HSCI 825-3 Advocacy and Communication in Global Health
COURSE OUTLINE
Spring Semester 2011
COURSE DESCRIPTION
HSCI 825, Advocacy and Communication in Global Health, in SFU’s Faculty of Health Sciences has a
mission of providing communication- and advocacy-related resources and skills that will be useful for
public health professionals in their efforts to foster individual, organizational, community, and population
level change. It is a course about fostering change and engaging in knowledge translation. The SFU
catalogue describes the course content as
Health advocacy, the policy framework within which it operates, its key principles, skills, and
practice issues. Role, theories, and methods of health communication and advocacy in global
health from the community to global level. Useful means: media advocacy, community
mobilization, and trans-national collaboration. Use of information technology to promote
population health and pro-health policy change. A case studies approach.
Considering the scope and ever-faster proliferation of information in the world, the bulging toolkit of
theories and methods for change, and the ever-changing political, economic, sociocultural, and
environmental contexts in which change efforts take place, the best approach for a course on change
agency is to design it to foster your skills for learning throughout your career. The format includes
lectures, student presentations, exploration of cases and learning exercises done in class, as small groups,
and individually.
The course is designed to allow students to gain knowledge about the role and potential of different
strategies of communication and advocacy to promote global and public health. The emphasis is on
learning how to use social marketing and advocacy strategies to change the behavior of individuals,
populations, and policy makers in ways that are in their, and society’s, best interest. We will link change
theories with practice in planning and designing health communication, advocacy, and other health
promotion interventions. Key topics include social marketing, health and media advocacy, risk
communication, and health literacy and informatics. The course will provide an introduction to the design
of communication interventions including planning, formative research, and materials development.
COURSE FORMAT
One class session each week. This course is highly participatory. The course is a mix of case- and
problem-based learning within a more traditional format of lectures and fixed readings. The almost 3-hour
sessions will usually consist of (not necessarily in this order): (a) a written reflection or quiz on readings;
(b) a lecture by the instructor, (c) two to four “how to” presentations from students, and (d) discussion
and/or an in-class exercise. The lectures are designed to provide you with useful background. Peer-to-peer
learning is a key modality in this course. The course is designed to get participants involved in figuring out
what they need to learn and know in order to address problems requiring health communication and
advocacy strategies. It is also designed to foster problem solving and creativity.
COURSE GOALS AND OBJECTIVES
The goals of this course are:
 To build students’ capacity and creativity for lifelong problem solving as change agents in the global
health arena
 To develop students’ awareness of the need to address global to local health issues in terms of advocacy
and communication-related change strategies
 To familiarize students with key change theories, strategies, and core terminology for health
communication and advocacy for changes in global/public health
 To prepare students to develop effective health communication programs, including Social Marketing,
Media Advocacy, and the use of informatics, to (a) promote behavior change at the individual- and
population-level in diverse global settings; (b) build the health capacity of communities and societies;
and (c) promote the adoption of policies that enhance health.
At the end of this course, course participants should meet the objectives of being able to:
1. Describe and critically assess the role of communication in advocacy and education for change in
global health, from individual to community to population levels
2. Describe and critically assess a variety of communication-based strategies to influence public health
3. Demonstrate the ability to express advocacy and communication objectives clearly and succinctly
4. Explain key criteria for designing health communication interventions, referencing theory and lessons
from the key literature in the field
5. Demonstrate the ability to conduct a how-to health training
6. Demonstrate the application of planning tools and theory to design health communication and
advocacy campaigns
7. Describe what Social Marketing is and how to use it in a public health campaign
8. Demonstrate the ability to carry out a Doer Non-doer analysis, develop messages & materials, pre-test
materials, and prepare Creative Briefs and Topline Reports
9. Describe what Media Advocacy is and how to use it as a tool for policy change
10. Demonstrate the ability to prepare advocacy materials (e.g., an Action Alert, an OpEd, letter to the
editor, two-page Policy Brief)
11. Describe the importance of partnerships, coalitions, and community engagement for successful
advocacy, media campaigns, and risk communication
PREREQUISITES - Graduate student status in Faculty of Health Sciences or permission of instructor
ASSESSMENTS
The course requires no single big culminating written assignment. Students will do individual assignments
and small group exercises (largely in class) to generate products useful in (a) a social marketing campaign
(e.g., a Creative Brief) and (b) policy advocacy efforts (e.g., problem, situation, and stakeholder
assessments; 2-page Policy Brief). They will also make a how-to presentation, and take short quizzes on
required readings.
40% Proactive participation in the class and class exercises (e.g., social marketing)
20% Regular short quizzes covering required readings
15% How-to presentation and materials
25% Writing assignment about policy change
Grade
40%
Details on Assessments
Proactive, engaged participation in class and products from [mostly in-class] group
work and class exercises. Exercises will be selected from these (&/or others):
1. NGO’s, social marketing, and advocacy. Group exercise involving
mostly in-class work on an NGO’s advocacy and change activities. Identify
a global public health-related non-governmental organization whose work
is related to your change objectives. Submit:
a. A summary (about 1 page) about the NGO. If it is a large or complex
NGO, identify a specific focus for the exercise.
b. Table 1 social ecological levels on one axis, and on the other, key
activities/initiatives.
c. Table 2, also organized on one axis by ecological levels, that lists
skills, competencies, etc. that a person would find useful to be a
successful change agent functioning in that domain.
Grp in-class (3- 4)
20%
15%
25%
2. BLOG. Participate in a class or group blog of your “how to”
presentations, materials, and links
3. ACTION ALERT Prepare an Action Alert about a problem targeted by
the class (or another issue if approved).
4. To address the how of achieving a policy objective, work through a
stakeholder analysis & diagnostic based on PolicyMaker software.
5. Social marketing for individual behavior change:
a. Carry out a Doer-Nondoer Analysis.
b. Prepare a draft of messages and materials (e.g., an ad, a 30-second
clip for radio, a PSA video, or ?).
c. Pilot test the materials
d. Prepare a Topline Report (3 pages).
Performance on 8 to 10 short quizzes or in-class reflections on required readings.
The lowest quiz grade will be dropped.
A 15-20 minute “How to…” training session for the class, although your imagined
target audience may be people with low literacy levels, decision leaders or
politicians, community stakeholders, people at risk, etc. Include not just “how” but
also why it’s important, of course. If what you’re doing would be more useful or
effective with a PPT or poster or ?, do it. Finally, post your presentation, links,
materials, etc. to the Blog.
Communication or advocacy plan written assignment: You will prepare a portfolio
of work that will contain:
a. A bibliography – a list of key sources for your topic and your approach,
organized within appropriate categories.
b. A SWOTE analysis (Box 13-1 in text, p277). 2-4 pages.
c. A Communication Plan Summary (see Box 13-4 in text, p291) 2-4
pages.
d. A Creative Brief (see Box 12-3 in text, p253) using social marketing OR a
2-page Policy Brief on a specific public health policy change objective (it
should be important to a specific place, e.g.: community, city; country;
world); include references, and provide background addressing what and
why in a standard policy brief format; OR a 700 to 800 word OpEd piece
for a newspaper, in which you advocate for a specific change. References
are not within the word limit.
Group or whole
class
Indl or Grp (2) in
class
Indl or Grp (2) in
class
Whole class and
some smaller
groups
Ind’l
Ind’l or perhaps
group of 2
Ind’l
DUE wk 8
DUE wk 9
DUE wk 11
DUE last wk
ACADEMIC INTEGRITY, CHEATING, AND PLAGIARISM: The Faculty of Health Sciences (FHS)
adheres to SFU policies regarding academic dishonesty. These include having a report submitted for every
case to the Academic Integrity Advisor of FHS and SFU. If you are caught cheating (e.g., looking at
someone else’s paper or engaging in electronic communication during an exam; plagiarizing), my policy is
to assign you zero points for that assignment. If a student cheats or plagiarizes, I may recommend that you
get a failing grade for the course and possible referral to the University Board on Student Discipline for
potential suspension from the university. Students should read SFU's general policy on academic
dishonesty at: http://students.sfu.ca/academicintegrity/. Students are responsible for knowing what
plagiarism is and are encouraged to take an online tutorial about it:
http://www.lib.sfu.ca/researchhelp/tutorials/interactive/plagiarism/tutorial/introduction.htm
MISSING CLASS, TURNING IN LATE ASSIGNMENTS, OR MISSING AN EXAM: Being in class
is important because in almost every class we will engage in a group learning exercise. If you know you
are going to miss a class, please contact me about it as early as possible. Students who need an alternate
due date for an assignment or must miss a class or exam in order to observe a holy day for their religion
must send me a written request for accommodation during the first week of classes.
If you are late with an assignment or absent due to a medical reason, you will not be penalized although I
may ask for a signed note from a healthcare provider. If there is a family problem that you must attend to,
please email an explanation. Timely, professional communication and follow-through are expected. It is
your responsibility to keep me posted.
Unexcused late assignments are accepted but will be subject to a deduction of 5 points for every day late.
For example, if your assignment would ordinarily merit an 85 out of a possible 100, you would get an 80 if
it is one day late, a 75 if two days late, etc.
REQUIRED READINGS: The text for the course is:
Parvanta C, Nelson DE, Parvanta SA, Harner RN. Essentials of Public Health Communication.
Mississauga, Ontario: Jones and Bartlett Learning, 2011. ISBN 978-0-7637-7115-7 (paperback)
A copy of the text will be on 5-hour reserve at the library. Additional readings will be available online,
usually via SFU Library links.
WEB CT: The course schedule, materials, and essential links will be available to students on SFU’s
WebCT online course utility. For information about WebCT, go to
http://wiki.sfu.ca/webct/index.php/Student_FAQ. See http://webct.sfu.ca to log in to the course WebCT
page.
ASSESSMENT: Based on my experience with FHS graduate courses, the median grade in this course
will probably be an A-.
Late assignments are accepted but late submission will result in a deduction of 5% in the highest possible
mark for every day late (including the due date if the assignment is received later than the time the class
begins). If you have been sick or have another valid reason, you must email a written explanation of the
circumstances in order to be considered for a waiver of the penalty for a late assignment.
Schedule of Topics & Activities
IMPORTANT NOTE ABOUT THE SYLLABUS AND TIMETABLE: Over the course of the semester, within
department/university regulations and in consultation with students, the professor may make slight
changes to the topics, specific required readings, and details regarding the assignments. Some readings and
materials for students’ presentations may be selected as the course unfolds. Modifications will be posted
(with an announcement) on WebCT.
#1
Jan. 11, 2011
OVERVIEW and
INTRODUCTIONS.
#2
Jan. 18, 2011
BACKGROUND.
#3
Jan. 25, 2011
MORE
BACKGROUND.
#4
Feb. 1, 2011
SOCIAL
MARKETING.
Introductions. Orientation to the field.
Expectations & assignments.
Recommended: Birn AE, Pillay Y, Holtz TH, Doing International Health. Ch. 14,
Textbook of International Health, 3rd ed. Oxford University Press, 2009.
 Text Ch 1. Introduction to Public Health Communication and Informatics
 Text, Ch 7.Speaking to the Public: Health Literacy and Numeracy


Text Ch 2. A Public Health Communication Planning Framework
Text Ch 8. Persuasive Health Communications: The Role of Theory
 Text Ch 9. Formative Research for Strategy Development
 First half, Online tutorial on social marketing. http://www.hc-sc.gc.ca/ahcasc/activit/marketsoc/tools-outils/about-apropos_e.html
#5
Feb. 8, 2011
SOCIAL
MARKETING


Text Ch 10. The Strategic Health Communication Plan
Last half, Online tutorial on social marketing. http://www.hc-sc.gc.ca/ahcasc/activit/marketsoc/tools-outils/about-apropos_e.html
#6
Feb. 15, 2011 -- WINTER BREAK -- no class
#7
Feb. 22, 2011
SOCIAL
MARKETING



Text Ch 11. It’s a Multimedia World
Text Ch 12. Developing and Testing a Media Strategy
Smith B. Comparing doers and non-doers: A Rapid Assessment Tool. [WebCT]
#8
Mar. 1, 2011
MEDIA ADVOCACY


Text Ch13. Developing the Implementation Plan: A Summary of Section III
Text, Ch 6. Communicating for Policy and Advocacy
#9
Mar. 8, 2011
ADVOCACY
STRATEGIES.

#10
Mar. 15, 2011
ADVOCACY AND
COMMUNITY
ENGAGEMENT.

#11
Mar. 22, 2011
INFORMATICS.
HEALTH
LITERACY.
#12
Mar. 29, 2011
TBD


Media Advocacy Workbook [THCU] 2000.
http://www.thcu.ca/infoandresources/publications/ma%20workbook%20v104.pdf
Begin Chapman, Simon. “An A-Z of Tobacco Control Advocacy Strategy.” PP.
207-290 IN Public Health Advocacy and Tobacco Control: Making Smoking
History. Blackwell, 2007.
Finish Chapman S. “An A-Z of Tobacco Control Advocacy Strategy.” PP. 207290 IN Public Health Advocacy and Tobacco Control: Making Smoking History.
Blackwell, 2007.
Wallack L. The role of mass media in creating social capital: A new direction for
public health. In: Smedley BD, Syme L, eds. Promoting health: Intervention
strategies from social and behavioural research. Washington, D.C., National
Academy Press; 2000. p. 337-65.
Text Ch 3. Informatics and Public Health
Text Ch 4. Understanding and Reporting the Science.
#13
Apr. 5, 2011
WRAP-UP.
DUE: Portfolio including final written assignment plus earlier written work.


 Text, Ch 16. Risk and Emergency Risk Communication: A Primer