SAN JOSE STATE UNIVERSITY Department of Health Science MPH Program HS 291A, Section 01 FIELDWORK SEMINAR Spring 2006 Tuesdays, 6:00 pm – 8:45 pm and via WebCT Dr. Anne L. Roesler Office: MH 410 Campus Phone: 408 924-2980 HS Department Fax: 408 924-2979 (not to be used for student papers) The two most effective ways to communicate with me outside of class are email and office visits. Email: Most short question/answer items can be handled by email. Per Department policy, I will get back to you within 3 working days, unless I am out of town or ill. My email address is: aroesler@casa.sjsu.edu Office Hours: Mondays and Tuesdays 3:30 – 5:30 by appointment. Please use sign-up sheet located on my office door. Other appointment times may be negotiated via email. COURSE DESCRIPTION Guidance for fieldwork practicum. Emphasis on preparation including (1) self-analysis of strengths, competencies, and professional development plans; (2) developing professional fieldwork objectives; (3) site negotiation; and (4) reviewing key concepts from health education core courses. Prerequisites: HS 196G, HS200, HS271, HS272 (may be concurrently enrolled), or with consent of instructor. COURSE THEME This seminar course provides the opportunity for participants to research and explore potential fieldwork sites, projects, and mentors following the assumption that the most meaningful fieldwork experience results from a combination of site, project, and mentoring relationship that meets the career and professional development goals of the individual student. This course is designed to establish the best possible foundation for fieldwork an essential component of the MPH program. COURSE OBJECTIVES The seminar is designed to meet the following objectives: 1. 2. 3. 4. 5. 6. To research and explore potential fieldwork sites, projects, and mentors. To assess individual strengths, competencies, and professional development plans, and use this assessment to develop personal fieldwork objectives. To review and practice key concepts from public health education core courses and use them as the conceptual framework for developing a fieldwork plan. Describe and apply various frameworks for understanding organizations. Develop professional writing skills. To provide a forum for guidance from the Fieldwork Coordinator and resource sharing among field students. OUTCOME OBJECTIVES By the end of the fieldwork seminar, students will be able to: 1. 2. 3. Demonstrate professional writing skills. Write an effective cover letter and strong resume in at least two professional formats. Identify individual, professional strengths and areas for increased skill building based on the Graduate Competencies for Advanced Health Education Practice. Page 1 of 4 4. 5. Assess workplace environments and job descriptions. Analyze an organization using organization theory. 6. Develop a Memorandum of Understanding (MOU) template that includes the appropriate components, e.g., goals, objectives (specific and measurable), deliverables, and timeline. Establish an evaluation plan for fieldwork experience that will track lessons learned for professional development based on critical reflection and self-assessment. 7. CLASS FORMAT This course is conducted as an interactive, graduate level seminar. It provides the framework and resources to enhance the field experience. Presentations by faculty and guest speakers are combined with student discussions on the complexities and nuances of fieldwork, professional preparation, and career development. Because this is part of professional training and development, it is assumed that students will prepare for and attend all class sessions and conduct themselves in a professional manner in class and in their field negotiations. As a core part of the MPH program, it is further expected that students will actively participate in all class sessions and respect and encourage each other. READING TEXTBOOK (available at Spartan bookstore): Morgan, Gareth. (1997). Images of Organization (2 nd ed.). Thousand Oaks: Sage. Additional readings may be posted online. ASSIGNMENTS GRADING DUE: Letter grades will be determined by the instructor based on the following: Skills Assessment & Fieldwork Priorities 10% February 7 Writing Assignment on Metaphor 5% February 14 Resumes and Cover Letter 10% February 21 Fieldwork Goals, Objectives, & Evaluation Plan 15% March 14 Metaphor Chart 10% March 21 Organization Analysis 15% April 4 Memorandum of Understanding Template 35% May 2 All assignments are to be posted to WebCT by 9 p.m. on the day they are due. Papers are expected to be typewritten, 1 inch margins, double-spaced, 12-point font. Late papers will have one full grade automatically deducted. Papers may not be faxed to the instructor. Grading Criteria for papers: Content Addressing all points in the assignment Writing Basics/Format References (as appropriate), in APA format 60% 15% 15% 10% Grading: A = 90 – 100; B = 80 – 89; C = 70 – 79; D = 60 – 69; F = below 60 You are responsible for understanding the policies and procedures about add/drops, academic renewal, withdrawal, etc. found at http://www2.sjsu.edu/senate/S04-12.pdf Dr. Roesler, Spring 2006, HS 291A, Page 2 of 4 UNIVERSITY POLICIES Academic integrity statement (from Office of Judicial Affairs): “Your own commitment to learning, as evidenced by your enrollment at San José State University and the University’s Academic Integrity Policy requires you to be honest in all your academic course work. Faculty are required to report all infractions to the Office of Judicial Affairs. The policy on academic integrity can be found at http://www2.sjsu.edu/senate/S04-12.pdf Campus policy in compliance with the Americans with Disabilities Act: “If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities register with DRC to establish a record of their disability.” Academic Honesty: Faculty will make every reasonable effort to foster honest academic conduct in their courses. They will secure examinations and their answers so that students cannot have prior access to them and proctor examinations to prevent students from copying or exchanging information. They will be on the alert for plagiarism. Faculty will provide additional information, ideally on the green sheet, about other unacceptable procedures in class work and examinations. Students who are caught cheating will be reported to the Judicial Affairs Officer of the University, as prescribed by Academic Senate Policy S04-12. Schedule of Topics, Readings, & Assignments (These may be changed with reasonable advance notice) Spring 2006 Session 1: January 24 - Face-to-Face Meeting Welcome, Course Overview, and Administrative Tasks Readings: Cyzman, D. (2001). Balancing the Multiple Roles of a Health Educator Session 2: January 31 Readings: Morgan, Introduction & Ch 10 Session 3: February 7 Due: Skills Assessment & Fieldwork Priorities Readings: Morgan, Ch 1 & 2 Session 4: February 14 Due: Writing Assignment on Metaphor Readings: Morgan, Ch 3 & 4 Session 5: February 21 Due: Resumes and Cover Letter Readings: Morgan, Ch 5 & 6 Session 6: February 28 Readings: Morgan, Ch 7 & 8 Dr. Roesler, Spring 2006, HS 291A, Page 3 of 4 Session 7: March 7 Readings: Morgan, Ch 9 & 11 Session 8: March 14 Due: Goals, Objectives, & Evaluation Session 9: March 21 Due: Metaphor Chart Session 10: March 28 SPRING BREAK ***** Theory Training March 27 & 28 ***** Session 11: April 4 Due: Organization Analysis Session 12: April 11 Face-to-Face Meeting - Rm: TBA Peer and Mentor Panel; exploring opportunities Session 15: May 2 Due: MOU Template Due Dr. Roesler, Spring 2006, HS 291A, Page 4 of 4