Truman State University
Department of Health and Exercise Science
HLTH 440 Program Planning and Evaluation in
Health Education
Spring 2003
Instructor:
Office:
Class Meets:
Office Hours:
Jennifer L. Eldridge Houser
Pershing Building 328, 785-4173, eldridge@truman.edu
Tuesday and Thursday 9:00 to 10:20 a.m.
Pershing Building 231
Monday and Wednesday 2:30 to 3:30 p.m.
Tuesday and Thursday 1:30 to 2:30 a.m.
After class, e-mail, and voice-mail are the best way to take care of QUICK problems, instead of coming to office
hours. Extensive questions about course materials and SPSS need to be answered in my office. Do not hesitate
to drop by my office or make an appointment at one of my available times.
Texts and Reading Material:
Timmreck, T. C. (2003). Planning, Program Development, and Evaluation: A handbook for Health Promotion,
Aging, and Health Services
Green, S. B., Salkind, N. J., & Akey, T. M. (2000). Using SPSS for windows: Analyzing
and understanding data. Upper Saddle River, NJ: Prentice Hall.
Hall, M. (1988). Getting funded: A complete guide to proposal writing (3rd ed.). Portland, OR:
Continuing Education Publications, Portland State University.
Course Description: This course is designed to develop a more complete understanding of the skills and
abilities needed by health educators for program planning, implementation, and evaluation. A wide variety of
learning activities and discussions focusing on the core competencies for entry-level health educators will be
employed. In addition, topics will be presented that further the concept of planning, implementation, evaluation,
and replanning as a cyclic event. See Course outline for detailed list of class topics.
Final Grade Determination
Grade
Assigned
A
B
C
D
F
Point Range
990 – 1100
880 – 989
770 – 879
670 – 769
570 - 669
Characteristics of a Good Student about to Graduate
1. Avoids senioritis; comes to class excited and ready to learn.
2. Accountable for their own work.
3. Realizes that a work ethic develops long before your first professional job.
4. Works well individually or in a group.
5. Recognizes the value of a hard work and doesn’t expect things to come easy.
Explanation of Course Components
I. Quizzes over Getting Funded, PPD&E and SPSS (6 Quizzes @ 75 points each): Quizzes cover all reading
material assigned (regardless if included in class discussion), lecture notes, and handouts. Questions include
multiple choice, true or false, short answer, essay, and/or take home assignments. I will not send out reviews for
the Quizzes, so please take thorough notes. See the chart below for topics.
Class Dates
SEMESTER SECTIONS AND READING ASSIGNMENT
QUIZ 1
January 14,
16, 21, 23, 28
Quiz 1
January 30
Timmrick
Chapter 1 – History and Development of Heath Promotion and Social and Health Services Planning and
Program Development
Chapter 2 – Begin at the Beginning: The Mission Statement
Chapter 3 – Organization and Community Assessment
Lessons 18 and 19 Creating overall scales from variables with different metrics, z scores and creating an
overall scale (p. 99), How to handle missing data (p. 107), Different types of charts (pie, bar, histogram p.
115-116)
Lessons 20, 21, and 22 Stem and leaf plot (p. 129), Effect size (p. 139), Purposes/characteristics of all
statistical tools (see "Understanding…. " sections at the beginning of the chapters), Interpretation of
important statistical output for all tests, Assumptions of the different tests, One-sample t test (p. 137),
Hypothesized test value determination (p. 138), Paired Samples t test (p. 143), Repeated Measures
ANOVA and t test (p. 148)
Class Dates
February 4,
6, 11, 13
Quiz 2
February 18
SEMESTER SECTIONS AND READING ASSIGNMENT
QUIZ 2
Notes/Handouts
Timmrick
Chapter 4 – Writing Goals and Objectives
Chapter 5 – Need Assessments: Determining Programs and Services: Spanning the Gaps
Hall
Chapter 1 - 1 Proposal Ideas The proposal idea, origins of ideas, special impacts, examples of RFP
SPSS
Lessons 23 and 24 Independent Samples t test, Cut-off points (p. 153), Levene's Unequal/Equal
Variances concept (p. 153), One-way ANOVA (p. 158), Between Subjects Effects (p. 162), post-hoc
procedures (p. 162), Homogeneity of Variance (p. 162),
Lessons 25 and 26 Two-Way ANOVA (p. 167), Concepts of Factors (p. 167), Higher-Way ANOVA (p.
167), First Main Effect, Second Main Effect, and Interaction Effect concept (p. 168, 170), Assumption
1…cells of the design (p. 169), Conducting analyses with a significant interaction effect (p. 172),
Conducting Pairwise comparisons following significant simple main effects (p. 176), Results Section for
Significant Main Effect and Nonsignificant Interaction (p. 183) and Results Section for Significant
Interaction (p. 184), Unequal Cell sizes (p. 185), One-way ANCOVA (P. 187), Tests of the homogeneity
of slopes (p. 191), tests to evaluate differences in adjusted means (p. 191), and pairwise post-hoc tests (p.
191) sequencing
Tests of Between Subjects Interpretation (p. 192)
QUIZ 3: GRANTSMANSHIP II (IMPLEMENTION)
February ,20
25, 27,
March 4
Quiz 3
March 6
Hall
Chapter 2 - Assessing Your Capability
Chapter 3 - Developing the Idea
Chapter 4 - Selecting the Funding Source
SPSS
Lessons 35 and 36 Factor Analysis (p. 292), Functions concept (p. 292)
Stages of Factor analysis (p. 293), Output (p. 296), Scree Test (p. 297)
Total Variance Explained and Rotated Factor Matrix (p. 299), Interpretation of Table 46 (p. 301),
Coefficient alpha and split half (p. 303), Interpretation of Figure 228 (p. 308), Split half concept (p. 309),
Interpretation of Figure 230 (p. 310)
Lessons 37 Item analysis (p. 313), Corrected concept (p. 314), Single and Multiple Construct Approach
(p. 316), Interpretation of Figure 231 (p. 317), Four Stages (p. 317), Interpretation of Table 53 (p. 321),
Class Dates
SEMESTER SECTIONS AND READING ASSIGNMENT
QUIZ 4
March 18,
20, 25, 27
Quiz
April 1
April 3, 8,10,
15
Quiz
April 17
Timmrick
Chapter 6 – Determining and Setting Priorities
Chapter 7 – How to Prepare for Implementation of Services: Getting Things Done
Chapter 8 – Developing Timelines for Planning and Implementation
SPSS
Lessons 27, 28, and 29One-Way Multivariate ANOVA (MANOVA), Conducting a MANOVA (p. 201),
Box Test of Equality of Covariance Matrices (p. 202-203), Methods to Control for Type I errorBonferroni Procedure (p. 204), One-way Repeated-Measures ANOVA (p. 208)
Wilk's Lamda and interpretation of a time effect (p. 213), Polynomial contrasts versus paired t tests (p.
212), Pairwise comparisons with paired t tests (p. 213), Tests of Within-Subjects Contrasts-Linear (p.
216), Two-Way Repeated-Measures ANOVA (p. 218), Table 29, 30, 31, and 32 example (p. 220-222),
Main effects and Interaction effects (p. 225), Controlling for Type I Error with Three Groups-LSD
Approach (p. 227), Interpretation of all output
Assumptions of all tests
Lessons 30, 31, 32, & 33 Pearson Product Moment Correlation (p. 234), Interpretation of correlation (p.
236), One-tailed and two-tailed concept (p. 237), Bonferroni approach for Type I error (p. 238), Partial
correlation concept (partialling out) (p. 243), Common cause and mediator hypothesis (p. 244), Table 38understand what "partialling" out does to a relationship (p. 251), Bivariate linear regression (p. 253), How
to create the Formula components (p. 253), Independent versus predictor concept (p. 253)
SEE (p. 256), R, R square (p. 258),
QUIZ 5
Timmrick
Chapter 9 – Implementation of Programs, Services, and Projects: Putting the Plan into Action
Chapter 10 – Evaluation and Feedback
SPSS
Lesson 38 Binomial Test (p. 328), Test proportion (p. 328), Interpretation of output (p. 332)
Lessons 39 and 40 Chi-Square (p. 335), Difference between chi-square and binomial (p. 335), Observed,
hypothesized, and expected concepts (p. 337)
Follow-up tests (p. 340), Kolmogrov-Smirnov Test (p. 343), 2-way contingency analysis (p. 344),
Interpretation of output for crosstabs (p. 349-50), Bonferroni (p. 353)
Class Dates
SEMESTER SECTIONS AND READING ASSIGNMENT
QUIZ 6
April 22, 24,
29, May 1, 6
Quiz 6
May 12 @
7:30 a.m. –
9:20 a.m.
SPSS
Lessons 41 and 42
Two-independent samples tests: Mann Whitney U (p. 355), Interpretation (p. 358-9), Kruskal-Wallis and
Median tests (p. 361), Interpretation (p. 365)
Pairwise comparisons (p. 366-67),
Lessons 43 and 44
McNemar, Sign, and Wilcoxon Tests (p. 373), Different types of variables for these tests (p. 378) , Table
71, Interpretation (p. 381), Friedman and Cochran Tests (p. 384), Data Types (p. 385), Different data
types for Tests (p. 386, Research Question); Sister Tests for Parametric/Nonparametric
II. Statistical Analysis Notebook (200 points): Goals of this assignment are to work through all 44 lessons in
the text, analyze and print out the assigned exercises in the table below for each lesson, interpret the printouts
using knowledge you gained in the chapter reading, submit a notebook of statistical output for all Assigned
Exercises. Please follow these instructions:
a. Clearly label the Lesson Exercise Number in the upper right hand corner of each lesson printout
first page and label the appropriate boxes with the appropriate assigned exercise number. Staple
that Lesson's exercises.
b. Try to print ONLY THE MAJOR ANALYSES for that Lesson (i.e., see your chapter narrative sections
for important output to keep). You don't need to interpret every single statistic, but focus on those you
learned in the chapter reading and the items I discuss in class. See the chart below for assigned exercises.
c. You are responsible for working through Lessons 1-17 on your own before January 24, 2002. You do not
need to print out any analyses for these lessons. However, understanding the concepts in these lessons
will aid you in later lessons.
d. We will stay with this schedule as closely as possible, so please keep up with the assignments through
the semester.
e. This notebook is due May 1, 2003
Assignment for SPSS Text
Lesson
Number
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Assigned
Exercises
1-5
1-3
1-5, 6-7
1-3
1-4, 6
1-2
1-2
5-6
6-8
1-2
1-2
1-3
1-2
1-2
Completed Lesson Number
(X)
32
33
34
35
36
37
38
39
40
41
42
43
44
III. Professional Experience Notebook (300
points): So that you are given as much realistic
experience as possible in this course, you will be
given a list of options for a professional experience.
Please thoroughly understand the ground rules of
this assignment and then examine the list of options
that follows. Due before Reading Day.
IV. Grant Write-Up (150 points) Further details
will be provided in class.
Assigned
Exercises
1-3
6-9
1-3
1-3, 5-6
1-2
1-3
4-5
1-3
1
1-2
1-4
1-4
1-5
Completed
(X)