HS 291A, Section 01 FIELDWORK SEMINAR

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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: [email protected]
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
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