples from your organizations
in class discussions and in your written work. I would like for each
of us to agree to keep our communications among ourselves. I do
not know if any of you work for the same company, but I sure
would not want any of our comments and criticisms of our
organizations to embarrass us in any way. So, in the interest of
academic freedom, whatever we say to each other, whether in
informal discussion or in a formal paper will stay within our group.
I promise not to discuss any of your work outside the academic
arena.

It is imperative that you do not share information that is
confidential, privileged, or proprietary in nature. Please be
mindful of any contracts that you have agreed to with your
organizations.
Course Standards
During the course itself, students achieve certain learning outcomes. All
performance assessment depends upon the accomplishment of these
outcomes. Students are graded on achievement rather than effort. It is
the responsibility of each student to come to class prepared for each
week.
The University trusts that each student will maintain high standards of
honesty and ethical behavior. All assignments submitted in fulfillment of
course requirements must the student’s own work. All assignments
except those designated as “learning team” are meant to be individual
efforts. Team efforts are meant to represent the effort of each individual
student. Team projects and assignments should represent equal efforts
by all team members.
Academic Honesty
Please remember that you signed the academic integrity policy at
orientation. No academic dishonesty of any kind (including
copying/plagiarism) will be tolerated. All suspected academic dishonesty
(actual or attempted) or other violations of the student code of conduct
will be immediately reported to the UTSPH Associate Dean for
Academic Affairs.
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PHW 1110-Wilkerson Fall 2014
Dropping the Course
If for any reason you decide to drop the class, please notify me by
telephone or e-mail. Since you are also part of a learning group and
there is a group project, we are counting on your input and it is vital to
others’ learning experience. If you just disappear and fail to notify the
class and me, you will receive a failing grade.
This syllabus is to be followed for all assignments. It supersedes any other
information.
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