La Sierra University
Department of Health & Exercise Science
HLSC 314B – Dynamics of Health Education
Spring 2013 (Wednesdays 11:00-12:50)
INSTRUCTOR:
Wayne Borin Ed.D.
Email: wborin@lasierra.edu
OFFICE HOURS: Monday – 10:00-10:50, Tuesday – 3:00-3:50, or by appointment
Location: HES Department annex, office “B”
Text: Required -- (Anspaugh, Dignan, and Anspaugh, 2000, Reissued 2005). Developing Health
Promotion Programs (PowerWeb edition)
Required: Making Health Communication Programs Work. U.S. Department of Health and Human
Services; National Cancer Institute, 2002. Available online at:
http://www.cancer.gov/pinkbook
Recommended: Acsm's Worksite Health Promotion Manual: A Guide To Building And
Sustaining Healthy Worksites, Carolyn C. Cox, PhD, Editor 2003 * Paperback * 264 pp
COURSE DESCRIPTION
A comprehensive study of the theory and practice of health education, the course introduces students to the seven
areas of professional responsibility in which health educators are to develop competence including assessing the
need for, planning, implementing, and evaluating primary health education programs. This course lays the
foundation for further studies in these crucial areas, which will be necessary in order to pass the national Certified
Health Education Specialist (CHES) examination and obtain credentials. This course is considered a core
course for Health Promotion/Education majors and may serve as an elective for other HES programs.
COURSE OBJECTIVES
At the conclusion of this course, the student will have the knowledge to:
1. Conduct community based Needs Assessments. This meets departmental learning Outcome # 2
which states, Demonstrate knowledge and skills of research principles and methodologies relevant
to the discipline while using valid sampling techniques with appropriate data collection and
analysis.
2. Write Goals and Objectives on Various Levels
3. Understand Patterns and Structures of Organizational Development
4. Explain a variety of Health Promotion Theories and Models
5. Plan Effective Interventions
6. Market and Advertise Health Programs
7. Develop a Health Program Budget
8. Discuss Legal Issues
9. Evaluate Strengths and Weakness of Programs as well as Program Outcomes
Objectives 2, 5,6, 7 are designed to meet departmental learning objective #4 which states, Demonstrate ability to
apply knowledge and skills through experiential learning opportunities.
In addition, the entire course is designed to enable students to fulfill the health science major learning outcome # 11
which states, Understand the role of research, evaluation, and the use of data in health promotion, disease
prevention, and health services.
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EXPECTATIONS
What you can expect From Me:
1. Knowledge - I will share my experience with
you to help you reach your personal goals.
2. Stimulation - I will present educational material
in a manner you should find stimulating & motivating.
3. Teaching Style - Conversation vs. "Lecture".
4. FUN - My intention is to make this an enjoyable experience.
We can all have fun and learn a lot of valuable information in the process.
What I expect From You:
1. Communication
2. Follow instructions
3. Responsibility / Preparedness;
*be here/on time/alert
* assignments complete
4. Remember
COURSE EVALUATION / GRADING:
Assignments
40%
Quizzes
25%
Presentations
15%
Final Exam
10%
Class Attendance and Participation:
5%
Booklet
5%
Final grades will be determined by
the following %:
GRADING DISTRIBUTION
A
93-100
BA90-92
C+
B+
88-89
C
B
83-87
C-
80-82
78-79
70-77
68-69
D+
D
F
64-67
60-63
<60
APPROACH TO SCHOLARSHIP
Students of LSU are expected to approach scholarship with eagerness and a positive attitude to the subject,
to the instructor, to classmates, and to their own abilities and worth. Basic to a successful learning
experience are the following disciplined behaviors:
a.
Consistent reading of the text and other relevant resource material as the basic source of
information. Class periods are most meaningful when they are preceded by some critical level of
engagement with the subject matter.
b.
Active listening and thoughtful responses and inquiry during lecture/discussion exercises.
c.
Active involvement in group discussions.
d.
Conscientious and timely performance of all written assignments.
e.
Avoid negative distractions in class. These include late arrival and early departure, unnecessary and
prolonged private conversations, the use of cell phones, eating and sleeping, and obtrusive rustling
of papers, books and chairs before the teacher dismisses the class.
f.
Thoughtful out-of-class interactions with fellow students and with the instructor. This facilitates
the integration of knowledge with life and thereby reinforces learning.
ATTENDANCE
Attendance is required. Because the student not only benefits personally from attending and participating
in class, but also contributes to the learning experience of classmates, regular attendance is expected and
valued. Arrive on time and leave when the class is over. If circumstances arise that is out of your control
causing you to miss class, it is your responsibility to have a “Buddy” (classmate) to provide you with the
missed information. The instructor cannot take on that role. Missing more than a total of three (3) classes
for any reason may result in the student receiving a failing grade.
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LATE POLICY
NO work is accepted late. There are NO “make-ups”. Presentations can NOT be rescheduled.
INCORRECT ONLINE SUBMISSIONS
Any work other than what is due through a particular assignment link is not accepted and no credit
will be given.
ONLINE COMMUNICATION
When you email me, be sure to include your course and section # in the subject line so I can immediately
identify you. Also include your name in the body of the email. If this critical information is left out of
communications I can NOT assure a timely reply.
CAMPUS EMAIL
Students are expected to check their campus email and Bb regularly for information regarding this course
and to stay abreast of news and events at the University. The sample format for student campus email is
asmi765@lasierra.edu where the student’s first name initial, First three letters of their Last Name, and Last
three numbers of their student ID are used for the “username”.
ACADEMIC INTEGRITY STATEMENT
The student is expected to practice academic honesty in all activities related to this course. Original work
is expected from the student, unless appropriate credit is given to specific work cited. Plagiarism is
unacceptable as are other types of cheating. Refer to the Student Handbook for further details at
www.lasierra.edu/integrity Appropriate penalties will be enforced. All instances of academic misconduct
will be reported to the Academic Integrity Committee. To be sure that you have no misunderstandings
about the definitions of academic honesty or academic dishonesty, refer to your La Sierra University
Student Handbook. The University has significant penalties for academic dishonesty, so please take this
suggestion seriously. La Sierra University’s policy and other important information regarding academic
honesty can be found at http://www.lasierra.edu/departments/psychology/AIC/
CLASSROOM BEHAVIOR AND STUDENT CODE OF CONDUCT
You are expected to be in class on time and prepared. Additionally, I expect mature professional behavior –
you are now a college student! If you are disruptive you will be asked to leave in which case can affect
your grade. Use of cell phones is strictly prohibited. Use in any way (including texting) could result in
being asked to leave. Please turn OFF your cell phone.
DISABILITIES
The University provides reasonable accommodations for students with documented physical or
learning disabilities. Contact the Office of Disability Services for evaluation and guidance on such
matters at (951) 785-2450. The office is located in La Sierra Hall, Suite 100. Students with such
documented disabilities who require reasonable accommodations in order to participate in course
activities or meet course requirements should contact the instructor during posted office hours or by
appointment during the first week of the quarter.
It is the policy of La Sierra University to accommodate students with disabilities. Any student with a
documented disability who requires reasonable accommodations should contact Tammy Tucker-Green,
Director, Office of Disability Services at (951) 785-2453 or ability@lasierra.edu.
CONTRACT
This syllabus serves a similar purpose as a contract. By enrolling into this class you are accepting the
syllabus and thereby entering into an agreement. The instructor reserves the right to make modifications
to the syllabus (contract) as I deem necessary and will provide students as much notice as possible. If
absent from class, or if late it is also the student’s responsibility to find out from a classemate what he or
she might have missed.
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STRATEGIES FOR TROUBLE-FREE BLACKBOARD LEARN 9.1 USE
Since the Internet is still not a perfect communications medium, you may experience occasional glitches in
the transfer of data back and forth between your computer and Blackboard. This is normally just a minor
inconvenience, but, if it happens during a test or submitting an assignment, you have a more serious
problem. Here are some strategies likely to make your experience in Blackboard more likely to be troublefree:
1. Re-boot your computer shortly before taking your test to ensure that the operating system
(Windows or Mac OS) is in the best shape possible.
2. Do not run unnecessary programs while taking a test; they consume system resources making your
system less stable.
3. If possible, please use a desktop or laptop computer rather than a mobile device when taking your
test. Do NOT use WiFi, use an Ethernet cabled device.
4. Do not take the test at the last minute. If you have a problem, your instructor is much more likely
to be accommodating.
5. Do not use Internet Explorer as your web browser when taking tests or submitting assignments; it
is more likely to experience problems. Both Firefox http://www.firefox.com) and Chrome
http://www.google.com/chrome are excellent, free alternatives.
6. If you’re using a PC, be sure your Java Runtime Environment is updated and healthy. Here’s a
tutorial on how to do that: http://online2.sdccd.edu/tutorials/java/java.html.
7. Save your answers to test questions as you select them; this will keep your test attempt
active. Once all questions are marked with “Saved” hit the Submit button. Wait about 30 seconds
after you answer the last question on the test before clicking Save and Submit.
8. Check the Grade Center to see if your score has been recorded. If not, IMMEDIATELY contact
your professor.
9. If your test attempt is interrupted, log out of Blackboard and back in, and try to re-enter the test
immediately. You will probably be able to pick up where you left off.
10. If you cannot re-enter the test, let your professor know IMMEDIATELY via the instructor’s
preferred mode of contact. This will enhance your credibility with your instructor.
11. If, in spite of taking these precautions, you have repeated problems taking tests or submitting work,
please contact the helpdesk.
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HLSC 314B Dynamics of Health Education
Date
Discussion Topic
Readings
Quiz
April 3
Course Orientation
Alumni Fun Run
April 10
Interventions
Alumni Fun Run
Chapter 8
4/3 – 4/10
April 17 Community
Organizing and
Building
Alumni Fun Run
Chapter 9
4/10 -4/17
Assignments / Presentations Due
Ch. 1 Personal Health Interest Reflection
(due by 9:00am, Monday 4/8 thru Bb)
April 21 Sunday, 6:00AM
Ch. 2 Annotated Bibliography
Ch. 3 Literature Review
Ch. 4 Creating a Needs Assessment
Ch. 5 Measurement, Measures, Instrument,
and Sampling Chart
Ch. 6 Outlining the Mission Statement,
Goals, and Objectives
Ch. 7 Describing the Program Framework
Ch. 8 Intervention Models
Ch. 9 Creating the Planning Committee
Run For Fun and Fitness
April 24 NO CLASS
Identification and
Allocation of
Resources
Marketing
Chapter 10 4/17 – 5/1
Ch. 10 Creating a Budget
Chapter 11 4/24 – 5/1
Ch. 11 Creating a Marketing Plan
May 8
Implementation
Chapter 12 5/1 – 5/8
Ch. 12 Creating a Logic Model and Timeline
PROGRAM IMPLEMENTATION
May 15
Evaluation: An
Overview
Chapter 13 5/8 – 5/15
Ch. 13 Using Evaluations in the Program
May 22
Evaluation
Approaches and
Designs
Chapter 14 5/15 – 5/22 Ch. 14 Formative and Process Evaluation
Table
May 29
Data Analysis and Chapter 15 5/22 – 5/29 Ch. 15 Summative Evaluation Table
Reporting
June 5
Exam
June 12
Final
May 1
Presentations
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