COLLEGE OF HEALTH AND HUMAN SERVICES
California State University, Long Beach
Health Care Administration Department
Instructor:
Email:
Office:
HCA 470 - Latino Health Status & Health Care Access
Fall 2015
Ana Carricchi, MPP
HCA 470 Sec 01 Class Number 4761
ana.carricchilopez@csulb.edu
Class Meets: August 25th to December 9th
SSPA-006
Tuesday, 7:00pm- 9:45pm in room: HHS1-204
Office Hours:
Wednesday, 6:00pm-7:00pm,
and by appointment
Cell Phone
310 809 4104
Additional Contact Information:
HCA Dept. Administrative Coordinator:
Deby McGill, dmcgill@csulb.edu
Tel. 562/985-5694; fax 562/985-5886
Monica Aguilar, MPH will serve as a teacher assistant for
this class and will be grading your annotated bibliography
and research paper, only.
Catalog Description
This course is an interdisciplinary exploration of policies, epidemiologic, and cultural factors influencing disease
within Latino subpopulations in the United States and, their impact upon efficient and equitable health service
delivery. Letter grade only (A-F). Same course as CHLS 470. Not open for credit to students who have taken CHLS
470. (Lecture)
Course Learning Objectives:
1.
Assess the importance of multicultural analysis of health care issues in the United States and establish an
understanding of the ways in which this analysis can be used to improve the delivery of health care services.
2.
Recognize demographic patterns and the social determinants of health of the Latino population and the
importance of subpopulation specific analysis.
3.
Identify health care outcomes and risk factors of the U.S. based Latino subpopulations.
4.
Define the core health care policies and access issues that enhance or impede appropriate delivery and
availability of services.
5.
Define the need to re-conceptualize the Latino Health Agenda for diverse ethnicities as well as by nativity.
6.
Appreciate border health issues and identify prominent chronic diseases affecting Latino subpopulations in
the United States.
7.
Recognize the impact of alcohol, drugs and mental health issues among Latino subpopulations.
8.
Identify factors that affect Latino health throughout the various life cycles.
9.
Gain an understanding and apply practical knowledge of cultural and linguistic considerations regarding
Latinos and health care access.
10.
Gain an understanding of how national policies in non-health identified areas directly and indirectly impact
the health outcomes of Latinos in the United States.
Learning Objectives, Domain and Competency Table
The Health Care Administration Department has adopted a competency based curriculum, based on the American
College of Health Care Executives (ACHC) Competencies Assessment Tool and the Healthcare Leadership Alliance
(HLA) Competency Directory. The Access to Latino Health class is a core course within the department that follows
the assigned guidelines represented under the Knowledge of healthcare environment domain, which is defined in
the HLA directory as the understanding of the health care system and the environment in which health care
managers and providers function. This domain clusters focus on 1) understanding the professional roles,
responsibilities, and values of the range of health care professionals in order to foster effective relationships and
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promote an optimal care environment, and 2) understanding the patient experience, demonstrate a commitment to
patients’ rights and responsibilities, and ensure that the organization provides a safe environment for patients and
their families . The table below aligns the class objectives with a corresponding competency and class activity.
Learning
Objective
Domain
Competency
1,3,4,6,7,8
Knowledge of the Health Care Environment
Health Care Knowledge
2,3,6,8
Knowledge of the Health Care Environment
Organizational Climate and
Culture
8,9
Knowledge of the Health Care Environment
Workforce issues
5,9,10
Knowledge of the Health Care Environment
Legislative and Advocacy
Activity (A1),
Assignment (A2) or
Assessment (A3)
(A1) Lecture & class
A2 & A3. Research
Paper, Presentation, inclass journal and Exams
A1) Lecture & class
A2 & A3. Research
Paper, Presentation, inclass journal and Exams
A1) Lecture & class
A2 & A3. Research
Paper, Presentation, inclass journal and Exams
A1) Lecture & class
A2 & A3. Research
Paper, Presentation, inclass journal and Exams
Text(s) and other course materials
Course reading materials and lecture notes will be posted on BeachBoard. Each course lecture is accompanied by
reading materials that are posted on Beachboard either through a link or actual article. Course lecture will include
additional information from instructor’s experience and current events. Students can access materials through the
BeachBoard online courseware system: see https://beachboard.csulb.edu/webapps/login.
The CSULB Technology Help Desk is available to help student with a wide range of computer issues. Contact the
Help Desk by dialing (562)985-4959. Students can also visit the web site at www.helpdesk.csulb.edu or seek
assistance in person at the Horn Center.
Also, the course will provide an opportunity for students to visit various website sites with relevant information,
including the US Census, Pew Hispanic Center, The California Endowment, The Commonwealth Fund, UCLA Health
Policy Research Center, National Council of La Raza to mention a few.
Recommended Readings and Reference Material:
Aguirre-Molina, M., Molina, C.W., & Zambrana, R. E. (Eds.), (2001). Health Issues in the Latino Community. San
Francisco, CA: Jossey Bass Publications
American Psychological Association, (2010). Publication Manual of the American Psychological Association. Fifth
Edition. Washington, DC.
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Course Assignments and Grading
All papers and annotated work should be:
 Typed, double spaced,
 Cover page with student’s full name, course name, date of assignment, and title of your assignment,
 One inch margins around the page,
 Times Roman or Arial Font, 11 Point
 Page numbers on bottom right corner, and
 Submitted via Beachboard Dropbox
Class assignments are due at the beginning of class. Students are responsible for notifying the instructor
at least 24 hours ahead of time if they are unable to hand in an assignment on time. Student must
also notify the instructor if they will be late to class on a day when an assignment is due. Prior notification will
prevent you from receiving any penalization on your grade. However, if the assignment is not handed in at the
beginning of class and no late notification was received, student will receive a 10% grade penalization.
1. Reading and participation. Students are expected to maximize their class experience by attending all
classes and participating on a regular basis. All course materials should be thoroughly read prior to coming
to class. Sporadically, at the beginning of class, students will be asked to write a short reflective paragraph
on a specific subject. Throughout the semester there will be four occasions for students to write impromptu
in class journals. Theses journal entries will count towards your class participation. This component is
worth 10% of your total grade.
2. Midterm examinations. Two midterm examinations will be given in which the student will be expected to
respond to both essay and multiple choice questions based on readings, films, guest speakers, and
lectures. A study guide will be given to the students one week prior to the midterms. Each midterm is worth
20% of your grade.
3. Article annotations. Students are expected to submit three annotations of journal articles they have read
that pertain to the research paper topic. Students will be expected to write the purpose of the study,
methods, findings, strengths, weaknesses, and ideas of the article they chose. Please only use articles that
are dated 2003 and beyond. You are required to submit a copy of the journal article along with each
annotated bibliography. Submit you journal annotations and articles as one item using Beach Board
dropbox. This component is worth 15% of your grade.
4. Research paper. No fewer than ten peer reviewed journal articles should be included in this assignment.
Each journal article should be cited parenthetically throughout the paper and have a full APA-style citation
included on a reference page following the paper narrative. In the paper the student must address the
problem at hand, by developing a research question or questions and using statistics and reputable peerreviewed journal article sources. White papers and reports can be used for supplemental information. The
paper should be 10 pages in length and must address the problem, relevant research, approaches to
alleviating the problem, promising strategies for prevention, and provide recommendations for future
research. Do not submit any journal articles along with you research paper. You need to submit your
research paper via Dropbox on Beachboad. This component is worth 20% of your grade.
5. Class Presentation: You will be asked to share the findings of your research paper in class so that we can
all share our work and be abreast of recent issues in Latino health research. To complete this assignment
you will be asked to conduct a 10-minute presentation abbreviating your work. This presentation should
include your research questions, the major findings, limitations and recommendations that you make
regarding your topic at hand. Please note you will have 10-minutes to present and 5-minutes for Q &A.
Due to the fact that an increasing number of employers are requesting formal presentation skills, this
presentation must include overheads or slides formatted on PowerPoint software (available in PC and
Macintosh formats). An LCD projector and laptop computer will be made available for your presentation.
This component is worth 15% of your grade.
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6. There is no final exam in this class.
7. Extra Credit: Students are able to receive a maximum of 5-points extra credit. The extra credit assignment
is to conduct a walkability assessment and photo voice of your neighborhood, place of work or local
elementary school. The walkability assessment tool and questions are located on Beachboard under the
extra credit tab.
8. Late Assignment Policy: Unexcused late assignments (without medical or other documented reasons) will
be penalized 2% per day, up to a total of 10% per week. University excused conditions (such as proof from
a physician requiring medical leave) will grant a student the opportunity to make up an exam within 1-week
of the original administration time. In case of a work conflict, exams must be made up within 48-hours of the
original exam time and you need to notify the professor at least a week beforehand.
9. Calculating your Grade: You can receive a total of 100 points in this class plus 5 points extra credit.
Below is a chart to help calculate your grade and the final grade scale for this class.
Assignment
Due Date
Possible points
Percentage of grade
1st Midterm
9/22/15
20 *
20%
nd
2 Midterm
11/3/15
20 *
20%
Annotated Bibliography
10/06/15
15
15%
Research Paper
Due same day
20
20%
as presentation
date
Class Presentation
Varies
15
15%
Class Participation/ In
Varies
10
10%
Class Journal
* Each Midterm is graded according to the standard grade scale. To calculate the number of points earned,
you will need to multiply the grade received on the midterm by 20%. For example, if you received an 80 on
your midterm, you would multiple 80X20% = to receive a total of 16 points on this midterm.
Final grade computation: 100-90=A; 89-80= B; 79-70 =C; 69-50=D; <50=F
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Sequence of Assignments
Date
Topic
8/25
Review Syllabus & Questions
Regarding Class
Latinos in the United States and
California
Class Framework/ Film: Unnatural
Causes
9/1
Overview of Latinos in the United
States
Latino Maternal/Prenatal Health
9/8
9/15
The Health of Children & Youth
CHIP, Medicare and Medicaid
Class Discussion -Time for
Research Paper
Assign Presentation Dates
Health Issues of the Latino Elderly
Culture, Class and Competency
Catch-up and Review for Midterm
CLASS HISPANIC HERITAGE
MONTH CELEBRATION
9/22
9/29
1st MIDTERM
Addressing the Obesity Epidemic
Latinos and Cardiovascular Disease
Latinos and Diabetes
10/6
Latinos and Cancer
Possible American Cancer Society
Guest Speaker
Latinos and Mental Health Issues
Readings/ Assignments
Syllabus & Class Presentation Dates
_Latino Terminology: Dr. Hayes Bautista
_Social Environment to Health
_ Why Place Matters? Read pages 13-48 of this report.
In class journal
_ Acculturation in Marketing to Latinos in the US
_ The Hispanic Population: 2010
– Census Brief (pages 1-16)
_ Unauthorized Immigrant Population - Pew Hispanic
Center
_ Disparities in Health Indicators for Latinas in California
_ The Health of Latino Children-JAMA
_ Kaiser Family Foundation readings on Medicare, Medicaid &
CHIP
_ Latino Health Insurance Program _MA Intervention Pilot
In class journal
MIDTERM I STUDY SHEET DISTRIBUTED
_ Culturally and linguistically appropriate healthcare for racial or
ethnic minorities: analysis of the US Office of Minority Health’s
recommended standards
_ A review of curanderismo and healing practices among
Mexicans and Mexican Americans
_ Life-Course Socioeconomic Position and Incidence of
Dementia and Cognitive Impairment without Dementia in Older
Mexican Americans: Results From the Sacramento Area Latino
Study on Aging
_ Language Spoken and Differences in Health Status,
Access to Care, and Receipt of Preventive Services
Among US Hispanics
Exam Day – 1st Midterm
_ Predictors of Obesity in Latino Children: Acculturation as a
Moderator of the Relationship between Food Insecurity and
Body Mass Index
_Results of a Multi-level Intervention to Prevent and Control
Childhood Obesity among Latino Children: The Aventuras Para
Ninos Study
_CDC – WiseWoman _ California Project
_ Acculturation and Healthy Lifestyle Among Latinos With
Diabetes
Article Annotations Due
In-class journal
_ Annual report to the nation on the status of cancer, 1975–
2003, featuring cancer among U.S. Hispanic/Latino populations
_ Mental health service utilization for psychiatric disorders
among Latinos living in the US
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10/13
Public Safety as a health concern
Latinos and Chemical Dependency
Latinos and HIV/STDs
10/20
Migrant Health Status & Border
Health Issues
(La Cosecha) The Harvest
(Documentary)
10/27
Occupational Health Status
Lecturer Human Trafficking
Review for 2nd Midterm
MIDTERM II STUDY SHEET
DISTRIBUTED
11/3
11/10
11/17
11/24
12/1
12/8
2nd Midterm
Presentations
Presentations
NO CLASS
Presentations
Presentations
_ Pathways and Correlates Connecting Latinos’ Mental
Health With Exposure to the United States
_ Neighborhood Protective Effects on Depression in Latinos
_ Special Issue: Summary of Comments and
Recommendations from the CDC Consultation on the HIV/AIDS
Epidemic and Prevention in the Hispanic/Latino Community.
_ Substance Use and HIV-Risk Behaviors Among Young Men
Involved in the Criminal Justice System
_ Addressing the Need for Access to Culturally and
Linguistically Appropriate HIV/AIDS Prevention for Latinos
_ Epidemiology of Substance Abuse Among Latinos
_ Listening to Rural Hispanic Immigrants in the Midwest
_In Class Discussion on Migrant Worker
_ Border Health Status Report to the California Legislature,
2011
_ Children of Immigrants-Economic Well-Being
_Field of Peril(optional/background)
In class journal
_ Trends in the Disproportionate Burden of Work-Related
Traumatic Injuries Sustained by Latinos
_ A Comparison of Nonfatal Occupational Injuries in the United
States Hispanic vs. Non-Hispanic
_Characteristics of Human Trafficking Victims 2008-2010
(optional)
Exam Day- 2nd Midterm
Research Paper Presentations and Paper Due
Research Paper Presentations and Paper Due
NO CLASS
Research Paper Presentations and Paper Due
Research Paper Presentations and Paper Due
NOTE – YOUR RESEARCH PAPER IS DUE ON THE DAY YOU MAKE YOUR PRESENTATION.
THERE IS NO FINAL IN THIS CLASS-DO NOT COME TO CLASS DURING FINALS WEEK.
The course schedule is a guide and may be altered to better provide students with various opportunities. I am
attempting to schedule guest lecturers, and activities. We will also be doing some group activities in class. Even
though the schedule may vary, I expect that all readings will be completed before the class date listed unless I state
otherwise.
Commitment to Inclusion
California State University, Long Beach is committed to maintaining an inclusive learning community that values
diversity and fosters mutual respect. All students have the right to participate fully in university programs and
activities free from discrimination, harassment, sexual violence, and retaliation. Students who believe they have
been subjected to discrimination, harassment, sexual violence, or retaliation on the basis of a protected status such
as age, disability, gender, gender identity/expression, sexual orientation, race, color, ethnicity, religion, national
origin, veteran/veteran status or any other status protected by law, should contact the Office of Equity and Diversity
at (562) 985-8256, University Student Union (USU) Suite 301, http://www.csulb.edu/depts/oed.
Withdrawal policy
It is the student’s responsibility to verify their registration in this class. Students will be dropped from the class if they
do not attend the 1st session, unless they notify the professor ahead of time via email. Due to university
administrative changes, professor will not be allowed to exceed their assigned class seats. Per University policy:
http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2002/02/. Withdrawals after 2nd week
6
and before the final 3 weeks are “permissible for serious and compelling reasons;” which the instructor will evaluate
on a case by case basis.
Attendance policy
The instructor should be notified of ANY absences or illnesses via email. Excused absences will be recorded as
such. The class format will be limited lecture and interactive discussion of the assigned readings and other relevant
materials. You are expected to have read the assigned readings before the class session, and to be prepared
to discuss them. Lectures will cover highlights of the reading and include supplementary information. If you have
trouble understanding what you read or hear, please ask for clarification in class or make an appointment with me to
discuss the problem area(s). Attendance policy conforms to University policy:
http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2001/01/.
Students are not allowed to web-surf or chat on-line while in class. Upon the third call out, a student will be
asked to leave the classroom. Although class discussion may become "heated", please raise your hand and do
not interrupt your colleague or the professor when s/he is speaking. Students are expected to treat each other and
the professor with courtesy and respect. I reserve the right to eliminate any person whom I deem disruptive from the
class at any time. If I have to tell any student to restrain from talking more than twice during any class period you will
be asked to leave. Unless you have small children under your care and you need to be contacted in an emergency,
all cell phones should be turned off.
Disabled students
Please advise me if you require special accommodations. Disable students must provide contact information on
where test will be taken and whom will proctor the test at least two weeks prior to the test date.
Cheating and plagiarism
Students in this course will be expected to comply with the California State University, Long Beach Policy on
Academic Integrity. Any student suspected of violating this obligation for any reason during the semester will be
required to participate in the procedural process, initiated at the instructor level, as outlined in the
“http://www.csulb.edu/~students/ judicial/index.htm” “University Guidelines on Academic Integrity.” This may include,
but is not limited to, the confiscation of the examination of any individual suspected of violating University Policy.
Furthermore, no student may bring any unauthorized materials to an examination.
Please be aware of and ensure that your behavior conforms to University Policy, as contained in the California State
University, Long Beach Policy Statement 80-01:
http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2008/02.
Although the University catalog does not cover this aspect of plagiarism, please be aware that it is NOT acceptable to
submit the same paper for two courses. If you want to write a paper on the same topic area for two different courses,
you must submit two different papers. If I discover that you have submitted the same paper for another course, you
will receive an “F” for your paper in this course.
WELCOME TO LATINO HEALTH STATUS AND ACCESS!!!!
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Bibliography (updated August 2015)
Aguilar-Gaxiola, Sergio A. & Gullotta, Thomas P. (Eds.). (2008), Depression in Latinos: Assessment, Treatment, and
Prevention (Issues in Children's and Families' Lives). New York, NY: Springer.
Aguirre-Molina, M., Borrell, Luisa N. & Vega, William (Eds.) (2010) Health Issues in Latino Males: A Social and
Structural Approach (Critical Issues in Health and Medicine). Piscataway, NJ: Rutgers University Press.
Aguirre-Molina, M. and Molina, C.W. (Eds). ( 2003). Latina Health in the United States: A Public Health Reader. San
Francisco, CA: Jossey-Bass.
Aguirre-Molina, M., Molina, C.W., & Zambrana, R. E. (Eds.). (2001). Health Issues in the Latino Community. San
Francisco, CA: Jossey-Bass Publications.
Angel, Jacqueline L.,Torres-Gil, Fernando & Markides, Kyriakos. (Eds.) (2012). Aging, Health, and Longevity in the
Mexican-Origin Population (Social Disparities in Health and Health Care) New York, NY: Springer.
Bauer, Heidi M., Rodriguez, Michael A., Quiroga, Seline Szkupinski & Flores-Ortiz, Yvette G. (2000). Barriers to
health care for abused Latina and Asian immigrant women. Journal of Health Care for the Poor and Underserved,
11(1), 33-44.
Bergad, L. , & Klein, H. (2010). Hispanics in the United States : A Demographic, Social, and Economic History, 19802005. Cambridge ; New York: Cambridge University Press.
Davis, Lois M., Schultz, Dana & Kilburn, Rebecca M. (Eds.). (2009). Reparable Harm: Assessing and Addressing
Disparities Faced by Boys and Men of Color in California. Santa Monica, CA: RAND Corporation.
Organista, Kurt C. (Ed.). (2012). HIV Prevention with Latinos: Theory, Research, and Practice
New York, NY: Oxford University Press.
Organista, Kurt C. (2007). Solving Latino Psychosocial and Health Problems: Theory, Practice, and Populations.
Hoboken, NJ: John Wiley and Sons, Inc.
Hayes-Bautista, David E. (2004). La Nueva California: Latinos in the Golden State. Los Angeles and Berkeley, CA:
University of California Press.
Hayes-Bautista, David & Chiprut, Roberto. (1998). Healing Latinos: Realidad y Fantasia: The Art of Cultural
Competence in Medicine. Los Angeles, CA: Cedar-Sinai Health System.
LaVeist, Thomas A. (Ed.). (2002). Race, Ethnicity, and Health: A Public Health Reader . San Francisco, CA: JosseyBass.
Minkler, Meredith & Wallerstein, Nina . (Eds.). (2008). Community-Based Participatory Research for Health: From
Process to Outcomes. San Francisco, CA: Jossey-Bass.
Straussner, Shulamith L. A., De La Rosa, Mario & Holleran, Lori . (Eds. (2005). Substance Abusing Latinos: Current
Research on Epidemiology, Prevention, and Treatment. Binghamton, NY: The Haworth Social Work Practice Press.
Tienda, Martha & Mitchell, Faith (Eds.). (2006). Hispanics and the Future of America. Washington, DC: The National
Academies Press.
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Additional information and resources
CALIFORNIA STATE UNIVERSITY, LONG BEACH
Latinas/os: Health Status and Health Care Access
Research Paper Assignment
This assignment is a chance for your team to develop research questions. Teams of no larger than four will work
together to develop a specific research paper subject matter. For instance, Latinos and Diabetes can only be
covered by up to four students with each one presenting a distinct aspect of diabetes in the Latino community.
Because topics related to Latino/a health has been historically neglected in the investigative arena, we need to be
familiar with the research and its limitations, as well as formulate ideas for future work. Below is a list of ideas you
may use to select your population/area of interest. The list below is not exclusive so if you have an idea for research,
please feel free to discuss it with us.
Latinos and HIV infection
Latino Prevention Strategies: Building Social Capital A Neighborhood at a Time
Latinas’ contraceptive use patterns
Access to HIV testing and sexual and reproductive health care among Latinos
Machismo and health
Chemical use and dependency patterns among Latinos
Mental health and Latinos
Migrant workers and occupational health issues among Latinos
Latinos, culture and linguistic health services
Latinos and heart disease
Latinos and obesity – Comorbidities and the impact on health management
The health of Latino elderly – growing older, growing poor
Latina maternal child health – Hispanic Paradox
Latinos and cancer – the poor and cancer
The role of folklore medicine in western practices
The role of peer advocates/educators/promotores in disease prevention and outreach among Latinos
Cultural Competency Practices for Latino Health Care
Structural Inequalities in Accessing Health Care for Latinos
Domestic Violence: Creating a Safe Haven of Latinas and their Children
Public Safety as a Health Prevention Conversation – Latinos and Incarceration
Reintegration of Latinos into the workforce and family dynamics
How place creates health – environmental factors impacting the health status of Latinos
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Research Paper Guidelines
Your 10 page research paper is due on the day you make your presentation. You research paper must address:
1) The topic and its impact on the specific population. You must use multiple references to support your
argument and clearly document the problem. References must include journal articles, policy pieces and other
reports from medical and health related periodicals. The use of lay references will have a detrimental effect on your
grade. The references must be cited parenthetically according to the APA format and a bibliography should be
included in the back of your paper.
2) Why does this particular topic merit extensive attention? Feel free to use references and clearly state what
will happen if this problem is not addressed and prevention or treatment issues are not found or provided for the
target population.
3) What questions you expect to answer? Research questions are open-ended and cannot be answered by a
mere yes or no. They clearly state the problem, the population, the time frame (if any), and all other relevant
information regarding the topic. The reader of your paper should be able to clearly understand
the purpose of
your research.
4) Findings from your research, including promising interventions if available.
5) A conclusion that encompasses the research evaluated strategies for intervention and/or prevention, and
current gaps in the research. If you were to design a study, what would you investigate and why? What questions
were left unanswered? What research gaps exist and how could they be ameliorated? Please carefully review the
referencing system of the American Psychological Association.
Latino Health Status and Access
RESEARCH PAPER PRESENTATION GUIDE
470
Presentation Guidelines:
All students will be asked to present their final papers during class dates assigned. Presentations must be well
prepared, rehearsed, succinct and thorough. Students will be cut off, so make sure that your presentations are well
rehearsed. Please respond to the following questions in your presentation. You will have total of 10 minutes to make
your presentation. A question and answer session will follow.
1)
Describe your topic.
2)
State your research questions.
3)
Briefly outline your findings.
3)
Discuss any gaps in the research and present ideas or questions for new investigation.
4)
Present any recommendations you may have to address the gaps and/or policy area.
5)
Be prepared to answer any questions your professor and colleagues may have regarding your research
process, your findings, your analysis/conclusions, and your ideas for new research.
Your presentation must be conducted with the PowerPoint slide presentation. A laptop and wireless network will be
available for your use at the time of making your presentation.
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Guidelines for Written Assignments
470
1. Grammar, syntax, punctuation, spelling, typing errors, improper correction techniques will have serious
effects on your grade (1/2 point for each mistake). For your assistance The Learning Assistance
Center is located at LIB E–12 (Ext 5350) and the Writer’s Resource Lab is located at LAB-212 (Ext
4329). Both locations can help you learn to become a better writer.
2. Do not submit your first draft. If there are more than two errors on any page you will be seriously
penalized or asked to rewrite and resubmit your paper.
3. Have a competent person proof your paper 4–5 times!!
4. Papers must be double-spaced with one-inch margins around the page. Each page should include
between 20–29 lines per page of text.
5. Word processors and spell check programs are strongly recommended but should NOT be relied upon
as a sole indicator of your paper’s strength..
6. All references must be in APA Format (American Psychological Association). Parenthetical referencing
should be conducted throughout your narrative when presenting factual information or quotes from a
referenced source (See APA).
7. Complete class information should be found on a cover page.
8. Page number in lower right-hand corner or center of the bottom of the page.
9. Paragraphs must be longer than one sentence and should not be an entire page.
10. Read your paper aloud a few times to determine smoothness and flow.
11. All references should be found on the last page by themselves.
12. Watch pronoun agreement and verb agreement.
13. Do not end a sentence in a preposition.
14. Do not plagiarize. Anytime you write 5 or more words from an article when they are not a proper name
you have plagiarized.
15. Understand the difference between when it is appropriate to use “which” and “that”.
NOTE:
Make a copy of your paper before submitting it for your protection in the event that the copy is lost,
stolen, or destroyed.
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Guidelines for Article Annotations
-
-
-
Purpose of the article: Please write 1 to 2 paragraphs on what the research/report was attempting to
accomplish, or essentially, what research questions were being addressed. Was the research looking at a
particular intervention and its impact, cultural or psychological characteristics of a population, or was it trying
to identify barriers to a certain intervention or program?
Methodology: Did the research involve an extensive literature review or were surveys, interviews, focus
groups, observations or other methods involved? Who participated in the research? Was it conducted in
English, Spanish or both? If it was a survey, did it employ a random or convenience sample?
Findings: What did the surveys or focus groups or literature reveal about the population and issue at hand?
Strengths and Weaknesses: Did the research clearly identify a specific need or needs? Did it provide
valuable suggestions for an intervention or a model approach? Did it examine Latino subgroups or rather
look at Latinos as a homogenous group? Was the sample size adequate? Did it provide evidence of
impact, or increased knowledge or change in attitude or behavior due to an intervention? Was the
intervention evaluated? Was there selection bias in that participants were required to have a phone or
speak English to participate? Were participants only selected based on Hispanic surname? Did the
researchers actually survey or conduct interviews and/or focus groups with community members or just with
agency workers? Did the researchers only look at other articles instead of directly collecting data? Were
any new questions answered? Did the research examine cultural attitudes and beliefs? Were the authors
too general in the recommendations provided? Did the research provide specific examples of programs that
work and why? Did the research examine barriers to a certain intervention or behavior? Was the research
limited geographically?
Address gaps that you identified and questions left unanswered: Are there gaps in available data, specifically on
Latinos and Latino subpopulations? Are there national studies? Are very few interventions evaluated? Is there a
certain aspect of interventions that is consistently overlooked in research? Are there very few studies looking at the
long term effects of a certain intervention, strategy, or policy?
Identify questions that have yet to be answered that would help paint a more complete picture of the issue you are
examining.
REMEMBER TO:
- Include a complete copy of each article/report !!! (including the bibliography)
Guideline for in-class journal entries
At the beginning of class you will be ask to reflect on the day’s readings or previous class lecture. Your journal entry
should be between 8-12 sentences long and describe your views of the readings or class materials. Each journal
entry is worth 2 points for a total of 8-points for all FOUR journal entries. This will count towards your reading and
class participation grade, which is worth 10-percent of the class grade.
Please feel free to contact me with any questions or concerns. If you need to reach me, my cell is 310 809
4104. Remember to speak clearly and leave me your area code and number and the time until which I can call
you that day. Please do not call me past 9:00 PM. I appreciate it. Please keep in mind that the best way to
get a hold of me is via email, since I travel a bit during the semester.
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Suggested Journals/Reports/Institutes/Organizations Include
www.nclr.org
www.calendow.org
www.policylink.org
www.agi-usa.org
www.rwjf.org
www.cmwf.org
www.kff.org
www.census.gov
www.cdc.gov
www.nih.gov
www.amfar.org
www.llego.org
www.hispanichealth.org
www.usmbha.org
www.apha.org
www.nhma.org
www.wkkf.org
www.calendow.org
www.cbpp.org
American Journal of Public Health
Hispanic Journal of Behavioral Sciences
International Journal of Health Services
Health Policy
AIDS Care
Journal of the American Medical Association
Health Education and Behavior
International Journal of STDs and AIDS
Lancet
Qualitative Health research
Journal of Public Health Policy
Journal of Epidemiology and Community Health
New England Journal of Medicine
Pew Hispanic Center
Hispanic Health Care International
Social Science and Medicine
Health Affairs
International Journal of Health Services
AIDS Education and Prevention
Health Education Research
Health Promotion International
International Journal of Social Research
Public Health Reports
Health Services Research
Journal of AIDS Research
Journal of Urban Health
American Journal of Epidemiology
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