The vision of the University of Chicago Urban Health Initiative (UHI), a top institutional priority, is that Chicago’s South Side will become a paradigm of urban health by 2025. Chicago’s South Side, with the University of Chicago and its world class medical school at its epicenter, is a region disproportionately affected by poor health and poverty. The South Side Health and Vitality Studies (SSHVS) forms the research and evaluation arm of the Urban Health Initiative to produce actionable knowledge that informs health behavior, policy and investments in the region.  The South Side Health and Vitality Studies employ an asset-based, community-engaged (Figure 1) research strategy whereby community and university members work as equal partners to 1) identify community priorities, 2) track community assets, 3) leverage community assets, 4) conduct research, and 5) generate new knowledge that is then used to reset priorities.  SSHVS strives for “science in service to community, conducted in partnership with the community.”  This philosophy is articulated in a recent paper published in Preventive Medicine (attached) by university and community collaborators for the Studies and provides the framework of our urban health teaching activities. The South Side of Chicago, a 95 square mile region including 34 of the city’s 77 community areas, is one of the largest contiguous African American urban communities in the US (70% of 803,000 people). Of Chicago’s 10 poorest communities, 9 are on the South Side, and the health of individuals living on in this area lags far behind that of the rest of the city and the nation. Despite a high prevalence of poverty and poor health, the South Side of Chicago is uniquely vital in its strong community organizations, robust social networks, rich cultural and faith traditions, and resilient small businesses.

See the Model of Community and University Engagement for the SSHVS at http://www.sshvs.org/pdfs/Community-Health-Model.pdf.

Guided by principles jointly developed by our community and university team members (below), we are committed to “creating learning opportunities by involving students, trainees, and community members” and “jointly learn and discover – together and from each other” in our research activities.  Our training program in community-engaged urban health research includes two predominant kinds of activities: 1) experiential learning in a mentored community-university team research setting, and 2) classroom, workshop and community-university summits.  The syllabus is integrated vertically across courses in the medical and postdoctoral curricula and is designed for relevance and adaptability to both university and community audiences using adult learning strategies. Training is available to individuals with varying levels of knowledge and experience, including community members, university faculty and staff, and undergraduate, graduate, and medical students. A community-based literacy consultant works closely with our team to advise on translation of our syllabus for various community audiences.  The length and content of training experiences is tailored to study priorities and audience objectives.

Guiding Principles:

Community and University Collaboration, Mutual Respect, and Shared Benefit

• Involve diverse community members in key decisions throughout the project
• Build mutual respect and trust between the researchers and community members
• Address issues that are most important to the health and vitality of the community across socio-economic boundaries
• Maximize participation of and leadership by people living in our target communities on the South Side
• Collect data that can quickly benefit community organizations by providing data and enhancing skills
• Jointly learn and discover – together and from each other – the value of research for improving and sustaining health and vitality
• Engage a multi-disciplinary team of researchers from across the institution
• Create learning opportunities by involving students, trainees, and community members
• Enhance sustainability of the Studies by focusing on the strengths of the research team and by developing external funding

Study Design

• Focus on understanding the social and environmental determinants of health and vitality
• Employ a life-course approach to understanding health and vitality, collecting data across the age span
• Use minimally-invasive techniques for biological and other data collection
• Collect data that are comparable with existing national, regional, and local datasets
• Gather and share data with efficiency and transparency
• Focus on modifiable problems for which the research can inform testable interventions and policy changes
• Build-in potential for replicability in other communities, including international settings

II. PURPOSE

To introduce individuals with an interest in health science to the principles, tools, and ethics of community-engaged population-based urban health research with the primary goal of developing competent leaders and partners to help fulfill the vision that the South Side of Chicago will become a paradigm of urban health by 2025.

III. OBJECTIVES

The objectives of our training program are for trainees to:

1. Understand strategies for conducting urban health research, including dominant principles and models for conducting community- or population-based health research.

2. Apply the Asset-Based Community-Engaged Research Model to design and implementation of health research activities that advance urban health in our region and elsewhere.

3. Demonstrate skill in performing minimally invasive biological and physical measures for use in population-based urban health research, including an understanding of the rationale and ethics.

4. Develop competency, especially via experiential learning and mentorship, in interacting with a broad diversity of community and university collaborators to optimize each individual’s contribution and the productivity of the overall team in reaching urban health goals.  Following participation in our training program, all individuals will be able to:

1. Describe the vision of the Urban Health Initiative and the role of the South Side Health and Vitality Studies in achieving this vision.
2. Describe the asset-based, community-engaged research strategy, its origin, and the rationale for its use in urban health research.
3. Ethically practice urban health research in harmony with the guiding principles of the South Side Health and Vitality Studies, and understand the process for and value of a principle-based approach to community-engaged health research.
4. Communicate, to a variety of audiences, the rationale for and risks/benefits of biological and physical measurement in population-based health research.

IV. SYLLABUS COMPONENTS

1. SAMPLE READING MATERIAL

Academic medicine and community partnerships

• Ahmed, S.M., Palermo, A.G., 2010. Community engagement in research: frameworks for education and peer review. Am J Public Health. 100, 1380-7.
• Hill LD, Madara JL. Role of the urban academic medical center in US health care. Jama – Journal of the American Medical Association. 2005;294(17):2219-2220.
• Israel, B.A., et al., 2001. The Detroit Community-Academic Urban Research Center: development, implementation, and evaluation. J Public Health Manag Pract. 7, 1-19.
• Israel, B.A., et al., 1998. Review of Community-Based Research: Assessing Partnership Approaches to Improve Public Health. Annual Review of Public Health. 19, 173-202.
• Jones L, Wells K. Strategies for academic and clinician engagement in community-participatory partnered research. Jama. Jan 24 2007;297(4):407-410.
• Lantz PM, Viruell-Fuentes E, Israel BA, Softley D, Guzman R. Can communities and academia work together on public health research? Evaluation results from a community-based participatory research partnership in Detroit. Journal of Urban Health-Bulletin of the New York Academy of Medicine. 2001;78(3):495-507.
• Norris, K.C., et al., 2007. Partnering with community-based organizations: an academic institution’s evolving perspective. Ethn Dis. 17, S27-32.

Asset-based Approaches

• Aronson, R.E., et al., 2007. Neighborhood mapping and evaluation: a methodology for participatory community health initiatives. Matern Child Health J. 11, 373-83.
• Kretzmann JP, McKnight JL. Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community’s Assets. Evanston, IL: ACTA Publications; 1997.
• Lindau ST, Makelarski JA, Chin MH, Desautels S, Johnson D, Johnson WE Jr, Miller D, Peters S, Robinson C, Schneider J, Thicklin F, Watson NP, Wolfe M, Whitaker EE. Building community-engaged health research and discovery infrastructure on the South Side of Chicago: Science in service to community priorities. Preventive Medicine. 2011;52(3-4):200-207. (Attached)
• Mathie, A., Cunningham, G., 2003. From Clients to Citizens: Asset-Based Community Development as a Strategy for Community-Driven Development. Development in Practice. 13, 474 – 486.
• Minkler, M., Hancock, T., 2003.Community-Driven Asset Identification and Issue Selection, in: Minkler, M., Wallerstein, N. (Eds.), Community-Based Participatory Research for Health.  Jossey-Bass Publishers, San Francisco, pp. 135-154.

Ethics

• Bastida, E., et al., 2010. Ethics and community-based participatory research: perspectives from the field. Health Promot Pract. 11, 16-20.
• Ross, L.F., et al., 2010a. Human subjects protections in community-engaged research: a research ethics framework. J Empir Res Hum Res Ethics. 5, 5-17.
• Ross, L.F., et al., 2010b. Nine key functions for a human subjects protection program for community-engaged research: points to consider. J Empir Res Hum Res Ethics. 5, 33-47.

Population-based Biosocial Research

• Woolf, S.H., 2008. The meaning of translational research and why it matters. JAMA. 299, 211-3.
• Berkman LE. Social Epidemiology: Social Determinants of Health in the United States: Are We Losing Ground?  Annual Review of Public Health. 2009;30:27-41.
• Berkman L, Kawachi I (Eds). Social Epidemiology. New York: Oxford University Press; 2000.
• Institute of Medicine. For the Public’s Health: The Role of Measurement in Action and Accountability.  Washington, DC: The National Academies Press; 2011 [pre-publication].
• Sánchez-Jankowski, M., 2008. Cracks in the pavement: social change and resilience in poor neighborhoods. University of California Press, Berkeley, CA.
• Shah AMea. A Participatory Approach to Designing a Community Health Survey: A Report on the Survey Development Process 2003.
• Wells, K., Jones, L., 2009. “Research” in community-partnered, participatory research. JAMA. 302, 320-1.
• Whitman S, Shah A, Benjamins M. Urban Health: Combating Disparities with Local Data. New York, NY: Oxford University Press Inc; 2010.

2. SAMPLE LECTURES: Our community-engaged curriculum is not taught via a single course; rather, the syllabus is integrated vertically across medical and post-doctoral courses and classroom, workshop, and community summit activities.

Examples of Urban Health and Related Lectures in the Medical and Post-Doctoral Curricula

Course Name/Lecture Title

Health Care Disparities in America/Doctors’ Role in Caring for Underserved

Chicago Academic Medicine Program for Minority Undergraduate Premedical Students/Sexuality and Urban Adolescence

Scholarship and Discover:  Epidemiology and Research Design/Qualitative Research in Biomedicine

Dept of Ob/Gyn Resident Research Training Curriculum/Navigating the IRB:  Ethics and Human Subjects in Women’s Health Research

MacLean Center on Clinical Medical Ethics Fellows Curriculum/South Side Health and Vitality Studies and Urban Health

MacLean Center on Clinical Medical Ethics Fellows Health Disparities Seminar/Science in Service to Community:  The South Side Health and Vitality Studies

Pritzker Scholar in Translational Aging Research Training Course/ Biogerontology using Integrated Data to Advance Knowledge of Aging

Fundamentals of Health Services Research/Theory, Methods, Applications for Integrating Health Research:  Harnessing Biological and Social Data

3. EXAMPLE TRAINING OPPORTUNITIES Our training program in community-engaged urban health research includes two predominant kinds of activities: 1) experiential learning in a mentored community-university team research setting, and 2) classroom, workshop and community-university summits.  In addition, we have a robust communication infrastructure that uses monthly newsletters, social media, and widely publicized community-based events to provide broad dissemination of knowledge, information about training opportunities, and to share trainees’ reflections on their training experiences.

To provide first year students with foundational knowledge of occupational therapy as a profession and the construct of occupation, upon which all other theories and practice issues will build.

COURSE DESCRIPTION

This first year occupational therapy course provides a conceptual foundation for occupational therapy theory and practice.  It instructs students in the concepts of occupation, activity, purposeful activity and participation; through lecture and laboratory sessions, students will experience working with the concepts they are learning.  The course will examine the philosophical base of the profession, and explore the meaning and diversity of the frames of reference in contemporary occupational therapy practice.  The centrality of occupation in health and wellness will be emphasized, through balance in performance areas and contexts.  The impact of disability, disease, and injury on the person, their family and society will be explored.  Students will learn how to break down and analyze activities for their performance components, as well as how to grade and adapt activities for therapeutic purposes.  Group discussions on social and political systems will focus on how they influence the delivery of health care services, and the impact of culture on treatment and health practices will be introduced.  The concept of theory development will be taught, as well as how theories, models of practice and frames of reference impact occupational therapy evaluation/treatment.  All students are required to submit a comprehensive activity analysis with assigned community partners.  Community service learning is an integral part of the coursework.  You will apply theories, concepts, and paradigms to the community members from under-represented communities on Long Island.  The client populations will range from at-risk youth, mental health clients, and older adults.  You will complete a reflective journal and activity analysis for each of the visits. You will be required to make at least three visits with the community partners.

LEARNING ACTIVITIES

1: Readings

2: Lab activity – Activity and occupation-based analysis

3: Field visits

4: In-class discussions and activities

COURSE OBJECTIVES

Upon completion of assigned readings, lectures, activities and assignments, it is expected that the student will be able to:

Course Objective: Describe the importance of the philosophical base of occupational therapy.

ACOTE Standard: B.2.1 Acknowledge and understand the importance of the history and philosophical            base of the profession of occupational therapy.

Learning Activities: 1 – 4

Course Objective: Differentiate between the terms occupation, activity, purposeful activity and participation.

ACOTE Standards: B.2.2 Be able to differentiate among occupation, activity, and purposeful activity.  B.2.3 Understand the meaning and dynamics of occupation and purposeful activity including the integration of performance areas, performance components, and performance contexts.

Learning Activities: 1 – 4

Course Objective: Demonstrate their understanding of the meanings of occupation/purposeful activity.

ACOTE Standard: B.2.4 be able to articulate to the consumer, potential employers, and the general public             both the unique nature of occupation as viewed by the profession of occupational therapy and the value of occupation for the client. B.2.5 Acknowledge and understand the importance of the balance of performance areas to the achievement of health and wellness.

B.2.6 Understand and appreciate the role of occupation in the promotion of health and the prevention of disease and disability for the individual, family, and society.  B.2.7 Understand the effects of health, disability, disease processes in the promotion of health and the prevention of disease and disability for the individual, family and society.

Learning Activities: 1, 2 and 4

Course Objective: Differentiate performance areas, performance contexts and performance components.

ACOTE Standard: B.2.8 Exhibit the ability to analyze tasks relative to performance areas, performance components, and performance contexts.

Learning Activities: 1, 2 and 4

Course Objective: Define, in an articulate manner, the unique nature of the profession of occupational therapy.

ACOTE Standard: B.2.10 Understand the need for and use of compensatory strategies when desired life tasks cannot be performed. B.3.1Understand the theories that underlie the practice of occupational therapy. B.3.2 Understand the models of practice and frames of reference that are used in occupational therapy.

Learning Activities: 1, 2 and 4

Course Objective: Demonstrate an awareness of knowledge of the relationship between occupation and health, the importance of balance in performance areas, and the role of occupation in disease prevention and health promotion.

ACOTE Standard: B.2.9 Demonstrate appreciation for the individual’s perception of quality of life, well being, and occupation to promote health and prevention of injury and disease.

Learning Activities: 1 – 4

Course Objective: Discuss the impact of disease and disability on the individual, their family, and society.

ACOTE Standard: B1.7 Demonstrate knowledge and appreciation of the role of sociocultural, socioeconomic, diversity factors, and lifestyle choices in contemporary society. B.1.8 Appreciate the influence of social conditions and the ethical context in which humans choose and engage in occupations.

Learning Activities: 1, 2 and 4

Course Objective: Analyze activities for their performance components and therapeutic properties, knowing how to grade /adapt activities for use in treatment interventions in a variety of performance contexts;

ACOTE Standard: B.2.10 Understand the need for and use of compensatory strategies when desired life tasks cannot be performed. B.3.1    Understand the theories that underlie the practice of occupational therapy. B.3.2 Understand the models of practice and frames of reference that are used in occupational therapy.

Learning Activities: 1 – 4

Course Objective: Discuss theory development and know how the major theories influence contemporary occupational therapy practice.

ACOTE Standard: B.3.3 Understand how theories, models of practice and frames of reference are used in occupational therapy evaluation and treatment. B.3.4Understand how history, theory, and sociopolitical climate influence practice. B.3.6 Develop a basic understanding of theory development and its importance to occupational therapy.

Learning Activities: 1 – 4

METHODS OF INSTRUCTION

1. Lecture
2. Lab
3. In-class discussions and activities
4. Online Discussion
5. Experiential activities

METHODS OF EVALUATION

(Include any grading rubrics for assignments, format for assignments such as APA style, and any penalties for late work, missed classes, lateness, etc.)

1. Attendance and participation at all lectures and lab sessions: (10%). Students are expected to come to all class meetings: 1) having read the assignments and 2) ready to vigorously discuss the issues at hand, bringing together both your own opinions, the material from the readings, and films and “real world” examples from community-based experiences to support your assertions. You are expected to have questions for your instructors and for each other. Encourage quiet fellow-students to participate by asking them questions – this will raise their (and your!) class participation grades.

2. Activity Analysis Paper: (20%). Students may choose an activity or may be assigned an activity and will include a detailed activity analysis. The activity analysis will be done in accordance with the form issued on the first day. You will observe a participant from one of the community organizations you are assigned; you will conduct an interview prior to the observation of the activity which will consist of an interest checklist and the Canadian Occupation Performance Measure.  The interview will allow you an opportunity to build rapport and develop an occupational profile. Next, you will observe the participant in the activity and write an analysis of the activity.

3. Reflective Journal (20%) The purpose of this assignment is to assist you in processing and integrating the material learned through reading, lectures, class participation, and community service learning. The reflective journal is intended to encourage the student to develop his/her creative and intuitive skills toward a critical self awareness as a reflective practitioner. You are to submit journal entries which will include related classroom lectures and materials and community-based assignments. The journals should have three sections:

1. Reflections on the class content, readings, and class discussions from the perspective of both personal and professional experiences.
2. Discussion of community-based assignments, issues or thoughts that you observed or participated in and how you responded to the experience, event or activity.
3. Reflections and analyses on how particular situation/content/process issues and outcomes might be re-framed.

4. Midterm Examination (15%)

5. Final Examination (15%)

COURSE MATERIALS AND TEXTS

Required texts

American Occupational Therapy Association Student Membership, www.aota.org

American Occupational Therapy Association. (2006). Domestic Violence Statement. http://www.aota.org/Practitioners/Resources/Docs/Official/Statements/40219.aspx

American Occupational Therapy Association. (2002). Occupational therapy practice framework: Domain and process. American Journal of Occupational Therapy, 56, 609–639.

Baum, C. (2005). Presidential address – Building a professional tapestry. American Journal of Occupational Therapy, 59, 592–597.

Best, A. (2000) Prom Night: Youth,Schools and Popular Culture. New York: Routledge. (selections)

Bierman, K. L., Miller, C. L., & Stabb, S. D. (1987). Improving the social behavior and peer acceptance of rejected boys: Effects of social skill training with instructions and prohibitions. Journal of Consulting and Clinical Psychology, 55, 194-200.

Block, P., Ricafrente-Biazon, M., Russo, A., Chu, K. Y., Sud, S., Koerner, L., Vittoria, K., Landgrover, A., & Olowu, T. (2005). Introducing disability studies to occupational therapy students. American Journal of Occupational Therapy, 59, 554-60.

Cole, M.B., & Tufano R. (2008). Applied Theories in Occupational Therapy: A Practical Approach, Thorofare, NJ: Slack Incorporated.

Cottrell, R. P. F. (2005). The issue is—The Olmstead decision: Landmark opportunity or platform for rhetoric? Our collective responsibility for full community participation. American Journal of Occupational Therapy, 59, 561–568.

Crepeau, E., Cohn, E., Schell, B. (2009). Willard & Spackman’s Occupational Therapy, 11^th edition. New York: Lippincott.

Hemmingsson, H., & Jonsson, H. (2005). The issue is—An occupational perspective on the concept of participation in the international classification of functioning, disability and health—Some critical remarks. American Journal of Occupational   Therapy, 59, 569–576.

Lefkowitz, B. (1997). Our Guys. New York: Vintage Books (selections)

Melchert – McKearnan, K., Deitz, J., Engel, J. M., & White, O. (2000). Children with burn injuries: Purposeful activity versus rote exercise. American Journal of Occupational Therapy, 54, 381-390 .

Sakellariou, D., & Sawada, Y. (2006). Sexuality after spinal cord injury: The Greek male’s perspective. American Journal of Occupational Therapy, 60, 311–319.

Ward, J. D. (2003). The nature of clinical reasoning with groups: A phenomenological study of an occupational therapist in community mental health. American Journal      of Occupational Therapy, 57, 625–634.

Weinstock-Zlotnick, G & Hinojosa, J. (2004). The issue is—The Olmstead decision: Landmark opportunity or platform for rhetoric? Our collective responsibility for          full community participation. American Journal of Occupational Therapy, 58,     594–599.

World Health Organization. (2002). Towards a Common Language for Functioning, Disability and Health. Geneva.

Youngstrom, M.J. (2002) From the guest editor – The occupational therapy practice framework: The evolution of our professional language. American Journal of Occupational Therapy, 56, 607–608.

Recommended texts

Meriano, C. & Latella. (2008). Occupational Therapy interventions: Functions and occupations. Thorofare, NJ: Slack Incorporated.

CLASS ASSIGNMENTS

Date: 08/31/2010

Lectures: Overview of Course; Intro to Theme of Occupation; Introduction to Occupation, Occupational Science and Occupational Therapy; Lopez & Block

Reading: W&S, Ch.1-3; Cole & Tufano Ch. 1; Selections from Lefkowitz and Best

Lab Activities: LAB: Interview; Six (6) hours of Community-based observation at an approved site

Date: 09/07/2010

Lectures: Occupational Therapy Practice Framework; International Classification of Functioning (ICF); Rescinded Uniform Terminology; Lopez & Block

Reading: OTPF, ICF Article Read: AOTA, 2002, Cole & Tufano Ch. 2

Lab Activities: Videos: Dancing from the Inside Out  African Healing Dance. I can help with the ICF discussion

Date: 09/14/2010

Lectures: What is Theory; Systems Theory; Occupational Therapy Practice Framework; Domain and Process; Purposeful Activity/Activity Analysis; Lopez & Block

Reading: Cole & Tufano Ch. 3 – 4; OTPF; OTPF Second Edition; AOTA, 2002

Date: 09/21/2010

Lectures: Occupation and Development: A Contextual Perspective; Understanding Family; Perspectives on Illness and Disability Experiences; Contribution of Occupation to Health and; Well-Being Disability and the Person; Block; Video Presentation and Discussion

Reading: Cottrell, 2005; W & S, Ch.4, 5, 6; Block, P., et. al., 2005; Cole & Tufano Ch. 5

Date: 09/28/2010

Lectures: Social and Health Policies in the United States Health Promotion Community Integration; Occupational Justice; Block

Reading: W&S, Ch. 17 – 20; Cole & Tufano Ch. 5

Lab Activities: Community-base Observation Assignment Due

Date: 10/05/2010

Lectures: Ethical Decision Making in Occupational Therapy, Professional Reasoning in Practice Client Centered Collaboration, Evidence-based practice; Lopez & Block

Reading: W & S, Ch.28, 29, 30 Lopez, A., Vanner L., Cowan, A.,Samuel, A.,  Shepherd, D. (2008).

Date: 10/12/2010

Lectures: The Therapeutic Process; Professional reasoning in practice; The Therapeutic Relationship; The Interview Process in Occupational Therapy; Analyzing Occupations and Activity; Principles of Learning and Behavior Change; Lopez & Block

Reading: W & S, Ch.32-36

Date: 10/19/2010

Lectures: Theory and Practice in Occupational Therapy; Ecological Models in Occupational Therapy

Reading: W&S, Ch. 42 – 45; Cole & Tufano Ch. 9-10

Date: 10/26/2010

Lectures: Theories, Frames of Reference; The Model of Human Occupation; Theory of Occupational Adaptation; Occupational Behavior; Youth violence, resiliency

Biomechanical and Rehabilitative Frames

Reading: W&S, Ch.42 – 45; W&S, Ch.18;Cole & Tufano Ch. 6-8 and 14

Date: 11/02/2010

Lectures: Election Day! Class is in session; Theories, Frames of Reference; Applied Behavioral Frames; Cognitive Behavioral Frames; Allen’s Cognitive Levels

Reading: Cole & Tufano Ch. 12-13

Date: 11/09/2010

Lectures: Theories, Frames of Reference; Life Span Development Frames; Motor Control and; Motor Learning; Sensory Integration and Processing

Reading: Cole & Tufano Ch. 17-19

Date: 11/16/2010

Lectures: Midterm Examination

Date: 11/23/2010

Lectures: Activities of Daily Living and Instrumental Activities of Daily Living; Caregiving and Childrearing; Occupational Therapy Evaluation and Intervention Related to Education; Work LAB – Community outreach

Reading: Handouts; W&S, Ch. 48 – 51

Date: 11/30/2010

Lectures: Lab Time

Lab Activities: Sewing Activities

Date: 12/07/2010

Lectures: Lab Time

Lab Activities: Activity Analysis Paper Due

Date: 12/14/2010

Lectures: Occupational Therapy Evaluation; OT with Adults and the Elderly

Reading: W&S, Ch. 22-26; W&S, Ch. 38-44

Lab Activities: Scrapbooking

Date: 01/04/2011

Lectures: OT Evaluation and Intervention: Environments

Reading: W&S, Ch. 60-62

Date: 01/04/2011

Lectures: Common Conditions: Related resources and evidence

Reading: Sewing and needlepoint Handouts

Lab Activities: Ann DiChiaro-Pfisterer, Assistant to the Chair

Date: 01/11/2011

Lectures: Occupational Therapy Intervention, Block

Reading: W&S, Ch. 27-31 LAB: Martial ArtsTai Chi; AOTA Domestic Self Defense Violence Statement; Javaherian, 2006

Lab Activities: Self Defense Violence

Date: 01/18/2011

Lectures: Occupation Presentation and Reflection, Lopez & Block

Date: 01/25/2011

Lectures: Activity Presentation and Reflection, Lopez & Block

Date: 02/01/2011

Lectures: Final Examination, Lopez & Block

EXPERIENTIAL LEARNING AND FIELDWORK I

Students participate in Fieldwork I experiences related to evaluation and treatment of adults with physical dysfunction within the context of a separate 1 credit course focusing on Fieldwork I experiences in totality. Experiences and assignments are developed in a collaborative manner between course faculty to ensure that students receive opportunities to integrate knowledge and skills developed in didactic and laboratory sessions with experiential clinical education.

COMMUNITY SERVICE-LEARNING

Exploring the Reciprocal Relationship between Community Member, Occupation, and Self

Introduction

• This assignment has a two-fold benefit.   First, it provides a forum for experiential learning with community members (clients, consumers, patients, volunteers). First year students gain a better insight and understanding the occupational therapy profession’s contribution to community and society. Second, they are given an opportunity to gain invaluable understanding of service to the community.

Purpose of the learning activity

• To explore concepts and theories of occupational therapy.
• Demonstrate their understanding of the meanings of occupation/purposeful activity
• Demonstrate an awareness of knowledge of the relationship between occupation and health, the importance of balance in performance areas, and the role of occupation in disease prevention and health promotion;
• To provide a valuable service to the community.
• To explore how the dimensions of person, place, and occupation.
• To identify, understand and describe the process of roles, occupation, and meaningful existence.
• To gain experience in working with clientele, patients, and consumers of occupational therapy services.

Description of the learning activity

• Students attend 3 sessions each session takes approximately 3 hours per session to complete.
• Day 1
  • The students build rapport, participate in scheduled program, and conduct an interview.  The interview process takes 20-40 minutes to complete.  It includes a semi-structured interview and an interest checklist.  The information obtained during this session will be used to identify an activity or occupation in which the individual would like to do with the student occupational therapist.  The activity or occupation may be an activity that the individual is already has proficiency or something novel they would like to learn how to do. It can range from playing a board game, learning how to use a computer, or learning to dance. Once the student occupational therapist and community member has identified an activity, they will plan to do the activity together at the subsequent visit.
  • The student occupational therapist will bring the materials or work with the community member in obtaining the materials and supplies for the activity.
• Day 2
  • The students perform the activity with the community member. They will then analyze the way in which the community members perform the activity looking at the motor and process skills need to complete the task.  Also, the student will consider the therapeutic properties, consider how to grade /adapt activities for ease of performance and success.
• Day 3
  • Wrap-up
  • Luncheon with community partners.

Suggestions for student feedback

• Students will explore the reciprocal nature of the relationship between community member, occupation or activity, and self.
• The ways in which a disability can impact a person’s perception of and participation during activities or occupations.
• Consider the ways in which occupational therapists can use the concepts of occupation to increase the occupational engagement and participation.

Students are encouraged explore and develop creative and intuitive skills toward a critical self awareness as a reflective practitioner.

This course will provide an introduction to the practice of public health nutrition, discussion of significant public health nutrition problems today, and an overview of food and nutrition programs available to the community. In addition, students in the Coordinated Program in Dietetics will integrate course information with their current community clinical placement experiences.  Students in the Didactic Program in Diatetics will engage in a specific community project during the course of the semester.

Required Texts

Boyle, A. M.  and D. H. Holben, Community Nutrition in Action: An Entrepreneurial Approach, fifth edition, Cengage, 2010.

Course Objectives

Students will be able to:

1. Describe the expanding role of the community dietitian.

2. Understand and articulate nutrition problems and practices in the community.

3. Discuss and understand the various nutrition monitoring and surveillance methodologies and how they are used.

4. Describe skills needed to deliver nutrition services and methods of accessing community nutrition resources and information.

5. Understand the principles of nutritional epidemiology.

6. Understand beliefs, customs and food practices of various cultural groups and apply this knowledge in planning nutrition education and intervention programs.

7. Describe the federal food assistance programs and role of the public health nutritionist working with these programs.

8. Articulate relevant food and hunger issues in the U.S.

9. Apply course material to improve rational thinking, problem solving and             decision making when analyzing community nutrition problems.

10. Develop a sense of personal responsibility regarding ethical dietetic practice.

11. Understand factors influencing dietary intake and ways to positively impact eating behavior.

12. Demonstrate how to locate, interpret, evaluate and use professional literature to make ethical evidence-based practice decisions (KR 1.1.a).

13. Use current information technologies to locate and apply evidence based guidelines, research and protocols (KR 1.1.b.).

14. Demonstrate effective and professional oral and written communication and documentation and use of current information technologies when communicating with individuals, groups and the public (KR 2.1.a).

15. Demonstrate assertiveness, advocacy and negotiation skills appropriate to the situation (KR 2.1.b)

16. Locate, understand and apply established guidelines to a professional practice scenario (KR 2.3.a)

17. Identify and describe the roles of others with whom the Registered Dietitian collaborates in the delivery of food and nutrition services (KR 2.3.b).

18. Develop an educational session or program/educational strategy for a target population (KR 3.3.a.).

Additional requisites for 7400:580

Graduate students will complete a special project on a topic selected in collaboration with the instructor.  (70 points)

Grading:

Course grades will be based on a total of points:

Examinations – 375 points

Cross Cultural Communication Assignment – 50 points

Community Project – 70 points

Community Project Reports – 15 points

Pop Quizzes   (top 4 scores) – 40 points

Laboratory /Short Assignments – up to 50 points

Participation/Professionalism – up to 40 points

Total – 640 points

Class Schedule:

Date/Topic/Reading

August 23/Overview and Orientation

August 27/Opportunities in Community Nutrition/Chap. 1

August 30/Opportunities in Community Nutrition/Chap. 1

September 3/Nutrition Monitoring and Surveillance/Chap. 7

September 6/Labor Day – No Classes

September 10/Nutrition Monitoring and Surveillance

September 13/Dietary Guidance for Americans/Chap. 7

September 17/EXAM 1

September 20/Dietary Guidance for Americans, Setting Goals/Objectives, Accessing Info./Chap. 7

September 24/Principles of Epidemiology/Chap. 5

September 27/Principles of Epidemiology

October 1/Hunger, Food Security, Emergency Food/Chap. 10

October 4/EXAM 2

October 8/Hunger, Food Security, Emergency Food/Midterm report on Community Projects

October 11/Food, Nutrition and Culture/Chap. 16

October 15/Food, Nutrition and Culture

October 18/Food, Nutrition and Culture

October 22/Food Nutrition and Culture

October 25/Food, Nutrition and Culture; Overview Federal Food Programs, Community Project Report Due

October 29/EXAM 3

November 1/Overview Federal Food Assistance Programs/Chap. 10

November 5/Federal Food Assistance Programs/Chap. 11, Mothers and Infants

November 8/Food, Nutrition and Culture Presentations (Note Double Class – We will meet from 9:00am-1:30pm during the time of Med Science II and Community Nutrition I. Please make arrangements to be there the entire time.)

November 12 /No class (Nutrition in Med Sci II at Children’s Hospital)

November 15/No class (Nutrition in Med Sci II at Children’s Hospital)

November 19/Federal Food Assistance Programs/Chap. 12, Children and Adolescents

November 22/Federal Food Assistance Programs/Chap. 13, Older Adults

November 26/No Class – Thanksgiving Holiday

November 29/Wrap-up

December 3/Community Project Reports

December 6/Final Exam (75 pts on the federal food programs; 75 points cumulative)

Community Projects 2010 – Details of community projects will be further developed with input from students and community contacts

1. Cuyahoga County Extension Service  (3 students)

• Plan and develop an interactive booth on nutrition/physical activity for a large community event called Youth Odyssey sponsored by Metroparks.  This fun and educational event will be held on October 9 from 12-4:00 for kids 5-12 years. Event held at Canalway Visitor Center
• Greg will help with ideas and materials
• Meeting with Greg in Cleveland; Event is in Cleveland
• Will need to supplement with another project since this won’t supply you with enough hours.

2. Crown Point Ecology Center(3 students)

• Help with development of Farm to School Program
• Help with planning and materials for the Summit County Food Policy Coalition

3. Safe Landing Youth Shelter(3 students)

• Provide nutrition education at Safe Landing
• Develop and gather nutrition education materials for Safe Landing residents
• Hollie said that weight management is of concern to residents

4. Food Desert Project (up to 6 students)

• Assist Geography and Planning Field Methods class with nutrition information.
• Develop and conduct survey, tabulate results,
• Mapping local food production and sources
• Inter-professional collaboration with 10 graduate students from Geography and Planning Field Methods class
• Learn about GIS applications
• Field days on some Saturday mornings

5. Akron General Wellness (3 students)

• Help with Nutrition and Fitness Club (Tuesdays 4-8 best)
  • Second Tuesday, Montrose
  • Third Tuesday, Stow
• Help with LiteStyles weight management program (some Monday evenings)
• Program marketing and advertising assistance
• Help with recipes, handouts, presentations,
• Put together educational materials
• Some nutrition Assessments under the supervision of dietitian
• Students need TB test – can get at UA health center with results in two days

6. The Good Neighbors, Inc. (3 students)

• On-site help at Good Neighbors M-F 10-3
• Program marketing and advertising assistance
• Help with recipes, handouts, presentations,
• Put together educational materials

7. Partners in Nutrition (3 students)

• Help with campus nutrition presentations
• Put together educational materials
• Participate in one-on-one nutrition assessment and education
• Flexible timing, some evenings

8. Kellogg Oral Health Grant (3-4 students)

• Participate  with RD in oral health assessment and varnishing
• Put together educational materials
• Learn about WIC

Community Nutrition Project Guidelines:

The purpose of the community nutrition project is to give each student an opportunity to gain experience in the setting of a community program and to be involved in the collaborative planning and implementation of a specific nutrition project.  While project planning may be coordinated with a partner or team, each student is responsible for the planning, preparation and delivery of their portion of the project. Enjoy this experience and benefit from the opportunity to apply nutrition information in a community setting and to build confidence in your abilities.

Each student is asked participate in a specific community nutrition project for a minimum of 20-25 hours over the course of the semester. Most of these hours should be accrued in the first 10 weeks of the semester. A few of the hours may be used for preparation and planning of the project.  However, remember that the idea behind this assignment is for you to have exposure and experience in the community and with other professionals. Therefore, it is expected that you spend the majority of this time in the field.

All of you have signed up for your project and are now ready to begin.  Hopefully, each group has been able to successfully contact your preceptor. Please try to avoid overloading your contact person and agency by coordinating meeting times and work schedules among yourselves.  It is your responsibility to make contact with the preceptor and to arrange a meeting to discuss ideas for the project.  Project plans must be made with the approval and input from the preceptor.  Agency preceptors know the needs of their clients and agencies and are held responsible for our actions.  Therefore, before doing any extensive planning you need to meet with your resource person.

After clarifying what you will be working on each student should make a list of the performance objectives or competencies that you want to accomplish, and each group should develop a list of project objectives (two or three should be sufficient).  You should formulate a plan of activities that you will be involved in to achieve your objectives.  Each group will be meeting with me periodically for ideas, brainstorming and/or troubleshooting. If you are feeling lost or overwhelmed with the project please arrange to meet with me for more guidance. As a courtesy it is suggested that each student or group send a thank-you note to the preceptor at the conclusion of the project.

Suggestions:

1. Gather background information on your project as you would for any other research project. Your ideas will begin to gel as you learn more about your audience and the needs of the target population and the organization you are working with.

2. If appropriate, conduct a library search to gather technical and background information.  Make a trip to local organizations that can assist you (American Heart Association, Diabetes Association of Greater Cleveland, etc.)

3. Look for props, posters, educational materials that will be helpful to you.  The Nutrition Center resource room may have some materials that you can borrow.

4. Is there anything special about the group(s) that you will be working with?  Make certain that materials, surveys, etc. are appropriate to the educational and interest level or your audience.

5. If possible do a pre-assessment of the knowledge and interests of your audience.  This may involve a pre-test of needs and expectations or a discussion with your resource person about the needs of the population you will be working with.

6. Handouts and instructional materials should be of high quality and be culturally/educationally appropriate.

7. Possible experiences may consist of a variety of activities including (but not limited to):

• Observation/participation in client assessment, counseling, education, home visits
• Interviews with dietetic professionals and other professionals in a particular agency
• Help develop a nutrition intervention for a community nutrition problem
• Develop/Conduct a nutrition survey or assessment
• Plan, direct, implement nutrition education classes and programs
• Assist the health professional with nutrition-related tasks
• Develop and/or evaluate nutrition education materials
• Assist in nutrition program marketing or public relations

Project Expectations:

1. 1. Begin and finish project within appropriate time frame.
2. 2. Professional behavior in all project interactions.
3. 3. Follow-through and completion of all agreed upon tasks in a timely manner.
4. 4. Clear and frequent communication among team members.

What you should turn in at the end of the project:

1. Two or three learning/performance objectives.  (I would like to review them early in the project, if possible.)

2. Two or three outcome objectives for the project. (Each group can establish.)

3. Detailed log of all hours completed (date, times, number of hours, description of activities).

4. Any materials developed for the project or key materials used in the project (educational aides, resource materials, surveys, evaluation forms, outlines, plans, photographs, brochures, etc.)

5. A preceptor evaluation of your performance during the project. Your preceptor can mail it to me directly if preferred. I will provide you with the form to give to your preceptor.

6. A peer-evaluation of each member of your group.

7. A typewritten evaluation at the completion of the project (about 2-3 pages, double-spaced)

This evaluation is not a critique of the project. I am looking for an analysis/reflection of your learning experiences in the community. Suggestions for inclusion in your reflection are the following:

a. Evaluate your experience working on the project.

Were your performance objectives achieved? What did you learn and accomplish during your experience?  What areas of your professional development were strengthened?  Were you able to build creatively upon existing knowledge, and explore new ideas and approaches? Were you able explore and access new resources on community food/nutrition issues, programs, opportunities? (If you found something especially valuable please share it with us!!)Were you a critical thinker in addition to being a knowledge collector?

b. Identify factors which maximized your learning (or those that interfered).

Consider personal factors as well as those within the agency.  Recommend changes that could be made in your experience that would help maximize learning.

c. Did you discover anything surprising/interesting about the people you worked with, your group members, your chosen profession or yourself?

Health is experienced within a broad psychosocial context. Physical states affect mental states and mental states can and do influence the course of both health and illness. This course investigates the relationship that exists between physical and mental health. Emphasis is placed on the role that psychological and social factors play for both physical health and illness. The course also examines stress and stress management techniques.

Course Objectives:

1. Students will understand how psychologists in the field of Health Psychology study the mind –body interaction.
2. Students will acquire knowledge on the theories and empirical findings linking psychological and social factors to physical health and illness.
3. Students will understand the role of spirituality for health and healing.
4. Students will understand the nature of stress and how stress affects both psychological and physical processes.
5. Students will become aware of their own stress tolerance levels and triggers.
6. Students will become familiar with a number of different stress management techniques.
7. Students will acquire an appreciation for the difference between the biomedical and biopsychosocial models of health and illness.
8. Students will understand the psychological theories behind health promotion.

Course Text:

Brannon, L., Feist, J. (2010) Health Psychology (7th edition). California: Wadsworth

Course and Assignment Schedule

Date -Topic -Assignment

8/30 -Introduction -Getting to know each other

9/1 -History and Methodologies -Goal sheets due Read chapter 1&2

9/8 -Paradigms/film -Team assignment

9/13 -Team meeting with instructor -Reflection paper 1 due by 12:00 Noon. Turn it in Angel

9/15 -Seeking health care -Chapter 3

9/20 -Adhering to Medical Advice -Chapter 4

9/22 -Stress -Chapter 5

9/24 -Stress and Disease -Chapter 6 plus assigned reading

9/29 -Team meetings -Reflection 2 due by 12:00 noon—turn in Angel

10/1 -Exam 1

10/4 -Pain -Chapter 7

10/6 -Stress management -Chapter 8

10/11 -NO CLASS

10/13 -Heart Disease -Chapter 9

10/18 -Cancer -Chapter 10

10/21 -Dr. Felitti -Lecture

10/25 -Team meetings -Reflection 3 plus goal sheet update due by noon. Turn it in Angel.

10/27 -Dealing with Chronic disease -Chapter 11

11/1 -Personality and Health -Assigned readings

11/3 -Exam 2

11/8‐11/22 -Behavioral health -Chapters 12‐15

11/24 -Team meetings

11/26 -Thanksgiving

12/1‐12/3 -Spirituality -Assigned readings

December 8‐10 -Class presentations

Finals week -Exam 3

Course Requirements

1. Three exams worth 60 points
2. Reflection papers worth 30 points
3. Goal reports worth 10 points
4. Semester long major project and oral presentation worth 100 points

Goal Report Card

You will be asked to submit a list of personal goals for this class and report your progress on the goals throughout the course of the term. The goals submission is an attempt to help you maximize your success in this course. They will be judged according to the following criteria:

0‐not submitted

1‐cursory description

2‐ adequate

3‐ Insightful and well developed.

Students receiving 3 on all 3 of their goals submissions will be awarded an additional bonus point.

Reflections

Reflection papers will require you to apply class material to documentaries and or lectures presented in and out of class. Separate postings will be made on Angel for each of the reflections.

Major Project and Oral Presentation

You will have the opportunity to do a traditional project or a service‐based learning project. Details for each of the projects are provided in separate handouts. The nature of these projects will be discussed during the first class meeting.

Grading Criteria

A+= 200points

A= 199‐186

A‐= 185‐180

B+= 179‐177

B=176‐166

B‐ 165—160

C+=159‐157

C= 156‐146

C‐= 140‐145

D= 135‐139

F= 134 points or less

Students are expected to attend class and participate in group discussions. Excessive absences will result in a letter grade penalty. Students are also expected to do their own original work. Plagiarism of any kind will be prosecuted to the fullest extent. The student handbook contains information regarding plagiarism. Please consult the handbook for further information on plagiarism. Any student failing to complete the assignment by the assigned due date will receive a “0” for the assignment.

Health Psychology Service‐based learning and Paper Requirements:

Smoking Cessation Group

Group Project

You have been assigned to a team to promote healthy life style habits. Your team is specifically concerned with tobacco smoking in the college population. You will be working with Amanda Cady from Faxton‐St. Lukes Hospital to design a smoking cessation intervention for the college population. Her contact information will be made available to you. She will be meeting with your group initially during the second week of the semester. You will then meet with her once a week for the duration of the semester. This service‐based learning project will require a minimum of four hours a week. The product you produce will be used on campuses across the State.

As a team, you must design a “product” that will promote your assigned health style area. The “product” may take the form of a promotional video, an educational game, pamphlets, or any other methodology that is appropriate for the target group designated. In designing your “product,” be careful to consider the following points:

Your choice of product and the actual design of the “product” must be based upon the evidence‐based research collected from professional sources. A minimum of ten (10) professional sources are required.

Your “product” design and methodology must be appropriate for the age group targeted. You need to consider the age, socioeconomic and cultural background of your target population as you design the “product.”

Paper Requirements

A separate paper from each participant in the group is also required. The paper must include the following sections.

Part A: Literature review is required. The literature review must include:

a. A discussion of the target behavior or concern you are addressing.

b. Interventions used in the past and the present along with the evidence based research used to assess the intervention efficacy.

c. A discussion of the health promotion models and strategies used to promote health for your target population and problem. Again, you need to research the studies already done in the area to promote health and / or to deter negative health habits for your targeted problem area.

d. A summary that brings together the sections noted above and provides an introduction for rationale portion of the paper.

Part B: A description of the group project along with your own individual contribution to the group project.

Part C: The justification and rationale for the project is presented in this section of the paper. Here you must explain how your “product” meets the objectives stated for health style promotion for the population you have targeted and how the theories of health promotion apply to your “product.”

Part D: A conclusion that describes what you have learned from the project.

Part E: A reference section listing your professional sources.

Your project and paper will be judged on the following criteria:

1. Comprehensiveness and accuracy of the literature review.
2. Appropriateness of the project for the target group.
3. Novelty of the project
4. The general appeal of the project for the target group.
5. The comprehensiveness and accuracy of the application of the health promotion theories to your “product.”
6. The clarity of your oral presentation.
7. The quality of your written paper. Quality is measured by the number of grammatical and spelling errors as well as the organization and transitional flow of the paper.

The purpose of this course is to provide students with the theoretical and practical bases for program evaluation.  Students will develop basic skills in a variety of approaches to evaluation, including techniques that are particularly suitable for evaluating health promotion, community health improvement, and related health and social services programs.  Course learning will be synthesized through design of an evaluation framework and methodology for a relevant program.

Prerequisites

There are no formal prerequisites for this course.   It is assumed that students have some familiarity with health services delivery and the organization of the health system.  If you feel you do not have this knowledge, please contact me to discuss the suitability of this class for you.

Learning Competencies (OMPH Approved)

At the completion of the course, students will be able to:

1. Explain how theory informs evaluation design and methods
   • Describe the linkage between theory and evaluation
2. Solicit and integrate input from program stakeholders in the development of an evaluation plan
   • Communicate with program stakeholders about their programs and about evaluation
   • Obtain program information from stakeholders and other sources
   • Integrate input from program stakeholders in the development of an evaluation plan
3. Critically assess evaluations and interpret evaluation findings
   • Evaluate major components of articles presenting evaluation results
   • Identify limitations of published evaluations
4. Design and prepare an evaluation plan
   • Describe the major types, concepts, strategies, and methods for evaluating programs
   • Formulate evaluation questions appropriate for a specific program
   • Design an evaluation appropriate for answering particular evaluation questions
   • Work in a collaborative team to develop the evaluation plan
5. Explain how ethical principles apply to evaluation
   • Explain procedures for protecting human subjects in evaluation
   • Describe potential ethical considerations for program evaluation
6. Critically analyze how power differences play a role in evaluation
   • Identify issues of power differences between and among evaluator, community and program stakeholders
   • Articulate role of economic and political power in influencing evaluation
   • Incorporate principles of cultural competency into evaluation design, methods, and language used

At the conclusion of the course, students will be asked to determine the extent to which they have accomplished each of these competencies through their own learning.

Methods of Evaluation

There will be multiple methods of evaluation that will determine both your course grade and the evaluation of the course itself.

1.  Evaluation of Students

The course grade will be determined as follows:

Short assignments 40%

Evaluation project 50%

Class participation 10%

2.  Evaluation of Course and Professor

I welcome your feedback on the class, and will conduct brief process evaluations periodically during the course to invite your input.  On the basis of your comments, we will make “mid-course corrections” as necessary to ensure that the class meets your needs and is responsive to your suggestions, while still fulfilling the course objectives set out above.  A final evaluation of the course and the professor will be conducted during the last class session.

Required and Supplemental Readings

There are two required resources for this course:

Daniel L. Stufflebeam and Anthony J. Shinkfield. Evaluation Theory, Models, and Applications. San Francisco:  Jossey-Bass, 2007.

Sherril B. Gelmon, Anna Foucek and Amy Waterbury.  Program Evaluation:  Principles and Practices.  2nd edition.  Portland:  Northwest Health Foundation, 2005.  (Copies may be downloaded from http://nwhf.org/resources/.)

Many other useful books and journals on program evaluation exist.  You are encouraged to reference these books and related materials, available at the PSU and OHSU libraries as well as at other public and private libraries, for additional information and relevant examples as well as for background information for your assignments.  I will provide assistance if you wish specific direction with respect to identifying particular resources.

Description of Major Assignments

There are three components to the grade for this course:  two short assignments, a team evaluation project, and class participation.

1.  Short Assignments (40% of course grade)

There will be two short assignments, each worth 20% of the course grade.

Assignment #1:  Critique of an Evaluation Article

This will be due at the beginning of the class session on January 31^st.  A late assignment will result in a reduction in course credit.  Graded assignments will be returned on February 7^th.  The purpose of this assignment is to reflect on foundational material covered in the first sessions of the course, and to use your learning from these sessions to critique an article reporting evaluation/research findings.  In class you will be given a set of guidelines for completing the critique.  You will have a choice of one of several articles from the American Journal of Public Health, available in the PSU, OHSU or other health-related libraries (or through on-line access).  You should obtain a copy of your selected article.  The list of articles is provided in Appendix 1; they have been selected to reflect a variety of topics as well as a range of uses of evaluation strategies and methodologies.

The critique should be completed independently, and may be no more than 5 pages in length (references are additional to the 5 pages).  It must be typed, double-spaced using a 12 point font, with standard 1″ margins, and proofread for spelling and grammatical accuracy.  No references other than the textbook, course materials and the article itself are necessary. Any citations should be presented using a generally accepted citation format (such as APA).  Please do not attach a copy of the article to your submission.

Assignment #2:  Critique of an Evaluation Model

This will be due at the beginning of the class session on February 14^th.  A late assignment will result in a reduction in course credit.  Graded assignments will be returned on February 21^st.  The purpose of this assignment is to consider and critique one of four commonly recognized models of evaluation (or approaches).  The four models are:

• Stufflebeam’s CIPP Model/Improvement-Accountability Approach (Chapter 15)
• Scriven’s Consumer-Oriented Approach (Chapter 16)
• Stake’s Responsive/Client-Centered Approach (Chapter 17)
• Patton’s Utilization Focused Evaluation (Chapter 18)

You should read all four chapters, and then select one of the models.  Using material covered in the class to this point, compare and contrast your selected model with the other three models.  Frame your analysis by drawing upon personal experiences with evaluation as well as any of the 26 approaches described in Chapters 6-10 that are relevant to your discussion.  Address the following points in your paper:

• Description of the core elements of the model/approach (no more than a ½ page)
• Benefits of this model/approach for health program evaluations (with comparisons to at least two of the other three)
• Limitations of this model/approach in health program evaluations (with comparisons to at least two of the other three)
• Questions or concerns you would have about using this model (with comparisons to all of the other three) (no more than a ½ page)

The critique should be completed independently, and may be no more than 5 pages in length (citations are additional to the 5 pages).  It must be typed, double-spaced using a 12 point font, with standard 1″ margins, and proofread for spelling and grammatical accuracy.  Any citations should be presented using a generally accepted citation format (such as APA).

2.  Evaluation Project (50%)

A major part of your learning in this class will be achieved through the application of theory and concepts to an actual program evaluation project.  Through this project, you will also participate in community-based learning (also known as service-learning) — working with a community organization to develop an evaluation framework that will respond to the organization’s needs and assets, and will be of future use to that organization. The objectives of this experience for the students are to:

• gain knowledge about the program/organization for which the evaluation design is being prepared;
• meet with program/organization leadership to identify program objectives, intent of the evaluation, and anticipated outcomes;
• design a realistic and comprehensive evaluation plan that is compatible with program/organizational assets, needs and resources; and
• present the evaluation plan to the program/organization, the professor and the class.

An important aspect of community-based learning is to provide service to the community partner (the organization or agency for whom you will design the evaluation).  Therefore, there are also objectives for the community partner; these are to:

• inform students about the program/organization;
• meet with students to identify program objectives, intent of the evaluation, and anticipated outcomes;
• provide consultation to students throughout the process as necessary, and provide relevant background information; and
• review the evaluation plan and offer periodic feedback to the students.

Other objectives may be defined between the students and the community partner at their initial meeting.  The intent of the project is not to conduct the evaluation, but to design an evaluation framework that the community partner can then use (frequently a student returns to the organization to conduct the evaluation during a subsequent field experience or special project).  It is anticipated that students will meet with their community partners at least three times — an initial information gathering meeting of the entire student team with the partner representative, a meeting to discuss preliminary ideas and collect additional information, and a final meeting for the entire student team to present the evaluation plan.  The second meeting could be a telephone discussion.  Additional contact is often necessary, either by e-mail or telephone.

A description of the projects will be provided at the first class session, students will rank their individual preference for the evaluation projects, and I will determine the assignment of teams to the various projects during that class.  A list of this year’s community partners is included in Appendix 2.  Each group will receive a contact name, with phone number and email address.  Within two weeks, each group must meet with its community partner to initiate the evaluation design process, and will report on this meeting to the entire class on January 24^th.  The protocol for the final evaluation paper, which identifies the expected components of your paper, is appended to this syllabus (Appendix 3).  The exact content will vary with the nature of the organization and the intent of the evaluation design.

Each evaluation team will make a brief presentation of its evaluation framework; presentations will occur in class on March 7^th and March 14^th.  Each presentation will be up to 15 minutes in length, followed by 10 minutes for class discussion facilitated by the presenting evaluation team.  The presentation should provide a brief overview of the organization and the intent of the evaluation, and then focus on the proposed framework and methodology.  All members of the group must participate in the presentation.  Teams should provide handouts for all class members of your evaluation methodology and instruments (e.g. survey, interview protocol, focus group script, etc.) so that the discussion may provide feedback on possible ways to strengthen the methodology.  Teams should invite your community partner to attend the presentation (this may take the place of the formal presentation to the partner, unless they request a presentation at their organization); we will schedule the timing of the presentations to accommodate the partners’ availability.  Teams should email the PowerPoint slides for your presentation to me by 6:00 p.m. of the day before you are scheduled to present.

After your presentation you may wish to make minor changes in your paper prior to submission. One integrated paper will be submitted for each project team, following the guidelines in Appendix 2.  The paper should be typed, double-spaced (using a 12 point font), proofread for spelling and grammar, and no more than 20 pages in length (appended materials, sample evaluation instruments, and references are additional to the 20 page limit). All citations should be presented using a generally accepted citation format (such as APA).  Each student will also append an independently written 1-2 page reflection statement on lessons learned from working in the community (see Appendix 2).  Evaluation papers for those groups presenting on March 7^th are due no later than Wednesday, March 9^th; papers for those presenting on March 14^th are due no later than Wednesday, March 16^th.  Papers are due by 4:00 p.m. in hard copy to my office.

The 50% of course credit allocated for this assignment will be distributed as follows:  25% for the presentation and 25% for the written paper.  Each student on a team will receive the same credit for the written paper; the presentations will be judged individually by the professor (10% group evaluation, 10% individual evaluation), with 5% allocated for peer evaluation.  There is no grade assigned for the reflection statement, since this is a personal observation; nonetheless it is required and should be given careful attention.  Since much of the grade is a group evaluation, it is particularly important that you give careful attention to the quality of the group products, ensuring that the collective work is well integrated, the presentation is focused and within the time limits, and the paper reads as a coherent single work.  If you experience difficulties within your group, please contact me.

3.  Class Participation (10% of course grade)

Ten percent of the grade will be allocated to class participation; this includes preparation for each class session, active participation in class discussions, and general involvement in class activities.  Participation in the class sessions is an important part of your learning — to reflect on the reading and thinking you are doing related to the course content, engage in discussions with your classmates and professor, share your experiences with respect to your evaluation project, and ask questions and seek answers from all participants in the class.  You are expected to attend all class sessions; the proportion of course grade allocated to class participation will reflect your level of participation and demonstrated learning.  If you must miss a class, please let me know in advance so that we may discuss how you may make up missed material.

Inappropriate use of technology during class will result in loss of the entire 10% for class participation.  Inappropriate use includes:  texting, using your laptop for games or Internet surfing during class, cell phone/Bluetooth usage, Tweeting, updating Facebook pages, etc.

Expectations

A course syllabus can be considered as a contract between the professor and the students.  This syllabus includes all expectations for performance in the class, and you should now understand what is required of you, and the deadlines for assignments.  If you have questions about any of these expectations, I encourage you to discuss them with me sooner rather than later.  Any changes in the course requirements or schedule will be communicated in class.

Student Code of Conduct

In a graduate level course, students are clearly expected to do their own work, as stated by PSU policy.  Plagiarism and other forms of academic dishonesty will result in the grade of zero for the work involved and may, if in the judgment of the instructor that the particular case warrants it, result in the grade of “F” for the course and/or referral to the University for further action. To learn your rights and responsibilities as a member of the Portland State Community, please review the Student Code of Conduct that describes behavior for which a student may be subject to disciplinary action (http://www.pdx.edu/dos/codeofconduct).

Accommodation for Disabilities

If you have a disability and are in need of academic accommodations, please notify me immediately to arrange needed supports.  If you are registered with the Disability Resource Center, please provide me with the paperwork they have given you regarding accommodations.

Course Schedule

The following is the anticipated schedule of class topics, readings, and assignments.  All readings are from the required textbooks (other than where noted), and should be completed before the class for which they are assigned.  NOTE:  Please bring both of the resource books with you to each class, as well as electronic or hard copies of other assigned readings.  Any other readings will be distributed/announced in class the week prior to their use.

Session 1:  January 3

Introductions and course overview

Introduction to program evaluation

Fundamentals, theory, standards, logic of evaluation

Overview of group projects and determination of groups for projects

Readings: Stufflebeam & Shinkfield, Chapters 1, 2, 3; Gelmon, Foucek & Waterbury, Chapter 1

Session 2:  January 10

Approaches to evaluation

Feasibility and value of evaluation, evaluability and needs assessments

Creating an evaluation matrix

Readings: Stufflebeam & Shinkfield, Chapters 5, 6, 7, 8, 9, 10, 11 (skim); Gelmon, Foucek & Waterbury, Chapters 2, 3

B.A. Israel, C.C. Coombe, R.R. Cheezum, et al.  “Commnity-Based Participatory Research:  A Capacity-Building Approach for Policy Advocacy Aimed at Eliminating Health Disparities.”  American Journal of Public Health 100 (November 2010): 2094-2102.

Session 3:  January 17

No class — Martin Luther King holiday

Session 4:  January 24

Evaluation designs (experimental, quasi-experimental, randomized control, case study)

Issues of reliability and validity

Ethical issues and protection of human subjects in evaluation

Readings: Stufflebeam & Shinkfield, Chapters 13, 14; Gelmon, Foucek & Waterbury, Chapter 4; Review “Research Integrity: Human Subjects” with specific reference to guidelines for determining nature of review at http://www.rsp.pdx.edu/compliance_human_process.php

Centers for Disease Control and Prevention.  “The Tuskegee Timeline.”  Available at <http://www.cdc.gov/tuskegee/timeline.htm>

Centers for Disease Control and Prevention.  “How Tuskegee Changed Research Practices.”  Available at <http://www.cdc.gov/tuskegee/after.htm>

United States Holocaust Memorial Museum.  “The Doctors Trial (the Medial Case of the Subsequent Nuremberg Proceedings).”  Available at <http://www.ushmm.org/research/doctors/twoa.htm>

Groups:  Report on first meeting with community partner

Hand out short assignment #1 instructions

Session 5:  January 31

Methods used in evaluation #1:  Surveys

Readings:  Gelmon, Foucek & Waterbury, Chapters 5, 6D.H. Odierna and L.A. Schmidt.  “The Effects of Failing to Include Hard-to-Reach Respondents in Longitudinal Surveys.”  American Journal of Public Health 99 (August 2009): 1515-1521.

Groups:  Bring evaluation matrices for class review

Due:  Short assignment #1

Session 6:  February 7

Methods used in evaluation #2:  Focus Groups, Interviews

Readings: Gelmon, Foucek & Waterbury, Chapters 5, 6

Groups:  Bring sample surveys for reviewShort assignment #1 returned

Session 7:  February 14

Class critique of evaluation approaches

Readings: Stufflebeam & Shinkfield, Chapters 15, 16, 17, 18

Groups:  Bring sample focus group and interview protocols for review

Due:  Short assignment #2

Session 8:  February 21

Methods used in evaluation #3:  Observations, Documentation, Use of Experts

Evaluation budgets

Readings: Gelmon, Foucek & Waterbury, Chapters 5, 7; Stufflebeam & Shinkfield, Chapter 22

Groups:  Bring final questions on evaluation design and methods

Short assignment #2 returned

Decide on group presentation schedule

Session 9:  February 28

Evaluation information collection, analysis, synthesis and reporting

Managing, completing, using and communicating evaluations

Pitfalls of evaluation

Readings: Stufflebeam & Shinkfield, Chapters 20, 24, 25, 26; Gelmon, Foucek & Waterbury, Chapter 8

Groups:  Bring evaluation budgets

Session 10:  March 7

Student presentations (four groups)

Due:  Final papers for these presentations to my office by 4:00 p.m. Wednesday, March 9th

Session 11:  March 14

Student presentations (two groups)

Due:  Final papers for these presentations to my office by 4:00 p.m. Wednesday, March 16th

Synthesis of course themes

Final course evaluation

Graded papers will be available for pickup from the PA office on March 28th.

APPENDIX 1

Articles for Short Assignment

T. Dumanovsky, C.Y. Huang, M.T. Bassett, and L.D. Silver.  “Consumer Awareness of Fast-Food Calorie Information in New York City after Implementation of a Menu Labeling Regulation.”  American Journal of Public Health 100 (December 2010): 2520-2525.

R.C. Klesges, D. Sherrill-Mittleman, J.O. Ebbert, G.W. Talcott, and M. DeBon.  “Tobacco Use Harm Reduction, Elimination, and Escalation in a Large Military Cohort.”  American Journal of Public Health 100 (December 2010): 2487-2492.

A.P. Martinez-Donate, J.Z. Zeliner, F. Sanudo, et al.  “Hombres Sanos:  Evaluation of a Social Marketing Campaign for Heterosexually Identified Latino Men Who Have Sex with Men and Women.”  American Journal of Public Health 100 (December 2010): 2532-2540.

A.E. Maxwell, R. Bastani, L.L. Danao, et al.  “Results of a Community-Based Randomized Trial to Increase Colorectal Cancer Screening Among Filipino Americans.”  American Journal of Public Health 100 (November 2010): 2228-2234.

T.N. Nguyen, J.H. Tran, M. Kagawa-Singer, and M.A. Foo.  “A Qualitative Assessment of Community-Based Breast Health Navigation Services for Southeast Asian Women in Southern California:  Recommendations for Developing a Navigator Training Curriculum.”  American Journal of Public Health 101 (January 2011): 87-93.

A.M. Novoa, K. Perez, E. Santamarina-Rubio, et al.  “Impact of the Penalty Points System on Road Traffic Injuries in Spain:  A Time-Series Study.”  American Journal of Public Health 100 (November 2010): 2220-2227.

S.E. Samuels, L. Craypo, M. Boyle, et al.  “The California Endowment’s Healthy Eating, Active Communities Program:  A Midpoint Review.”  American Journal of Public Health 100 (November 2010): 2114-2123.

T.G.M. Sandfort, J.M.W. Bos, K.L. Collier, and M. Metselaar.  “School Environment and the Mental Health of Sexual Minority Youths:  A Study among Dutch Young Adolescents.”  American Journal of Public Health 100 (September 2010): 1696-1700.

T.K. Takaro, J. Krieger, L. Song, D. Sharify, and N. Beaudet.  “The Breathe-Easy Home:  The Impact of Asthma-Friendly Home Construction on Clinical Outcomes and Trigger Exposure.”  American Journal of Public Health 101 (January 2011): 55-62.

J.F. Thrasher, R. Perez-Hernandez, K. Swayampakala, et al.  “Policy Support, Norms, and Secondhand Smoke Exposure Before and After Implementation of a Comprehensive Smoke-Free Law in Mexico City.”  American Journal of Public Health 100 (September 2010): 1789-1798.

R.R. Wing, M.M. Crane, J.G. Thomas, R. Kumar, and B. Weinberg.  “Improving Weight Loss Outcomes of Community Interventions by Incorporating Behavioral Strategies.”  American Journal of Public Health 100 (December 2010): 2513-2519.

P.A. Wyman, C.H. Brown, M. LoMurray, et al.  “An Outcome Evaluation of the Sources of Strength Suicide Prevention Program Delivered by Adolescent Peer Leaders in High Schools.”  American Journal of Public Health 100 (September 2010): 1653-1661.

APPENDIX 2

Community Partners for Winter 2011

1. Growing Gardens, Youth Grow Program – www.growing-gardens.org

2. Ladder to Leadership, Patient Navigator Program

3.  Friends of Zenger Farm, Healthy Eating on a Budget Program – www.zengerfarm.org

4.  Oregon Foundation for Reproductive Health, One Key Question Program – www.prochoiceoregon.org

5.  Preventive Medicine Residency Program, Oregon Health & Sciences University, Training Residents for Prevention and Policy Program – http://www.ohsu.edu/xd/education/schools/school-of-medicine/departments/clinical-departments/public-health/education-programs/preventive-medicine-residency/index.cfm

6.  Portland Police Bureau, Crisis Intervention Training Program – http://www.portlandonline.com/police/index.cfm?c=30680

APPENDIX 3

Final Evaluation Paper Protocol

The group evaluation paper should be prepared as follows:

1.  Descriptive information about the organization where the program/activity is located

2.  Program description, goals and objectives, and scope of activities

3.  Purpose of the evaluation

4.  Literature review, documenting relevant evaluations that provide the basis for your design and choice of methods (include complete citations in a bibliography of all references)

5.  Conceptual matrix and discussion of core concepts and key indicators

6.  Evaluation design, including choice and justification of selection of design, other designs considered, costs/benefits of selected design, methods to address threats to validity

7.  Measurement methods and data sources identified in conceptual matrix; discussion of selection and design of data collection instruments; drafts of sample instruments (appended); issues of sample size (where applicable)

8.  Discussion of involvement of human subjects, including anonymity, confidentiality and socio-economic-cultural issues; need/procedures for Institutional Review Board review/approval

9.  Proposed methods for synthesis and analysis of data, as well as strategies for presenting results and findings

10.  Budget for the evaluation (budget statement and narrative), illustrating major categories of expenditures (human resources, operations, supplies, travel, etc.); indicate sources of funds (confirmed or potential) and alternatives for funding

11.  Anticipated uses of the evaluation; suggested alternative methods of reporting and dissemination of results to multiple audiences.

12.  Appraisal of the likelihood of completion of the evaluation by the community partner; resources needed for completion

Appended to the group paper from each individual group member:

13.  Reflections on community-based learning and lessons learned – each team member should independently write and submit a 1-2 page statement; these may be appended to the final paper

The copy of the paper you give to the partner should not include #12 or 13.

NOTE:  Since you will hand in one final paper per team, it is important that you allow sufficient time to prepare the paper so that your submission is an integrated, consistent report written in a single voice, rather than a series of fragments pasted together.  This should be a well-edited, error-free, professional report that the community partner will be pleased to receive.

Exploring techniques and strategies used for designing, implementing, and managing health promotion intervention. Trainings are provided in specifying change of objectives, assessing determinants, selecting methods and strategies, pre-testing program materials, specifying adoption and implementation plans, evaluation indicators, etc. Problem-based and community-based learning are emphasized and practiced throughout the learning process.

Course Learning Objectives

At the end of the course, students will be able to:

1. Use empirical literature, theory of behavior and social change, and new data (when needed) to inform and analyze health determination in developing health interventions.
2. Apply a step-by-step approach for planning and developing a sound health promotion intervention program using the Intervention Mapping (IM) framework.
3. Compare and contrast delivery strategies and educational mechanisms in health promotion.
4. Identify resources and effective HP methods and strategies for special population groups.
5. Design and pretest program materials developed with relevant community partners.
6. Developing skills for establishing partnerships with community organizations to address health needs of the community.
7. Adapt approaches to develop sound health promotion intervention programs that take into account cultural issues relevant to the target group or community.
8. Use theory and evidence to critique existing health promotions programs.
9. Present health promotions and health education programs to a variety of audiences utilizing a variety of resources and strategies.
10. Apply problem based learning (PBL) inquiry process to chair and facilitate meeting discussions.

These course learning objectives ties to the core competencies outlined for health promotion and behavior track of the MPH program:

1. Use theory of behavior and social change to inform the planning and evaluation of health intervention (Theory).
2. Apply evidence-based approaches to identify effective individual, community, and policy level health promotion programs (Health Behavioral Promotion Programs).
3. Design and implement effective individual, community, and policy level health promotion programs (Health Behavioral Promotion Programs).
4. Develop and adapt approaches to health promotion issues that take into account cultural differences (Cultural Competency).

Textbooks and Other Required Course Material

Required Textbook:
Bartholomew, Parcel, Kok, and Gottlieb (2006). Health Promotion Planning: An Intervention Mapping Approach. 2nd Ed. San Francisco, CA: Jossey-Bass, 2006.

Additional Resource:
Bensley, R. & Brookins-Fisher, J. (Eds). (2003). Community Health Education Methods- A Practical Guide. (2nd Ed). Boston, MA: Jones and Bartlett Publishers, Inc.

Internet Resources:
Health, United States, 2007 – with Chartbook on Trends in the Health of Americans

http://www.cdc.gov/nchs/hus.htm

Making Health Communication Programs Work

http://www.cancer.gov/pinkbook

Community Toolbox

http://ctb.ku.edu

Theory at a Glance: A Guide for Public Health Promotion Practice

http://www.cancer.gov/theory/pdf

Clear and Simple: Developing Effective Materials for Low Literate Readers
www.cancer.gov/cancerinformation/clearandsimple

Instruction details on specific assignments will be given in class. Each pair of students will lead the discussion of an assigned article which addresses a particular area or process of program intervention development and/or implementation related issues. Students will work in small groups (3-4 students per group) with community partner(s) on their IM service-learning program development projects throughout the semester.

Chair a meeting (group discussion) & take a meeting minute
Group management and leadership skills are essential for health professionals in the process of resource development and program implementation. In this class, each team of students will have an opportunity to organize and chair a meeting (group discussion). With guidance and facilitation from the instructor, you set the agenda, you organize the room, you establish the problem to be solved or issue to be discussed, and you lead discussion. Take advantage of this opportunity to discuss issues in the process of IM service-learning program development! Specific guidelines related to setting agenda, meeting facilitation, time allocation, and meeting minute preparation, etc. will be handed out by the instructor as well as discussed in class. Grading will be based on agenda, facilitation of the activities, proper use of meeting management techniques, creativity, and time management (e.g. time allocation for agenda items).

Intervention Mapping (IM) SL Program Development Paper
Guidelines on preparing the (written) IM program paper will be handed out in class. A brief description on the process of developing and pre-testing program material is described below. Additional details will be discussed in class.

Developing and pre-testing program material
You will work with community partners to develop & pilot prototype of your intervention materials. You will have opportunities to pretest your material and obtain peer feedbacks in class. You will also seek feedbacks from your community partner(s) and/or a mall sample of your target group during the process.

Step(0) Gather sufficient evidence and information from literature, theory, and inputs from your target group and community partners (stakeholders).

Step(1) You may select any part of the program component and develop a prototype of your program material. These can be role model stories, health education newsletters, creative video clips, web pages for the program, story boards, a coordinated health promotion event, or user training sessions, etc. Instructions, suggestions and background material for the activities can be found in the course textbook, supplemental readings, the Community Toolbox, and other (Internet) resources. You are responsible for getting yourself familiar with these or other relevant resources. The application must be original and created by the students for the purpose of this class.

The goal is to develop a theory-based intervention program which can be readily used or adopted by potential adopters or implementers. The IM process should be applied in the producing of your program material. Specify in each program material how it addresses the intended (1) change of objectives, (2) underpinning theoretical methods and parameters, and (3) strategies appropriate with the target group culture and setting.

Step (2) Prepare your own pretest evaluation form and make necessary copies for classmates to assess your program material and/or strategies. Gather inputs from both your peers and community partners on the program materials you developed. You may also choose to pilot test a small scale of any or all components of your designed program and test implementation feasibility or identify potential barriers. The evaluation form may need to be modified for different audiences or purposes.

Turn in (1) your original and revised program material, (2) completed evaluation forms from your classmates, and (3) completed evaluation forms from stakeholders and/or small group of your target population. Grading will be based on appropriateness of literacy demand, pretest evaluation form(s), and a description on how the feedback from (2) & (3) were addressed with your final IM written paper.

(IM Service-Learning Project Oral Presentation) Each team will present their IM service-learning project at the end of the semester. You are encouraged to share photos, stories, brochures, handouts, program materials, pretest results, reflections, or other artifacts that provide participants with a better idea of your project and potential benefits it may have for your community stakeholders and target group. A variety of visual aids are required. Grading will be based on content, IM processes applied, organization of materials of the SL project, presentation style, creativity, time management, etc. Use of multimedia technology or presentation is encouraged. Please submit related document files of your presentation via WebCT before class.

This course focuses on the intersect of disability policy, activism, and action research, and is grounded within a collaborative learning framework with disability communities. Our emphasis is placed on immersing into a critical examination of the policies, systems and practices utilized by people with disabilities to support community living and participation choice and control, as well as activism and social action initiatives to build collective power and critical consciousness.

A specific focus is placed on designing, conducting and evaluating action research projects in collaboration with community organizations, activists, policy makers and constituents with disabilities from the community. Community-based participatory research activities will center and reflect upon strategies to promote a praxis of education, research and activism to effect systems change, promote social justice, and build community and critical consciousness. To do this, our community partners will be key mentors, teachers and facilitators in and out of the classroom throughout this course. Credit Hours:4

COURSE OBJECTIVES:

Upon completion of this course, the student will be able to:

• Critically examine epistemological and theoretical ways of knowing, participating in, and researching the social world and social issues experienced by people with disabilities as a collective social group.
• Utilize community-based, participatory action research to identify and prioritize key issues experienced by disabled people in the areas of community living and participation, including current and emerging sociopolitical, economic, and cultural forces, trends and power.
• Apply a systematic approach to analyzing policies and social systems related to community living and participation, and their influence upon the choice, control and power of constituents with disabilities.
• Participate in and evaluate collective activism and self advocacy initiatives to effect social justice, social action, and systems change.
• Analyze disciplinary fields of action research, comparing tenets and strategies affiliated with each and their relevance and application within disability studies research.
• Compare and evaluate participatory and action research methodologies and their fit to stakeholder and community needs, and contribution to effecting systems change and/or building critical consciousness.
• Adapt methodologies, communication and outreach to accommodate the access needs and preferences of diverse participants with disabilities.
• Design a participatory action research-based project in collaboration with community partners that focuses upon a specific community living and participation issue identified by community and constituents with disabilities.
• Critically examine issues of participation, the role of research/researchers, democratization of knowledge generation, rigor, praxis, and ethical dilemmas involved in participatory action research, activism, policy development and systems change.
• Utilize a community-based approach to synthesize and apply knowledge to future participatory action research projects with disability communities.

RECOMMENDED RESOURCES:

If you do not already own them, we recommend these books. Both are very easy to get new or used online via Amazon or Half.com or other sources, and are available commonly in most book stores.

• Friere, P. (1970; anniversary edition 2000). Pedagogy of the Oppressed. New York, NY: Continuum.
• Reason, P. & Bradbury, H. (Eds) (2001). Handbook of Action Research. Thousand Oaks, CA: Sage.
• Alinsky, S. (1971). Rules for Radicals.: A pragmatic primer for realistic radicals. New York, NY: Vintage Books.

Visit the following websites with participatory action research resources:

• Action Research Resources: http://www.scu.edu.au/schools/gcm/ar/arhome.html
• ParNet: http://www.parnet.org/
• University of Bath, Center for Action Research: http://www.bath.ac.uk/carpp/

Visit the following websites for national & global disability policy issues/actions & analyses:

• Center for the Study and Advancement of Disability Policy http://www.disabilitypolicycenter.org/
• Beach Center on Disability: http://www.beachcenter.org/?act=view&type=General+Topic&id=3
• Law, Health Policy and Disability Center http://disability.law.uiowa.edu/
• Center for Human Policy @ Syracuse University: http://thechp.syr.edu/
• National Council on Disability http://www.ncd.gov & National Organization of Disability: http://www.nod.org/
• American Association of People with Disabilities: http://www.aapd-dc.org/index.php
• NCIL: The National Council on Independent Living: http://www.ncil.org/index.html
• DPI: Disabled People’s International: http://v1.dpi.org/lang-en/

EVALUATION METHODS AND ASSIGNMENTS:

Community Report: Policy Analysis & Action Research Project: The primary learning activity for this course is a Community-based Policy Analysis & Action Research Project. Based on your interests expressed in the first class session, we will coordinate working groups of 3-4 students, each of which will immerse into an ongoing action research in collaboration with a community partner, identifying and targeting one specific policy issue to work on this semester related to people with disabilities and their civil right to live in communities of choice and to fully participate as citizens. All students also will attend the event: “Housing… a Matter of Justice”: Forum on Disability Rights in Affordable, Accessible, Integrated Housing to be held in Chicago with hundreds of people with disabilities attending so you can learn effective advocacy and network with many people with disabilities and national leaders to learn from them and share your ideas with them. Your final class “product” here will be a Community Report on your issue that will be directly used by community partners in their ongoing education and advocacy efforts—make sure your “report” is accessible to and easily used by the community!

1) Issues & Policy Analysis: 15% of grade.

a. Issues Overview: Description of the community you are working with, constituents within it, and broad issues/current priorities related to community living and participation (5%)

b. Policy Analysis: Detailed analyses of the policies MOST relevant to informing and influencing this particular issue that you plan to research for your final project. Includes critical analyses of:

i. Policy: Detailed description of key policies and relevant systems informing and influencing this issue. Use the policy analyses materials provided in class to provide a critical analyses of all aspects of the policy and its influences on disabled people.
ii. Legislative & Judicial Analysis: Description of any legislative (national, state or other) and judicial cases/decisions relevant to this project and issue targeted, what they cover/do not cover, how they are enforced/issues with enforcement, and key challenges to them.
iii. Political implications/atmosphere: what are the current political climates (national, state, local) and how are these situations influencing policy and ability to effect systems change in the issue area.
iv. Economic & funding/resource allocation issues involved (political economy influences in this sociopolitical environment).
v. Stakeholder/power analyses: Who are the key stakeholder groups (e.g., those affected by the policy in everyday life, those who are gatekeepers to services, those who oversee the policy, etc.). Who has what power? Who are the decision makers? Who’s voice(s) are at the table/who’s represented in decisions?

2) Community Focus Group & Findings Report: 15% of grade

a. PRIOR TO GROUP: Design of focus group strategy (purpose/aim, where, when, who will participate, who will facilitate; focus group guide of big questions and potential probes; strategies for making this group accessible to all participants; strategies to promote voice, active participation, and power sharing).

b. AFTER GROUP: 1) Summary and synthesis of results/knowledge generated. 2) Issue Prioritization: Specific social issue/initiative the partnership chose to focus on and how that decision was made. This may start as a broader umbrella (e.g., affordable and accessible housing) but should also contain 1 or a small set of very specific issues under this that you will target (e.g., using Medicaid waiver funds toward housing rental costs)

3) Final Community-based Policy & Action Research Project Report: 55% of grade

a. Detailed presentation of the key issue/ priority & polices (related to community living and participation) upon which the project was focused (10%). This should include:

i. Background description of the issue (e.g. what is happening and how did this issue come to be including the history and forces (social, political, economic, cultural) affecting it). This should be more detailed than the midterm brief analysis as you should have gained additional information and insights into the issue via the project.
ii. Description of the social group(s), communities and constituents affected by/experiencing this issue and their needs and preferences as voiced from within = PRIMARY STAKEHOLDER GROUP
iii. Description of additional key stakeholder and/or gatekeeper groups involved or influencing this issue: who/what are they, what are their roles and positions relevant to this issue, which stakeholders have power at which levels

b. Activism analysis (15%): Provide a critical analysis of:

i. Description of the activism taking place “from within” to address this issue, including past strategies and current and future initiatives (history to date with progress/results, actions being planned and factors influencing these)
ii. To what extent are constituents actively participating in this activism? To what extent are activists “giving the same message”; that is, do they have a strong and focused, organized voice or are there different factions with differing messages? To what extent do activists have power? Is that power recognized by other stakeholders? To what extent are activists collaborating/allying with other social groups (e.g., racial or ethnic groups, economic, gender, age, etc.) to gain power?

c. Research analysis (20%): Provide a critical analysis of:

i. Literature review on any existing/previous research on this issue, including a critique of: What can or can’t we learn from this research? Does it reflect the voice of the community/constituents? To what extent was it participatory? To what extent did it contribute to action? Where are the gaps in knowledge?
ii. Overview of the action research design & methods you used in this project, summary of results/what you learned, and, description of what worked/didn’t work, and what you learned.
iii. Proposal for a long term action research agenda. This is where you get a chance to dream and vision. The communities you worked with are committed to and already involved in research activities which may or may not be organized or build upon each other. Provide a conceptualization of a long term action research plan that could be implemented to build community and effect systems change long term. Include: design & goals of the project, proposed methods/activities, recommendations for sustaining the partnership and ownership/control within it, recommendations for increasing participation and access of constituents within the project. To frame this, you might think about applying for a grant to support a specific project (could be seed funding, foundation funding, federal funding). What might a 2-3 year future approach look like?

d. Praxis: Discuss how you would promote a praxis between action and reflection within this project (10%).

i. Action Plan of recommendations on how to share the knowledge you gained back with the broader collective groups/constituents/stakeholders so they can retain ownership and use it to effect action/systems change.
ii. Recommendations for policy change and activism given your findings.
iii. Potential funding sources to pursue to continue community work and action research: could be grant funding, system level funding, match funding, development projects, stipends/fellowships, volunteer or other asset support
iv. Appendix of resources you found valuable or useful that you want to pass on to community partners

4) Reflection: 5%:

a. A reflection (2-3 pages approx.) on your community project experience, what you learned and how it changed you as a person and your understanding of the community with which you worked.

b. A brief paper (no more than 5 pages) on your specific area of scholarship and how you would apply community-based, participatory action research & policy analyses strategies to actively involve people with disabilities and community in your future scholarship.

5) Class Participation: 10%:

Active participation is critical in any social learning, particularly in a course on participatory action research! Your attendance and active participation is part of your grade. In particular, you will be expected to:

• have read, critically analyzed and reflected deeply on each assigned reading & share questions that emerged from these with each other and with community partners
• participate in discussions in class, in the community with partners, via email and the Blackboard site, and within virtual disability social networking sites related to community living and participation
• bring in what you are learning from your community project, and synthesize with your own expertise and experience,
• create a community of learning that is supportive, respects each other’s diversity, and scaffolds and mentors each other’s learning, in and out of the classroom, particularly with and in the disability community.

A complex array of forces continually transforms our world. Marygrove’s general education program engages these forces, providing opportunities to examine them from different disciplinary and interdisciplinary perspectives. Our objective is not only to disseminate information about forces that shape our world but also to intensify our critical thinking about them.

At Marygrove we try to make certain that all the courses you take will help you develop skills that can be put to use in your professional and personal life. The classes are designed to assist you in:

• Strengthening writing, critical thinking, oral communication, and research skills necessary for continued development.
• Understanding the responsibility of the individual toward the common good, making sound ethical judgments, and taking an active role in promoting social justice.
• Recognizing the distinctive elements and contributions of various liberal arts disciplines as well as the connections among the disciplines.
• Valuing diversity of individuals, communities, and cultures.
• Comprehending the complexity and interdependence of the modern world, including local, national, and global perspectives.

RELATIONSHIP TO THE COLLEGE MISSION:

This course is designed to realize all three major goals of the College mission: to develop in students the skills necessary to understand and participate effectively in the world; to foster in students the compassion to care about and respect the worth and dignity of people; and to promote the commitment to act responsibly for the building of a more just and humane world.

In addition, this course incorporates six of the College\’s eight objectives: educating students from diverse backgrounds, servicing people of Metropolitan Detroit and beyond, educating each student toward intellectual competence, educating students toward professional competence, preparing students for career flexibility through a grounding in the liberal arts, and providing a personalized learning environment with excellent teaching in undergraduate, graduate, and continuing education programs.
This course will employ a variety of teaching methods, including lecture, small group discussion and presentations, one-on-one conferencing, community outreach, work on the Internet, and work with other learning technologies as appropriate.

COURSE DESCRIPTION:

This course is a biological, psychological, social and literary interdisciplinary examination of HIV/AIDS. The focus is on the impact of HIV/AIDS on individuals, families and communities. Communities of color will be emphasized. A required academic service learning activity focuses on HIV/AIDS engagement with high school students and college students at Marygrove and at other colleges/universities. Additional engagements may include churches and the elderly. Prerequisite: ENG 108.

COURSE OBJECTIVES:

The student will gain comprehensive, measurable knowledge of the operation of biological systems.

The student will be capable of interpreting and evaluating biological information on viruses, especially the HIV virus, from the media encountered in everyday life.

The student will demonstrate leadership skills by addressing community needs through collaboration with other students in community engagements.

The student will increase his/her awareness of the value of diversity in the student’s own personal and professional lives.

The student will synthesize course content by reflecting on academic service learning activities.

The student will be introduced to the wealth of existing literature on HIV/AIDS and be provided background as to why the literature has emerged.

The student will examine the various creative writings HIV/AIDS has inspired and how the numerous authors have used a wide variety of ways in which to depict the problems of HIV/AIDS: those traditional literary genres and some experimental, etc.
The student will examine topics that have created much controversy over the past ten years.

The student will ultimately increase his/her understanding and awareness of how HIV/AIDS affects individuals, families and communities in AIDS literature.

The student will examine what responsibilities writers in literature have in presenting AIDS to the inquiring public.

BIOLOGICAL COMPONENT
COURSE REQUIREMENTS:

Written 100 point Examination. 30%

Extra Points: Research Paper. 10%
Students will research a “famous person” who died of AIDS and prepare a 3-4 page paper on the life of the individual, how he/she contracted the virus, and what opportunistic infection caused death. Paper must be written in APA style with citations.

REQUIRED TEXT:

Wessner, D., HIV and AIDS. San Francisco, CA.: Pearson Benjamin
Cummings, 2006.

PSYCHOSOCIAL AND COMMUNITY ENGAGEMENT COMPONENT
COURSE REQUIREMENTS:

Academic Service Learning Activity: Outside of class community engagement is required. Students will apply the knowledge and skills learned in the class to facilitate small group discussions with churches, older adults, high schools, and college students in collaboration with AIDS Partnership Michigan.

Academic Service Learning Paper (10%)
Community Engagements: Instructions to be given in class (10%)
Two Papers on Speakers (2.5% each = 5%)
Paper on Levenson Book (5%)

REQUIRED TEXT:

Levenson, Jacob. The Secret Epidemic: The Story of AIDS and Black America. New York: Pantheon Books, 2004.

LITERARY COMPONENT
COURSE REQUIREMENTS:

Submit one Literary Reflection Paper: 3-5 pages on at least 2 or more novels, poems, movies, videos, plays, short stories, autobiographies, memories, documentaries, or television dramas or episodes (Instructions will be given out in class.) Include a works cited or reference page, if sources were used. Also, use the correct documentation style manual (MLA or APA). 20 %

Literary Group Project for 4-5 students: use text, the Internet and any other texts to compile a current listing for novels, poetry, movies, plays, essays, interviews, TV shows, etc. Instructions will be given out in class. 10%
Or,
Another alternative as a group project is to work on an AIDS QUILT, which will start soon after the beginning of the class to bring it to fruition by the end of the semester. 10%

REQUIRED TEXT:

Hunter, B. Michael, ed. Sojourner: Black Gay Voices in the Age of AIDS. Volume II. New York: Other Countries Press, 1993.

COURSE OUTLINE AND SCHEDULE

BIOLOGICAL COMPONENT: DR. RIZZO

JANUARY 15

Introduction to the Course

Cell Structure: Cell theory; The Eucaryotic Animal Cell; Cellular Organelles: Plasma Membrane, Cytoplasm, Nucleus, Mitochondria, Lysosomes, Endoplasmic Reticulum, Golgi Apparatus, Ribosomes, Centrioles, Cilia and Flagella, Cell Wall of Plants.

JANUARY 22

Slides on Cell Structure; Lab on cells; Genetic Control within Cells: DNA Structure and Function; Protein Synthesis: Transcription and Messenger RNA; Transfer RNA, Ribosomes, and Translation; The Central Dogma and Exceptions to the Dogma.

Levenson: Prologue (Tornado), Chapters 1 (Smoke), 2 (Allied)
Video: Out of Control: AIDS in Black America (viewed in class)

JANUARY 29

Proteins and Cell Activity: Enzymes; Structural Proteins, Antigens and Antibodies; the Nature of Viruses: Structure and Reproduction

Levenson: Chapters 3 (The Heir), 4 (Fire)
Videos: Translating the Code: Protein Synthesis; The Biology of Viruses

FEBRUARY 5

The (HIV) Human Immunodeficiency Virus: Structure and Life Cycle of a Retrovirus; The effects of HIV infection; The Clinical Stages of HIV Infection: Asymptomatic Period, Initial Disease Symptoms, Damage to the Immune System and Frank AIDS; Details of Frank AIDS: Fungal, Protozoan, Bacterial and Viral Infections, and Cancers; Modes of Transmission and Prevention.

Levenson: Chapters 5 (Invisible), 6 (Fractured)

FEBRUARY 7 National Black HIV/AIDS Awareness Day

FEBRUARY 12

Introduction to the Social Aspects of AIDS: Fears and Prejudices, Family Members Affected, Caring for a Patient who has AIDS; Cell Structure, DNA, Protein Synthesis, and the AIDS Virus; Review

Levenson: Chapters 7 (Surfacing), 8 (Ester and the King)

FEBRUARY 19

Continue with above topics on the biological aspects of HIV/AIDS/STDs; Review for Written Examination.

Research Paper Due and Discussion

Levenson: Chapters 9 (The Guardians), 10 (The Long Dream), Epilogue

FEBRUARY 26 Written examination on biology

PSYCHOSOCIAL COMPONENT AND COMMUNITY ENGAGEMENT COMPONENT:
PROFESSOR KARAGON

Speakers: Paula and Felix Sirils, Testimony on Living with AIDS

HIV/AIDS and African Americans; Statistics; Stigma, Stereotypes and Judgmental Attitudes; Values and Attitudes; Psychosocial Impact of HIV/AIDS on Individuals, Families and Communities; Socialization and Connectedness

MARCH 5

Diversity Issues: Race, Culture, Class, Gender and Sexual Orientation; Religion; Drug Abuse; Downlow

Paper on Sirils due

Speaker: Rev. Dr Michael Nabors, pastor of New Calvary Baptist Church, presenting on The Black Church, HIV/AIDS and Religious Inclusion

MARCH 9-14 Spring break

MARCH 19

Paper on Rev. Dr. Nabors due

Speaker: Hank Millbourne, MSW, M.Div, Associate Executive Director Program Development, AIDS Partnership Michigan, presenting on Stigma and HIV/AIDS

Community Outreach Activities focused on college students; Engagement with Children, Youth, Adults, Seniors and Religious Institutions; Emphasis on Risk Reduction

Engagement Strategies; HIV/AIDS/STD Resources; Testing; Hepatitis C; Safer Sex and Condom Use Demonstrated

LITERARY COMPONENT: DR. WOODARD

MARCH 26

Introduction to and background on the wealth of existing literature on AIDS.
Overview of the emergence of gay literature-from the Harlem Renaissance to the present.

Handout provided in class on Jed Bryan’s poem, Voices; discuss those statements (and any others) that you have heard over the past few years and try to interpret them.

Read poems in Sojourner: After the News Got Out, Vernon Maulsby, p. 72; It can Happen to Anybody-Even Me!, Mark Haile, p. 92; 2/25/91, Ronnie Batts, p. 126; Condemned, Roy Gonsalves, p. 187; and I’ll Be Somewhere Listening for My Name, Melvin Dixon, p. 199.

Discuss poems by Sonia Sanchez, Wounded in the House of a Friend.

APRIL 2 Community engagement activities

APRIL 9

Paper on Levenson book due

Discuss plays, movies, videos, television dramas or episodes

Read chapter in text on James Jones’s The Sick Homosexual: AIDS and Gays on the American Stage and Screen in Confronting AIDS Through Literature.
View these videos: Philadelphia and The Hours; Girl, Positive (2007); and
Pandemic: Facing AIDS
Read these plays: The Boys in the Band; A Play in Two-Acts, Crowley Mart
The Normal Heart, Larry Kramer, 1985

APRIL 16

Literary reflection paper due

Read and discuss short fiction in text. Students will make oral presentations on these short stories in Confronting AIDS Through Literature: Chapters 11, Bloodstream; Despair and Spring and Fall. Others will make poetry selections from the text, Sojourner—or biographies in Collective Biographies: Ten Stories of Courage.

APRIL 23

Literary group project is due, and display of quilt

In class, read and discuss excerpts from E. Lynn Harris’s, Just As I Am, Jamaica Kincaid’s My Brother, and Charlotte Watson Sherman’s Touch.

APRIL 30

Academic service learning paper due

Students will share reflection papers and any creative work, poetry or short fiction, which was written during the course.

Students will process academic service learning activities.

SERVICE LEARNING ASSIGNMENTS

PAPERS ON SPEAKERS

Two papers, one page each on two speakers in class. Your thoughts on how each speaker contributed to your understanding of the impact of HIV/AIDS on individuals, families and communities.

One page, typed (12 point font) double spaced: 2.5 points each
Graded on content, grammar, style

PAPER ON THE SECRET EPIDEMIC

According to Levenson, in The Secret Epidemic, substance abuse, violence, trauma, the structural breakdown of Black communities, racism, HIV/AIDS stigma, homophobia, poverty, racial stress, denial and health care disparities affect the increase in infection rates of African Americans. Explain how any of these factors were illustrated in your participation in engagement activities, videos and/or speakers.

Two pages, typed double spaced: 5 points
Graded on content, grammar, style

ACADEMIC SERVICE LEARNING REFLECTION PAPER

1. How did the participation in engagement activities increase your knowledge and understanding HIV/AIDS?

2. Explain how any of the material in the videotapes and in listening to the speakers was illustrated in your participation in engagement activities.

3. Explain the two most important things you learned about HIV/AIDS.

4. What did you personally learn about yourself?

5. Describe your thinking and feelings during your participation in engagement activities.

6. Because of this course, explain what you will start doing, stop doing and continue to do.

7. Describe and explain any other of your thoughts and feelings concerning this service learning activity.

Three pages, typed (12 point font) double spaced: 10 points
Graded on content, grammar, style

Two engagement activities, 5 points each: 10 points

Mandatory Service Learning Reflection: if absent, 5 points deducted from the 30 points

TOTAL = 30 POINTS

All of the Discover Chicago courses at DePaul University are part of the Liberal Studies curriculum. Liberal Studies at DePaul is the portion of the curriculum in which all students participate, no matter what their college or major. The Liberal Studies Program is designed to encourage students to engage in reflective intellectual activity and to become aware that questions of value underlie all human activities. The Chicago Quarter courses-Discover Chicago and Explore Chicago-ask students to reflect on some aspect of the intellectual, social. artistic, political, or economic life of the city and to probe the human values that underlie the topic being considered.

HIV/AIDS ’“ Special Learning Objectives:

• To learn about the history of the AIDS epidemic and its current epidemiological patterns.
• To learn basic information about the transmission of HIV and the progression of HIV disease and AIDS.
• To explore the multifaceted impact of living with HIV/AIDS within diverse populations.
• To discover the vast range of needs encountered by individuals living with HIV / AIDS.
• To learn about the current strategies for preventing the spread of HIV, and to explore how these efforts are being implemented with diverse populations throughout the Chicago area.
• To learn about the range of medical, psychosocial, spiritual, and housing support services that are available for individuals living with HIV / AIDS in Chicago.
• To learn about current policy and advocacy efforts being implemented by agencies in Chicago.
• To learn about the range of volunteer service learning opportunities that are available in Chicago through community-based HIV prevention and AIDS service organizations.

General Learning Objectives:

• To discover the multicultural nature of the Chicago metropolitan area.
• To develop an understanding of and appreciation for the benefits of community-based volunteer service.
• To experience and explore the Vincentian values of respecting “the God-given dignity of all persons, especially the materially, culturally, and spiritually deprived” and instilling a “dedication to the service of others.”
• To increase individual comfort in expressing views and perspectives on potentially sensitive issues in a group setting.
• To examine and hopefully deconstruct individual prejudices, especially those related to age, ethnicity, class, gender, and sexual orientation,
• To increase individual awareness of values.
• To develop an appreciation for the benefits of experiential and group-based learning.
• To improve writing skills through journal assignments and a final research paper.
• To learn how to utilize multiple resources, including community agencies, when conducting research for a paper.
• To orient students to the general resources available within the University.

In order to create an open, accepting, and safe learning environment we ask that students abide by the following course etiquette guidelines:

• TURN OFF All CELL PHONES, PAGERS, AND OTHER ELECTRONIC DEVICES BEFORE YOU ENTER THE CLASSROOM.
• Come to class with an open mind and be willing to listen to alternative viewpoints and perspectives. Since this course is guided by the General Learning Objectives listed above, we encourage students to respect diverse points of view and understand that each person’s background and life history has shaped who they are today. *Remember to think before you speak.
• Be on time for class. Coming to class late interrupts the learning process and can be disrespectful to whoever is speaking at that time.
• You are expected to attend every class, unless you are very ill or have an extreme unavoidable conflict. You are responsible for any materials missed and will have to make up any required activities that occurred on that day.
• You are expected to participate in class discussions. A major part of this course is reflecting on the material that is learned and exploring your individual values-this is very difficult to accomplish if you are not actively engaged in classroom discussions and activities.
• When sending e-mails to instructors or other classmates, please keep in mind that this is an academic institution and thus you should avoid overly casual or familiar terminology/language in your e-mails. Please put “DISCOVER CHICAGO” in the subject line of all e-mails to the course instructors.

Autumn Quarter Course Assignment:

Read assigned material prior to coming to class, participate in class discussions and activities, complete common hour assignments, write two papers, write two reviews, write reflection summaries, write a letter to an elected official, and give an oral presentation on some type of Campus Resource. The assigned readings for each class are listed in the syllabus, along with the tentative activities that will occur during that class period.

Review of Current HIV/AIDS Issues: Journal Article Review & Website Review

You will only have to submit two reviews of current HIV / AIDS issues using the electronic assignment entry procedure in Blackboard. The purpose of this exercise is to make sure that you are aware of current issues and events that are occurring in the area of HIV. You will do two types of reviews, The first will be a web-based article review (due September 20) and the second one will be a scientific journal article review (due October 11). You must have the scientific article approved prior to completing the assignment. Some journals to explore include: AIDS Education and Prevention, AIDS and Behavior, AIDS Care, Journal of AIDS, AIDS Patient Care and STDs, Journal of HIV / AIDS Prevention & Education for Adolescents & Children, and AIDS Prevention and Mental Health. The web-based article can be from any website that provides articles related to HIV / AIDS. The articles can be on any aspect of HIV / AIDS, and should have been published within the past year. After reading the article you need to type the name of the article, along with the complete reference for the article (for the journal article) or the URL address (for the web-based article) on the top of a MS Word file document and then type the following three headings on the page: 1) DESCRIPTION, 2) ANALYSIS/INTERPRETATION, 3) PERSONAL REACTION. You can either make three vertical columns or just type the heading at the beginning of each new section in a horizontal fashion. Under the DESCRIPTION column/section you should describe the information that was presented in the article. This should be in your own words (no plagiarism). In the ANALYSIS/ INTERPRETATION column/section you should write about your analysis and interpretation of the article. Tell us what you thought of the article, what you found interesting/controversial, what you agreed/disagreed with, how the information fit into (or didn’t fit into) what you learned during immersion week, etc. Try to be as analytical as possible in this column. In the PERSONAL REACTION column/section we want you to tell us how you felt about the article on an emotional level. Tell us how the article impacted you, what it made you think of, how it made you feel, etc. This part is all about your personal reaction to the article. Your entry for each article should be SINGLE SPACED AND BETWEEN 1 AND 2 PAGES LONG. After you have written your journal entry, you should submit it to us on the course Blackboard web utility.

Thought/Reflection Papers

Throughout the quarter you will be asked to write brief Thought/Reflection Papers based on material that is discussed in class. These papers are to be brief (1-2 double spaced pages) and are based on your own personal thoughts and reflections to various topics. The exact topic of the papers will be discussed in class.

Letter to an Elected Official

You will write a letter to an elected official regarding some issue that you learned about in the course. In the letter you should talk about the issue and suggest the action that you would like to see the person take. The letter does not have to be long, but should be logical, accurate, and directed. You will be provided with guidelines for how to write the letter. This assignment is due on October 18.

Class Presentations: Campus Resources

Each person in the class will give a brief (approximately 5 minutes) presentation to the class during the quarter. You will have a partner for the presentation, and your partner will be assigned by the course instructors (see course listing for your partner).
This presentation is part of the Common Hour component of the class and is designed to familiarize students with the various resources that are available to students on campus. In addition, since each presentation must involve a PowerPoint visual presentation, it will give you the opportunity to learn more about how to use this presentation tool. You will receive more specific instructions on the content of these presentations in class.

Reflective Writing Assignment: Due on September 27

You will write a 3-5 page reflection/response writing assignment based on your experiences during the course up to date. The assignment should adhere to the following restrictions: a) typed, b) double spaced, c) one inch margins on all sides, d) no font larger than 12 pts. In this assignment we are interested in hearing more about your emotional reaction to the information that you learned during immersion week
and beyond. We also want to hear about your thoughts regarding the societal impact of HIV / AIDS, either as you experienced it first hand or as you heard about it or read about it during immersion week. You have two choices for the format of this assignment.

Write a newspaper article for your hometown newspaper. This should be more of a public interest story than a scientific article. You should use information from the experiences you have gained as well as from the written material provided for the course. You must include all of the following areas in your article:

• Discuss the most important information that people should know about HIV/AIDS.
• Discuss common myths that people have about HIV/AIDS.
• Compare and contrast two different populations of people impacted by HIV that we have discussed in the course (e.g., women, gay men, adolescents, people of color. etc.), and include the following topics:
  • -Differences in terms of societal pressures.
  • -Differences in terms of ability to implement prevention practices.
  • -Differences in access to prevention and treatment.
• Offer recommendations for what people who are at risk for HIV can do to protect themselves from the virus.

Write a letter to a friend who does not have much of an understanding about the impact of HIV / AIDS. This should be a letter where you fully describe the emotional impact that your participation in this class has had on you and where you convey to your friend the societal implications of HIV / AIDS. You must include the following areas in your letter:

• Discuss the most important information that people should know about HIV/AIDS.
• Discuss the myths that have been dispelled as part of being a member of this class, and the most surprising/intriguing things that you have learned.
• Discuss how the information that you have learned thus far has challenged (or not challenged) your way of thinking or your way of viewing some aspect of society. Please explain why you think this has/has not occurred.
• Pick a particular place that we visited during immersion week that had a significant impact on you and explain why it had such an impact. In this section explain the impact it had on you in the following realms:
  • Emotionally
  • Spiritually
  • Behaviorally
  • Expectations of Others

If you chose the second option, we encourage you to write this letter so that you can actually send it. This will have the potential to impact another person as it will give them new information and insights that they did not have before. You can send it to a friend or family member, or you can send it to a “pen pal” in Kenya. We will discuss the “pen pal” project in class.

Final Expression Project: Due on November 1

You will present a final creative expression project that represents one or more things you learned in the class. This assignment is optional and will count as extra credit. It may be a poem, a drawing, or a photograph and can either be an original creation or one that you find from another source. During our final class period, each member will present and explain their expression project. You are encouraged to think of creative ways that you can make a personal contribution to the fight against AIDS.

Applied Community-Based Project Final Writing Assignment: Due on November 8

You will write a 6-8 page final paper based on your individual applied community-based project during the quarter. Papers should adhere to the following restrictions: a) typed, b) double spaced, c) one inch margins on all sides, d) no font larger than 12 pts. You are encouraged to visit the writing center as you move from the outline to your first and subsequent drafts.

You have two options for this paper. Both of these involve being involved in some community-based HIV-related applied experience, and then writing about that experience.

Service Learning

You must volunteer at on HIV / AIDS-related community-based organization for at least 15 hours during the quarter and write an integrative paper about your experiences. You should select an agency from among the list of sites that we attended during Immersion Week. If you wish to volunteer at an agency that we did not visit, you must get approval from the instructor. Once you select your agency, you must complete a service learning contract and have it signed by someone at the agency. The contract is due on September 20. You must have a supervisor at the agency write a brief letter on agency stationary stating that you completed the 15 hours.

The paper should focus on a specific aspect of the AIDS epidemic (e.g., mothers living with HIV, benefits of needle exchange, need for increased HIV / AIDS policy action). If your experience involved different populations or different issues (e.g” prevention and treatment). then you should select one issue that is of interest to you. Based on this specific aspect, you should develop a thesis statement that describes the focus of your paper. Put the thesis statement at the top of the paper in bold. In the body of the paper you must do the following:

• You should first state why you selected your specific focus and thesis statement. This section should be at least one to two paragraphs (but it can be longer). You should use data and statistics to support this. For example, if you are focusing on the need to have comprehensive sexuality education for all high school students as a form of HIV prevention, you may want to give statistics on the number of high school students who are becoming infected with HIV each year.
• You should briefly describe the agency, the types of people that are served by the agency, the types of services that are provided, the specific activities in which you were involved, and any other relevant background information.
• You should critically analyze the service learning experience, and integrate what you learned at the community agency with what you learned in the course. You should also integrate information from course readings and additional readings as well. You need to draw direct connections between what you’ve learned in class and in the readings with what you learned in your applied experience.
• You should talk in general about what impact the experience had on you and what you learned from the experience. This section is a little less structured than the rest so use it to let me now what you got out of the experience.

Community-Based Service Learning Contracts are due on September 20 and all of your hours should be completed by NOVEMBER 4. POINTS WILL BE DEDUCTED FOR HOURS THAT ARE NOT COMPLETED!!! You must have a supervisor at the agency write a brief letter on agency stationary stating that you completed the 15 hours.

HIV /AIDS Awareness/Education/Prevention Project

You must develop and implement some type of community-based HIV/AIDS public awareness/education/prevention project. There is a lot of flexibility with the type of project you can do, as long as it involves providing HIV-related information and awareness to a group of people. The work that goes into developing and implementing the project should be equal to or greater than the time required for the Service Learning project (15 hours). The proposal for this project is due on September 20.

Your proposal should address the following points:

• What will you do for the project?
• Where will you do it?
• When will you do it? How long will it take?
• Who is your target audience?
• Who else will be involved in the project? What role(s) will they play?
• What are your goals for the project?

The paper should focus on the population you served with your project, as well as the type of awareness/education/prevention approach that you used (e.g., small group HIV prevention sessions). You should develop an goal statement that describes the focus of your project (e.g., The goal of this project was to increase awareness of the personal risks of HIV among college students living in University Hall). Put the goal statement at the top of the paper in bold. In the body of the paper you must do the following:

• You should first state why you selected your specific project and your specific population. This section should be at least one to two paragraphs (but it can be longer). You should use data and statistics to support the selection of your population, and your approach as well if applicable. For example, if you focused on high school students, you may want to give statistics on the number of high school students who are becoming infected with HIV each year.
• You should briefly describe the project, the types of people that were served by the project, the types of services that you provided, the specific activities in which you were involved, and any other relevant background information.
• You should critically analyze the project, and integrate what you learned by doing it with what you learned in the course. You should also integrate information from course readings and additional readings as well. You need to draw direct connections between what you\’ve learned in class and in the readings with what you learned in your applied experience.
• You should talk in general about what impact the experience had on you and what you learned from the experience. This section is a little less structured than the rest so use it to let me now what you got out of the experience.

The Diverse Faces of AIDS: Education, Prevention, and Treatment Service Learning Contract

Dear Community Agency:

As partial fulfillment for the requirements of a First year Seminar course at DePaul University (‘The Diverse Faces of AIDS”’), this student will complete 15 hours of service at your agency. The student is required to work directly with a community-based HIV/AIDS service organization on a volunteer basis and will then write a 6-8 page paper about his/her experiences. Please attach a business card or letterhead for agency verification. If you have any questions about this project please feel free to contact me at 773-325-2056.

Sincerely,
Gary W. Harper, Ph.D.,M.P.H.
Professor
Department of Psychology

Student’s name:
Name of the agency:
Address of the agency:
Contact person at the agency:
Contact person’s phone number:
Specific population with which the student will be working:
Duties/tasks/activities with which the student will be involved at the agency:
Date that the student will start:
Signature of agency contact person:
Date:

This form must be completed and returned by SEPTEMBER 20, 2005, You may fax it to 773-325-2057.

Communities & Physicians Together (CPT) is a three-year training program for resident physicians in pediatrics, family practice and internal medicine at the University of California, Davis. CPT?s mission is to ?give all individuals a healthy present and future by teaching physicians, both in training and in practice, how to make a difference thorough active community partnerships.?

The training program relies heavily on strong, reciprocal partnerships formed with accomplished community partners who serve as ?community faculty,? and is designed to be completed during one ?block? or ?rotation? in each year of residency. CPT?s theoretical framework is based on the Asset Based Community Development (ABCD) approach to grassroots organizing, placing special emphasis on the positive gifts in a community rather than using traditional needs-based models.

Year One

Purpose:

To introduce residents to their partner communities; to provide opportunities for immersion into the daily life and culture of the partner community; to begin building relationships with community partners; to gain a basic understanding of the Asset-Based Community Development approach.

Objectives:

Following their first-year rotation in their partner communities, residents will be able to:

1. Describe the Asset-Based Community Development approach and understand the difference between Individual, Associational and Institutional assets
2. Recognize the physical boundaries of their partner community
3. Identify different assets in their partner community, including individuals, associations and institutions
4. Identify local health- and wellness-related concerns as recognized by community members

Requirements:

1. Assigned reading materials
   • Chapter One in: Brendenuehl, MPA, Marlane, Elizabeth Sterba, MS and Richard Pan, MD, MPH. 2007. Communities & Physicians Together Resident Project Workbook. UC Davis: Sacramento, CA.
   • Kretzmann, John P. and John L. McKnight. 1997. Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community?s Assets. ACTA Publications: Chicago, IL.
   • McKnight, John L. and Carol A. Pandak. 1999. New Community Tools for Improving Child Health: A Pediatrician?s Guide to Local Associations. American Academy of Pediatrics: Elk Grove Village, IL.
2. Assigned activities
   • Community Asset Map (in the Resident Project Workbook)
   • Windshield Survey (in the Resident Project Workbook)
   • Concept Mapping (in the Resident Project Workbook)
   • Day in the Life activity
   • Attend and participate in community meetings & events as assigned by community faculty
   • Daily Journaling (in the Resident Project Workbook)

Years Two and Three

Purpose:
To utilize community connections and local assets in the creation and implementation of a community health project.

Objectives:

Following their first-year rotation in their partner communities, residents will be able to:

1. Use the Logic Model to plan projects and interventions
2. Inventory and mobilize local assets as part of their community project
3. Make connections in their partner community

Requirements:

1. Assigned reading materials
   • Chapters Two and Three in: Brendenuehl, MPA, Marlane, Elizabeth Sterba, MS and Richard Pan, MD, MPH. 2007. Communities & Physicians Together Resident Project Workbook. UC Davis: Sacramento, CA.
2. Assigned activities
   • Project Planning activities (Pages 34-37 in the Resident Project Workbook)
   • Logic Modeling activity (Pages 38-41 in the Resident Project Workbook)
   • Identifying Partners activity (Pages 42-43 in the Resident Project Workbook)
   • Evaluation planning activities (Pages 44-45 in the Resident Project Workbook)
   • All discussion and reflection activities in the Resident Project Workbook)
   • Daily Journaling (in the Resident Project Workbook)

Additional Reading & Resources

• Kawachi, I., B.P. Kennedy and R. Glass. 1999. ?Social capital and self-rated health: a contextual analysis.? American Journal of Public Health: 89(8), 1187-1193.
• Kretzmann, John. P., John L. McKnight and Deborah Puntenney. 1996. A Guide to Mapping and Mobilizing the Economic Capacities of Local Residents. ACTA Publications: Chicago, IL
• Kulkarni, J.D., Manjusha. 2006. The Guide to Medi-Cal Programs: A Description of Medi-Cal Programs, Aid Codes and Eligibility Groups, Third Edition. California HealthCare Foundation: California.
• Pan, Richard J., Diane Littlefield, Sara G. Valladolid, Peggy Tapping and Daniel C. West. 2005. ?Building Healthier Communities for Children and Families: Applying Asset-Based Community Development to Community Pediatrics.? Pediatrics: 115(4), 1185-1187.
• Paterniti, PhD, Debora A., Richard Pan, MD, MPH, Ligaya F. Smith, Nora M. Horan and Daniel C. West, MD. 2006. ?From Physician-Centered to Community-Oriented Perspectives on Health Care: Assessing the Efficacy of Community-Based Training.? Academic Medicine: 81(4), 347-353.
• Turner, Nicol, John L. McKnight and John P. Kretzmann. 1999. A Guide to Mapping and Mobilizing the Associations in Local Neighborhoods. ACTA Publications: Chicago, IL.

Evaluation

Residents? evaluation will be completed by their community faculty member, also called a ?Collaborative Coordinator,? with specific attention to: professionalism, knowledge and cultural sensitivity. Trainees will be expected to maintain frequent and open communication with community faculty and community members; take an open-minded, assets-focused approach to learning about their partner community, its members and resources; and arrive at all scheduled meetings and events promptly. Given the reciprocal nature of the CPT program, residents will be asked to evaluate their experience as well, based on these same criteria.

Community Assessment and Analysis

Course Description:
This is an advanced course in the theory and practice of community assessment in public health. Community assessment focuses on measuring a community's health status and its determinants. It also focuses on assessing a community's capacity to improve health. To be able to conduct assessment, students must have a working understanding of the determinants of health, as well as the "anatomy and physiology" of community. Qualitative and quantitative methods will be introduced. Applying what is learned in this course yield the information needed for community based planning and evaluation, the topics of the next course in the series, CPH 542.

Prerequisites: CPH/EPI 573 recommended.

Instructor Information

Mark A. Veazie, Dr.P.H., M.P.H., R.E.H.S.
Course Director and Assistant Professor
Public Health University of Arizona College of Public Health
P.O. Box 210228 1145 N. Campbell, Tucson, Arizona, 85721 0228
520-318-7270, extension 18
orveazie {at} u.mizona(.)edu
pager: 489-1210

Wayne Peate, M.D., M.P.H.
Community Lab Director Associate Professor
Public Health University of Arizona College of Public Health
520-882-5852, extension 13.

Course Objectives

1. Define community based public health practice and identify the role of community assessment within this framework.
2. Identify and evaluate measures of the health and function of populations, organizations, partnerships, systems, and communities.
3. Evaluate the relevance and utility of community assessment data to the objectives of community health improvement.
4. Compare the underlying assumptions, objectives, and methods of various community assessment frameworks, such as public health surveillance, comprehensive needs assessments, and community assets mapping.
5. Critically analyze how current theories relating culture, community, and organization to health inform the approach and methods to be used for community assessment in different settings.
6. In collaboration with community partners, conduct a community assessment or develop a community assessment plan, and communicate the results to community partners.

Readings and Textbooks

Teutsch S.M. and Churchill R.E. (2000) Principles and Practice of Public Health Surveillance (Second Edition). Oxford University Press, New York REQUIRED

Patton(2001) Qualitative Research and Evaluation Methods (Third Edition). Sage Publications, Ind., Thousand Oaks, California. REQUIRED

The Milagro Beanfield War, the movie

Introduction

This learning experience is designed to promote critical thinking, collaborative learning, and communication skills. It includes the following strategies: small group discussions of literature or class presentations; worksheets and other short assignments to promote critical thinking; class exercises; presentations that build continuity and context; a take home midterm requiring students to analyze and communicate community health improvement options; and small group work with community based organizations; and student portfolios to document and promote learning.

Assignments

Group Community Assessment Project
Report
Presentation
Summary of Credits
Time Sheet

Assignments Kept in Portfolio
Maintenance of Portfolio
Homework Assignments
Midterm Paper
Midterm Paper Presentation
Reflective Essays

Class Participation
Attendance
Participation in Discussion

Schedule of Classes and Topics

January 27 – Introductions by Veazie
What is Assessment?
Core Function of Public Health
Assessment vs. Evaluation
Focusing an Assessment
Course Requirements, Prerequisite Knowledge & Optional Tutorial
Determinants of Health An exercise.
Introduction to Community Partners

February 3 – Public Health Surveillance, Surveys and Information Systems – Veazie
Specific Challenges: Small Areas, Trends and Rate Adjustment.
Demographic Data.
Conflicting Paradigms? Positivism, Constructivism and Realism

February 10 – The class re visits the town of Milagro – Veazie
What is Community?
Community Capacity I

February 17 – Designing a collaborative community health assessment on the U.S. Mexico – Veazie
Border role play
Values Inquiry in Assessment Design.
Understanding community as a complex, open system.

February 24 – Practical Data Management 101 Can you concatenate? – Veazie
Epi Info Demonstration with Group Homework Assignment

March 3 – Presentation of Group Assignments in Epi Info & Survey Design – McGorray & Rogan
Mapping Health and Demographic Information: A Demonstration.

March 10 – Qualitative Methods 1: Eisenburg
Why use qualitative methods?
Strategies: Theory development strategy, e.g., demography, grounded theory.
Data gathering methods: in depth interview, key informant interview, group interview methods.
Community Capacity 11: Assessing Needs for the Development of Meister Leadership and Human Resources in communities, agencies and associations.

March 17 – Spring Break

March 24 – Community Capacity III: Network Analysis and Partnership Assessment – Provan
Community Assessment Projects: Co Consulting.

March 31 – Presentation of Assessment Options to Ficticia Board of Health: A Students comparison of MAPP, PHCRT, Healthy People 2010 Toolkit, and CHIP.

April 7 – Beyond Morbidity and Mortality: Health Related Quality of Life – Veazie
Qualitative Methods 11: Analysis of Qualitative Data using NVIVO – Stephan Hunter

April 14 – Behavioral Risk Factor Surveillance – Veazie
Environmental Hazard, Exposure, Effect and Risk PACE EH – Peate

April 21 – Economics and Measurement of Disparities – Veazie
Surveillance of Social Indicators Project A Critical Appraisal – Harris

April 28 – Health Services: access, utilization and need

May 5 – Surveillance of Hunger: An Application of Principles – Taren
Course Wrap Up – Veazie

May 14 – Oral Final Exams: Presentation of Group Projects. 2-4 PM – All

Reflective Student Portfolio

The use of student portfolios in higher education is on the rise. A portfolio is a record of student work and a tool to promote learning and application. The Community Health Practice faculty has discussed the use of a portfolio for students to document their progress in meeting public health competencies and personal learning objectives. In the future, a portfolio can be carried from course to course and project to project. We will use a portfolio for CPH541 to promote student learning and to document progress on public health competencies and personal learning objectives.

In a portfolio, students will:

• Keep all of their assignments, papers and group work in the portfolio.
• Maintain reflective essays on how this course is improving their knowledge and skills in basic public health competencies as well as their own learning objectives.
• Turn in their portfolios for grading and feedback at least three times during the semester as requested.
• Keep an electronic copy of all documents in the portfolio as a backup.
• Maintain the portfolio in accordance with a standard table of contents.

The Contents of the Portfolio will be:

• Title Page
• Table of Contents
• Personal Learning Objectives
• Homework Assignments (order by due date).
• Midterm Paper
• Policy Briefing Memo
• PowerPoint Slides
• Reflective Essays
• First Essay on Competencies
• First Essay on Personal Learning Objectives
• Last Essay on Competencies
• Last Essay on Personal Learning Objectives
• Community Assessment Project:
  
  • Report
  • Slides
  • Personal Activity Tracking Sheet (Time Sheet)
• Notes (optional)
• Course Handouts (optional)
• Bibliography (optional)
• Webliography (optional)

Community Assessment Project

Community Lab Director Wayne Peate, N4D, MPH
peate {at} u.arizona(.)edu
419-7032

Description

Teams of students will engage in service learning with one community based agency for both CPH541 (Community Assessment and Analysis) and the next course in the series, CPH542 (Community Health Program Planning and Evaluation). In CPH541, they will be asked to collaborate with the community either to design an assessment or conduct a portion of an assessment. In CPH542, students will follow through with the agency to translate the assessment into action. They will be asked to collaborate with the agency to write a grant, develop a program plan, or evaluate a portion of an existing program.

Steps

The student team along with a faculty member will be meet with the community representatives and negotiate a realistic project. Students will then collaborate with each other and the community to complete the project. This will entail a minimum of 4 meetings with community colleagues. Students usually find that additional field trips are necessary, depending on what is being done. At the end of the semester, student will summarize their methods, results and findings in a brief written report and present these findings as their final exam at the scheduled time. Community members will be invited to attend the presentation. They may also request a presentation in the community.

The class will negotiate the criteria for evaluating the project. The instructor, a community representative, and the students will then rate the project on three to five criteria, probably using a Likert scale. The instructor response, the combined student response, and the community member's response will be averaged to obtain a project grade.

The individual's grade will be calculated as the project grade weighted by the individual's contribution to the project. The individual's contribution to the project will be rated by the two instructors based on the following information:

1) A timesheet kept by students documenting their activities and time spent in the project. This timesheet is to be included in the student portfolio.

2) The Project's summary of credits. As a group, the team will include in their report a summary of credits briefly describing the contribution of each student to the project. The students will not be put in the position of evaluating each other's performance, merely agreeing on who did what. This is similar to an acknowledgements statement in a book.

You can score higher or lower on the community assessment project by working a percentage of hours more or less than the median number of hours worked on the project among students in your team (see t). However, these hours are weighted by the extent to which the average hour listed is rated as having made a meaningful contribution to the project (see q). If you work the same number of hours as the median, you can also score higher or lower based on the extent to which the average hour listed is rated as having made a meaningful contribution to the project. You cannot gain or lose more than 30 points out of 100 with this adjustment to the project score.

HLTH 3400: COMMUNITY HEALTH
Fall 2002

Co Instructors: Dr. Barbara Funke || Karen Ebey Tessendorf
Office telephone: 478-445-1780 || 478-445-1781
Office location: 110 Centennial Center || 113 Centennial Center
Email: bfunke {at} gcsu(.)edu || kebeyteso {at} gcsu(.)edu
Office hours: M/T/W/H 11:00-12:15 & by appt. || M/F 10 10:50 a.m. T 1-4 pm
webpage: http://www.faculty.de.gcsu.edu/~bfunke

I. CATALOG DESCRIPTION

A survey of community health problems and methods of intervention.

II. RELATIONSHIP OF COURSE TO DEPARTMENTAL MISSION

This course is required for Health Education: Community Health and Human Services majors. Students take this course in order to learn the content, skills, and values clarification pieces that are essential to the process of becoming a community health educator.

III. RELATIONSHIP OF COURSE TO CONCEPTUAL FRAMEWORK

THEME: The Community Health course contributes to the student's knowledge base and encourages sensitivity to diversity by exploring health problems and methods of prevention across communities and cultures.

IV. PURPOSE

The purpose of this course is to provide students with a knowledge base to aid them in planning and implementing health education programs in communities.

V. PERFORMANCE OBJECTIVES

Cognitive Objectives:
Describe the role of community health in society today
Explain the concept of community
Explain the role of governmental, international, quasi governmental, and voluntary health organizations in health promotion efforts
Identify professional health organizations
Identify world health issues particularly those affecting women and children
Summarize the steps needed to organize a community
Describe the process of needs assessment, planning, implementing, and evaluating health education/promotion programs
Explain the health status of the U.S. in general and of specific populations including women, children, minorities, and seniors
Describe the impact of mental health problems and drug abuse on a community and explore prevention strategies

Affective Objectives:
Clarify attitudes concerning working with diverse individuals.
Demonstrate increased comfort in regard to diversity issues.

Psychomotor Objectives:
Demonstrate competence and professional behavior in community health settings.
Demonstrate effective application of content and skills obtained in major courses when assisting clients in community health settings.
Demonstrate critical thinking skills at assessing community health settings as evidenced in log entries.

Critically assess personal and professional strengths and weaknesses that may appear when practical experience is obtained in community health settings.
Conduct an assessment of a community to identify health and social problems.

VI. POSSIBLE COURSE ACTIVITIES

Service learning experiences; Lecture/discussion; Guest speakers; Videos/slides; Small group discussion; PowerPoint presentations; Assigned readings; Field trips; Community assessment project

VII. USES OF INSTRUCTIONAL TECHNOLOGIES

Internet applications; Word Processing skills

VIII. FIELD EXPERIENCE

You are required to participate in service learning experiences in community health settings as part of the lab for this course.

IX. ASSESSMENT

1. Complete assigned readings from the text and additional current sources.
2. Attend class, field trips, and site visits.
3. Actively participate in class discussions and activities.
4. Satisfactorily complete a midterm and final exam.
5. Complete a cultural assessment.
6. Complete a community assessment.
7. Completion of a 60 hour field experience, journal, and presentation.

X. REQUIRED TEXT

McKenzie, J. & Pinger, R. (2002). 4th Edition. An Introduction to Community Health. Boston: Jones & Bartlett.

XI. GUIDELINES FOR SERVICE-LEARNING EXPERIENCE

Community Health is a course that has a service learning component as part of the course requirements. A total of 60 lab/Service Learning hours is required for the course which is four hours per week for the 15 week semester. Students must document that they have completed all hours. You will be given a form to document attendance and number of hours that must be signed by the agency/project supervisor. Take this documentation sheet to every Service Learning experience including the Service Learning orientation, BaFa BaFa, the health screenings training (if applicable), and Service Learning seminar. The completed sheet should be turned in with the journal.

The following Service Learning hours are provided for the following REQUIRED activities:

*Community Assessment: 6 hours will be given for time needed to conduct site visits in the chosen community and obtain required information to complete the assessment. Students will work in pairs, choose a community, and arrange these visits on their own.
*Service Learning/Lab Orientation
*BaFa BaFa Multicultural Awareness Experience
*Seminar/student Presentations
*Bibb County Health Department Teen Clinic Teen Clinic (8th graders). These clinics are held on Friday afternoons. You may assist in staffing the stations such as weight, vision screening, etc. but most of the focus will be a two hour "rap session" and the teens will ask questions, mostly about sexuality. You are encouraged to answer questions and assist in facilitating the discussion. Be prepared to answer basic questions about sexuality issues especially sexual responsibility and pregnancy prevention. There are several other programs as well and you could be placed with a program director such as David Perdue who heads an adolescent pregnancy prevention program with an abstinence focus or observe in STD clinic.
*Two, one hour refection sessions to discuss issues in their service learning experiences.
*Community Organizing Application

Total hours: approximately 25 hours

This leaves approximately 35 hours for experiences outside of class.

These Service Learning experiences will mostly occur in community health/social service settings and school settings. Possible choices to complete the remaining hours will be provided. Participation in service learning experiences different from the ones provided by your instructors must be approved in advance. I prefer that each student choose two or three areas and devote approximately 10 15 hours per area but this is flexible. For example, a student can choose to devote most of the hours to one setting. In some circumstances, you may want to work in pairs or small groups on these projects. You will need to make all other arrangements concerning the placement such as transportation, what days and times to work, etc. If you are unable to be at the organization during your scheduled hours, you must inform your supervisor.

It is essential that you perform an active, professional role in these settings. Service learning is very different from volunteerism. Service learning requires you to apply the knowledge you have learned from your coursework and in turn to learn from the service learning experience. In addition, you are expected to gain a thorough understanding of the site's functions and the staff s roles through observation, job shadowing, asking questions, etc. This experience may help you decide on an internship setting and possible settings for employment after graduation.

Please note: you may not count experiences that you are participating in as a part of a fraternity, sorority or any other class as service learning hours.

Requirements:

• Reflection: You will assess your needs, interests, and concerns prior to participating in the service learning experiences.
  
• Weekly schedules: Your instructors will make site visits and observe/supervise you in your service learning experiences whenever possible. You will submit a schedule each week of where you will be (provide address, phone number, supervisor name) and the dates and times as early as possible. Please submit this during class each Monday starting no later than September 16.
  
• Attendance: Attendance is required for all 60 Service Learning hours. If you miss a Service Learning experience you must make up the hours. Please notify your agency supervisor if you will not be able to attend when scheduled.
  
• Goal/objective setting: You will write goals and objectives for each service setting. This should be done in conjunction with the agency supervisor and then approved by the classroom instructor. You may spend a few hours in each agency before writing your objectives. We want to know where you plan to do your hours, how many hours you anticipate in each setting, and your objectives for each setting by Monday, September 16th. Professionalism: You are expected to be prompt, dress professionally (PLEASE NO BLUE JEANS), and maintain high professional standards in regard to conduct and expectations required by the setting such as confidentiality, etc.
  
• Reflection: Refection journal/service learning paper (due December 2).
  
• Presentation: Class presentation covering service learning experience.
  
• Documentation: Obtain a Service Learning Transcript. Contact Teresa Taylor, Room 130 Lanier, 445 5772, after you have completed your Service Learning hours and provide her with documentation (completed form used for this class) and a brief description of the sites, dates, hours worked, and activities performed. She will enter this into a computer program and give you a printout of your service transcript. This is to be turned in with your log. You can incorporate this into your own vita upon graduation and you may add to the service hours in your remaining semesters at GC&SU.

Guidelines for Journal / Reflection on Service-Learning Paper:

Part I: Journal
Your journal should include a detailed log of tasks, events, times and dates. Make entries for every service learning experience. Use the journal as
a time to think about what you've seen, felt, and experienced.

Part II: Reflection
In addition, there are critical reflection pieces to include in a written narrative at the end of the journal, There are three levels of reflection:

• Level 1: The Mirror (A reflection of Self)
  What did you discover about yourself or what insights were reinforced? (think about what you enjoyed, what was stressful, when you felt fulfilled). Do you have more/less understanding or empathy of the group/setting than you did before these experiences? In what ways, if any, has your sense of self, your values, your sense of "community," your willingness to serve others, and your self confidence/self esteem been impacted or altered through this experience? How has this experience challenged stereotypes or prejudices you have/had? Will these experiences change the way you act or think in the future?

• Level 2: The Microscope (Makes the small experience large)
  What did you learn about the people/community you were helping? Did your ideas about this population change in any way now that you have had direct experience working with them? In what way? Tell about the best thing that happened during the semester such as an insight gained, a goal achieved, etc. Describe a disappointment or failure that occurred during an experience or what was the most difficult aspect of the experience? What did you learn from it? Do you feel your actions had any impact? What more needs to be done? Give several specific examples of how you applied knowledge from your classes into the service learning experiences.

• Level 3: The Binoculars (Makes what appears distant, appear closer)
  From your service learning experience, are you able to identify any underlying or overarching issues that influence the problem? What could be done to change the situation? How will this alter your future behaviors/attitudes/and career choices? How is the issue/agency you're serving impacted by what is going on in the larger political/social sphere?

Guidelines for presentations:

At the seminar on December 4, students should be prepared to give a 20 minute presentation describing their Service Learning experiences. Please include
relevant stories, personal observations, lessons learned, how you applied knowledge from your classes, and reactions to the experience. Feel free to create photo albums or use other media to help us understand your experience. Access to PowerPoint and an overhead projector will be available.

Dr. Judith Ausherman, CHES (Tuesday) – j.ausherman {at} csuohio(.)edu
Ms. Rosemary Lassiter (Wednesday) – r.lassiter {at} csuohio(.)edu

OFFICE/PHONE
PE Building 222,(216) 687 4884 (HPERD main office X4870) (Ausherman)
PE Building 213, (216) 687 4839 (HPERD main office X4870) (Lassiter)

OFFICE HOURS: Monday & Tuesday 2:00 3:30 pm or by appointment

REQUIRED READING

Pettifor, B. (2001). Physical Education Methods for Classroom Teachers. Human Kinetics.
Telljohann, S.; Symons, C; & Miller, D. (2001). Health Education in Elementary & Middle School. McGraw Hill.
Ausherman, J. (2003). CSU Partners with Reach Out and Read Manual.

CATALOGUE DESCRIPTION

Designed to introduce the student to productive, creative, and innovative methods needed to implement school health education and physical education at the elementary grade levels in which they are certified. Students will become familiar with organizing and presenting health and physical education content, materials, curricula, community resources, using technology, and communicating about healthy lifestyles. There is a service learning component to this class.

PREREQUISITE: HED 210 or an equivalent Personal Health course.

INSTRUCTIONAL OBJECTIVES

1. Identify statistics which verify that our "Nation is at Risk" providing a discussion of contributing risk factors and protective factors. (inquiry, professionalism, partnership, contextualism)

2. Identify the objectives from the Ohio Health & Physical Education Model & Healthy People 2010 that can be achieved through health promotion efforts. (Partnership, Inquiry, Contextualism, Professionalism)

3. Relate health education and physical education with a comprehensive (coordinated) school health program. (Partnership, Professionalism)

4. Describe health and physical education resources available for health promotion. (Partnership, Professionalism, Contextualism)

SKILLS

1. Select developmentally appropriate curriculum resources and material (print, audiovisual, and technological) for teaching health and physical education to children in grades preK 4. (Partnership, Contextualism, Professionalism)

2. Assess personal health status from multiple perspectives, e.g. wellness (physical, mental, emotional, social, & spiritual), historical, familial, medical, sociocultural, gender, economical, & ecological. (Professionalism, Partnership, Contextualism)

3. Critically analyze and implement behavior modification skills and strategies for enhancing and changing personal health and physical education across the lifespan, including the role personal health plays in influencing the health of others. (Inquiry, Professionalism, Partnership, Contextualism)

4. Assist learners in developing personal & social skills. (Contextualism, Partnership, Inquiry, Professionalism)

5. Develop and utilize games and contests that promote healthy life time. (Professionalism)

6. Plan, implement, and evaluate elementary school health and physical education lessons which reflect the abilities, needs, interests, developmental levels, and cultural backgrounds of students. (Professionalism, Partnership)

7. Identify and perform service learning in the community (Professional, Partnership, Inquiry)

DISPOSITIONS

1. Develop and utilize a positive philosophy of health and physical education instruction. (Professionalism, Inquiry)

2. Develop more self confidence and poise in health and physical education instruction. (Professionalism, Inquiry)

3. Understand that teachers are one of many contributors to children's health and well being and that a collaborative teaming approach using the Coordinated School Health Program model is needed. (Partnership, Inquiry, Contextualism, Professionalism)

LEARNING EXPERIENCES
The following assignments are required for the successful completion of the course:

1. OBSERVATIONS:
You are required to observe 1 elementary physical education class in a public school. You must contact the school at least ONE week prior to your visit. Before, during, and after your site visit, you will be asked to record your thoughts and observations about teaching AND learning. Write a typed one two page reflection using the questions provided on the Guidelines for Observation in the syllabus and your textbook. Give examples of how you would improve the lesson based on what your textbook suggests. Turn your observation reflection in to the instructor as you complete an observation. (observation = 25 points).

2. IN CLASS PRESENTATIONS:
You are required to teach 2 two mini lessons (see Guidelines for Presentations in syllabus pg. 5) during the semester using the assigned texts as a guide. All developmentally appropriate lessons must have correct health education/physical education information and incorporate multimedia. Each use of incorrect or out dated health/physical education information will automatically receive one letter grade deduction for each use. ALL LESSON PLANS MUST BE TYPED and use the format provided!!! After teaching your lessons in class, you are to critique EACH of your presentations utilizing the Praxis format. Turn in the critique one week following your teaching. Provide copies of your lesson for each member of the class. (110 pts. = 55 points for each lesson).

3. WEB SITE EVALUATION:
You will be required to use technology. Research either a health or physical education website that relates to your lesson plans. Using the webpage evaluation guide prepare an evaluation of a health or physical education website. Make a copy of the webpage. Attach to one of your lesson plans: A) copy of the evaluation and B) the copy of the webpage homepage. (10 points)

4. HEALTH OR PHYSICAL EDUCATION FREE RESOURCE:
As a future teacher, it is important to gain knowledge about "free" health or physical education resources that are available in your community that you can utilize in your elementary classroom. Locate (call, write, or use the internet) a community agency that supplies free resources. You must have an agency you plan to inquire about by Week #3. When you bring your free resources to class, prepare a typed one page description of:
1) the agency information (address, phone, webpage, etc.);
2) explain how you will use this resource in your future elementary class;
3) how will children use this product? When you obtain the appropriate information bring enough to share with your colleagues. (10pts).

5. MIDTERM & FINAL EXAM:
Comprehensive health and physical education (notes, texts, all class presentations, etc.) exam will be multiple choice, essay, and/or short answer (100 points).

6. UNANNOUNCED QUIZZES:
Throughout the semester there will be quizzes on the assigned readings, class lectures, guest speakers, and field trips. If you are absent the day of a quiz you will not be able to make up these points. (50 points Health + 50 points Physical education = 100 points)

7. HEALTH LITERACY SERVICE LEARNING:
This service learning project is based on the national Reach Out and Read Program (ROR) < reachoutandread.org > , which began in Boston City Hospital in 1989 as a collaboration of pediatricians, early elementary childhood educators, and national Kiwanis organizations. You will be trained on how to read to infants and children, including how to talk to parents about the ROR project, and commit to read 8 hours (4 two hour sessions) during the semester at a selected children's hospitals. You will be assigned three times and your fourth visit is your responsibility. Refer to assignment outline for when your reflections are due. Details will be presented during training. Format for Reflections are attached and will be provided in your ROR manual.

8. PARTICIPATION & ATTENDANCE:
You will be evaluated at the end of the semester according to a Performance Scale of Class Discussion and Activity (25 pts.).

GRADING

1. Public School PE Observation & 1 Observation Evaluation Paper
2. In-Class Teaching Demonstrations, Lesson Plans with Praxis Critique and Class copies (2 g 55 pts.)
3. One Website Evaluation (included with one lesson plan)
4. Free Resource
5. Reach Out and Read Service Learning Reflections (4 x 2hrs) (2 g 20 pts) (Midterm reflection and final reflection see Course Outline for due dates)
6. Mid term Exam 50
7. Final Exam 50
8. Quizzes 100
9. Attendance & Participation 25
10. PED 316 Notebook 60

REACH OUT AND READ (ROR)

THE PROBLEM

Children who live in print rich environments and are read to in their preschool years are much more likely to learn to read on schedule

Parents of children living in poverty may lack the money to buy books, may not have easy access to good children's books, and may not themselves have been read to as children

Reading problems may mean school failure, which increases the risk of absenteeism, dropping out, juvenile delinquency, substance abuse, and teenage pregnancy all of which perpetuate the cycles of poverty and dependency.

PROGRAM DESCRIPTION

Reach Out and Read is a program that makes early literacy part of pediatric primary care

Pediatricians encourage parents to read aloud to their young children and give their patients books to take home at all pediatric check ups from six months to five years of age

Through Reach Out and Read, every child starts school with a home library of at least ten beautiful children's books, and parents understand that reading aloud is the most important thing they can do to help their children learn to love books and to start school ready to learn

HOW ROR WORKS

Volunteer readers in the clinic waiting room read aloud to children as they wait for their appointments, showing parents and children the pleasures and techniques of looking at books with children

Pediatricians are trained to counsel parents about the importance of reading with young children, offering age appropriate tips and encouragement

The doctor gives the child a new developmentally and culturally appropriate children's book to take home and keep at every check up from six months to five years of age

PROGRAM BACKGROUND

Reach Out and Read was developed at Boston City Hospital in 1989 by a collaboration of pediatricians and early childhood educators

In collaboration with the Association of American Publishers, ROR has developed a Program Manual, handouts for doctors and parents, prescription pads to help doctors "prescribe" reading aloud, and many other unique materials to encourage literacy in pediatric practice

With generous support from the Annie E. Casey Foundation, the program has been replicated in sites around the country; with further support from the William T. Grant Foundation, Robert Wood Johnson Foundation, Boston Company, there are now over 180 Reach Out and Read sites in clinics and pediatric practices in 39 states

FOR MORE INFORMATION:

Please contact the Reach Out and Read office by phone (617)534 5701 or write to the Reach Out and Read National Center, Boston Medical Center, One BNIC Place, 5th Floor High Rise, Boston, MA 02118.

Course Description
This elective course provides the opportunity to explore the impact of national and international policy decisions on the health and well being of individuals and communities. Additionally, the course provides the opportunity to explore the role of cultural beliefs and values in health seeking behaviors. Students will participate in an immersion learning program in which they will live and work in a culture different from their own. The associations among international conflict and corporate activities, poverty and lack of resources in communities, and health status of community members will be central to the learning experience.

Nurses face the challenge of providing care to an increasingly diverse population. The phrase "cultural competence" is used to describe the behaviors that a health care professional uses to individualize clinical care to individuals whose circumstances are different than those of the professional (e.g. culture, gender, economic status, language, geographic home, ethnicity). The culturally competent health care practitioner accepts and works with cultural differences in an open, sincere manner without condescension or patronization. Culturally competent care is sensitive to issues related to culture, race, gender, sexual orientation, social class and economic situation. Research suggests that immersion programs in which students experience the daily lives of other people may increase the cultural competency of student nurses.

Service Learning
This course is developed to provide a learning experience through a service learning project. The term "service learning" is an educational process:

a. in which students learn and develop through active participation in thoughtfully organized service experiences that meet actual community needs;

b. that is integrated into the students' academic curriculum or provides structured time for a student to think, talk or write about what the student did and saw during the service activity;

c. that provides students with opportunities to use newly acquired skills and knowledge in real life situations in their own communities; and

d. that enhances what is taught in school by extending student learning beyond the classroom and into the community and help to
foster the development of a sense of caring for others. (National and Community Service Act off 1990)

Essential elements of service learning include preparation prior to the experience, community service, reflection and evaluation of the service activity, and celebration/recognition of the experience.

Each service learning experience offered in this course identifies both a geographic and a clinical focus. While faculty participating in the course bring expertise in the clinical specialty and in international health initiatives, they recognize that they also are learners in the immersion process.

Geographic Focus: Central America/Guatemala

Clinical Focus: Family Health; Community Health

Course Objectives
At the completion of this course, the student will be able to:

1. Identify historical and political factors that influenced the development of the health care system in a particular country of interest.

2. Discuss "culture clashes" that occur when western medicine is introduced into traditional communities.

3. Discuss the major health problems experienced community members in a particular country of interest.

4. Evaluate the health care resources that are available to meet the health care needs of the community.

5. Discuss one health care initiative that has had a positive impact on community members.

6. Propose the integration of specific cultural approaches to health and illness into the provision of professional nursing care nationally and
internationally.

Grading
The grade for the course will be determined as follows:

Participation in pre- and post- project seminars 25%
Participation in daily seminars that explore the day's activities 25%
Completion of a scholarly paper 50%

Course Schedule

Seminar 1 Introduction to Course Requirements and Service Learning

Seminar 2 Issues in Global Health

Service Learning Project

Each evening students will participate in a one hour seminar to explore the community's health needs, the social and political influences on health and health care delivery, and the potential impact of the project.

Seminar 3 Presentation of the experience to University leaders

Seminar 4 Discussion of experience

Seminar 5 Presentation of scholarly papers

Additional planning meetings will most likely be necessary to discuss fundraising and preparation for the trip.

Course Prerequisites
Students must have successfully completed Family Health I and Family Health II prior to enrollment in this course.

Required Reading

Universal Declaration of Human Rights. (1948). United Nations.

International Declaration of Health Rights. (1992). Johns Hopkins School of

Hygiene and Public Health, Johns Hopkins University.

Institute of Medicine, National Academy of Sciences. (1997). America's vital interest in global health: Protecting our people, enhancing our economy, and advancing our international interests. Washington, DC: National Academy Press.

Bartlett, A. V., Paz de Bocaletti, M. E., & Bocaletti, M. A. (199 1). Neonatal and early postneonatal morbidity and mortality in a rural Guatemalan community: the importance of infectious diseases and their management. Pediatric Infectious Disease Journal, 10, 752 757.

Greenberg, L. (1982). Midwife training programs in highland Guatemala. Social Science and Medicine, 16, 1599 1609.

Lang, J. B., & Elkin, E. D. (1997). A study of the beliefs and birthing practices of traditional midwives in rural Guatemala. Journal of
Nurse Midwifery, 42(l), 25 3 1.

Menchu, R. (1992). Birth Ceremonies, Rigoberta Menchu An Indian Woman in Guatemala (pp. 7 17).

Menchu, R. (1998). Understanding and Accepting Diversity, Crossing Borders (pp. 211 227).

Nicolaidis, C. (1993). Las comadronas. JAMWA, 48(3), 73, 92.

Vaughn, P. (1996). Finding the heart of medicine at the end of the road in Guatemala. Canadian Medical Association Journal, 155(12),
1733 1734.

Recommended Reading

Kwast, B. E. (1996). Reduction of maternal and perinatal mortality in rural and urban settings: what works? European Journal of Obstetrics and Gynecology and Reproductive Biology, 69, 47 53.

Pebley, A., Hurtado, E. & Goldman, N. (1999). Beliefs about children's illnesses. Journal of Biosocial Science, 31, 195 219.

Van der Stuyft, P., Sorensen, S. C., Delgado, E., & Bocaletti, E. (1996). Health seeking behavior for child illness in rural Guatemala. Tropical Medicine and International Health, 1(2), 161 170.

Credit hours: 2
Placement in curriculum: seventh semester (first semester, senior year)
Prerequisites: successful completion of first six semesters' courses.
Co requisites: S470: Restorative Health Related to Multi System Failures; S471: Restorative Health Related to Multi System Failures: The Practicum; S472: A
Multi System Approach to the Health of the Community; and S474: Applied Health Ethics

Faculty

Joyce Splann Krothe, DNS, RN Associate Professor, Department of Environments for Health
Campus address: Sycamore Hall, Rm.400
Phone: (812) 855 1731
E mail: jkrothe {at} indiana(.)edu

Description

Students will have the opportunity to apply the concepts of community assessment, program planning, prevention, and epidemiology to implement and evaluate interventions for community centered care to groups or aggregates. Professional nursing will be practiced within diverse groups in communities.

Course competencies

Upon the successful completion of the course, the student will be able to:

1. Assist individuals, families, and communities in meeting identified health needs and maximizing health potential.
2. Demonstrate the ability to individualize nursing and medical regimes in consultation with members of the health care team, the individual and family.
3. Make practice decisions based on an analysis of costs associated with achieving quality care outcomes with minimal direction from instructor.
4. Develop, deliver, and evaluate teaching strategies that promote learning to increase health promotion and illness prevention by individuals, families, and communities.
5. Arrive at decisions after critically analyzing assumptions that were made related to the problem and information that was processed in reaching decisions related to professional practice situations in the community.
6. Facilitate access to community resources with increasing self direction.
7. Integrate cultural beliefs, values, and practices of individuals, families, and communities in providing culturally relevant nursing therapeutics with increasing self direction.
8. Promote development of needed health care resources for individuals, families, and targeted communities through appropriate actions.
9. Advocate of individuals, families and communities by informing them of their legal and ethical rights with increasing self direction.
10. Synthesize communication techniques to promote positive outcomes in the community.
11. Collaborate in delivering health care with multiple health team members in a variety of structured and semi structured settings.
12. Provide safe, effective, nurturing care that promotes the health of individuals, families and the communities.
13. Role model professional nursing behaviors as a positive public image.
14. Evaluate intervention employed to reduce real or potential risk for targeted individuals, their families, and community groups.
15. Determine the degree to which outcomes of health care have been met for individuals, families, and communities.
16. Articulate the profession of nursing and nursling's contribution to the public's health and well being to others.

Texts / readings

Stanhope, M., Lancaster, J. (2002). Foundation of Community Health Nursing: Community-oriented Practice. St. Louis: Mosby.

Teaching strategies

• Interaction with individuals, families and groups in the community
• Weekly seminar includes group discussions, class exercises, and assigned readings.
• Critical thinking activities
• Family home visiting to assess, plan, intervene and evaluate care
• Assessment of an aggregate to plan, implement, and evaluate health education/promotion program
• Seminar presentation and participation
• Critique of research articles
• Self assessment
• Demonstrate evidence of responsibility and accountability for professional nursing practice.
• Evaluation

This clinical course is graded as satisfactory or unsatisfactory.

Brown County Health Support Clinic

The following expectations relate to student clinical experience at the Brown County Health Support Clinic:

• Attend meetings of the Community Advisory Board that are scheduled during the semester. Reflect on the role of clients on the board; the dynamics of delivering culturally competent care in a rural community; and the utilization of the Community Development Model.

• Participate in any outreach activities sponsored by the clinic during your rotation. Examples include, kindergarten round up,, the Brown County Fair; and the spring Health and Wellness Fair held in collaboration with the Brown County Community School System and the Brown County Health Dept.

• Attend bi-weekly seminars led by clinical faculty in collaboration with Brown County Health Support Clinic staff,, clients,, and members of the Community Advisory Board.

• Submit a weekly journal reflecting on your clinical experience. Focus on the nurse managed model of care. Compare this to other health care settings where you have had clinical experience. Reflect on the factors in society which affect access to health care in this community, the state and the nation. Consider the relationship of health to social justice,, and the role of community health nursing in the health policy arena. Include reflections from your attendance at Community Advisory Board meetings and clinical seminar.

• Schedule a final evaluation meeting with the clinical faculty and the community health nurse at the clinic.

Instructor: Kevin Taylor, Ph.D.
Office: 43 374
Office Hours: Tuesday & Thursday 2:10-3pm; Wednesday 9:10-11 am
Email address: jktaylor {at} calpoly(.)edu
Class Hour: Tuesday & Thursday 3:10 4:30pm
Units: 4 (3 Lectures, 1 Lab)
Telephone: 756-1785

Required Texts
1. Kine 307 Course Materials available at El Corral in the University Union.
2. Albom, M. (1997) Tuesdays with Morrie: An old man, a young man, and life's greatest lesson.
3. Appropriate Lab Manual Where Applicable: Friday Club; EyeCycle and Adapted Paddling

Course Objectives
By the end of this course students will demonstrate competency in the following areas:

(a) knowledge of the purposes, goals, domains and outcomes of adapted physical activity with the ability to communicate these to others
(b) knowledge of the characteristics often associated with major categories of disabling conditions
(c) knowledge of legislative mandates, the referral process, assessment and special services
(d) understanding and appreciation of the various problems involved in the individual's adjustment to a disability (social and psychological)
(e) sensitivity toward the needs of special populations
(f) an understanding for the importance of viewing people with disabilities from an individual differences or social minority perspective instead of a traditional medical perspective
(g) an understanding of the importance of physical activity as it relates to specific impairments.

Course Requirements and Evaluation Requirements

1. For their own safety, students must wear appropriate footwear and clothing for all activity sessions both on and off the University Campus.

2. It is expected that you will wear clothing appropriate for a professional physical activity specialist. Please refrain from wearing any clothing with graphics or print that may be interpreted as containing discriminatory slogans, sexual innuendo, or alcohol/drug/tobacco advertising or promotion.

3. This course is designed in part to prepare people to teach/lead physical activity. It is necessary that students participate fully in practical activity sessions in order to deepen their understanding of the different activities from the perspective of a learner as well as a teacher.

Evaluation

1. Tuesdays with Morrie Reflection. Students will be required to answer a series of open ended questions designed to stimulate reflection upon their impressions and interpretations of the book Tuesdays with Morrie. 100 points

2. Sensory Deprivation Exercises. Students will be required to complete a series of exercises in which they assume certain disabilities and then explore the process of coping with those disabilities. Students will answer questions designed to stimulate reflection upon their experiences. 50 points

3. Disability Project & Presentation. Students will divide the class into groups of no more than three people. Each group will select a "specific population of need" or a disability sport/physical activity organization. Each group must produce a detailed handout to be shared with the rest of the class. In addition to producing their detailed handout students will make a presentation on their chosen topic to the rest of the class. Projects & Presentations are peer evaluated. 100 points

4. Service Learning Laboratory. Students must complete at least 30 hours working in a physical activity setting with people who are disabled in some way. In view of the diverse backgrounds and interests of the students that are required to take this class, a wide variety of service learning practicum experiences are being made available. Although a great deal of guidance and assistance will be provided by the instructor, each student is responsible for setting up and completing his or her own practicum experience. 200 points

5. Exams. A mid term and a final exam will be set, each exam will be based upon material either presented in-class or taken from the course text. Exams will consist of predominantly short answer questions; both exams will be worth 100 points each. 200 points

650 points total

Adapted Paddling Program Laboratory Course Outline

Course Description
In the Lab portion of Kine 307 you are required to complete 30 hours of practical work during which time you will apply concepts and theory covered in Kine 307 lectures, readings and assignments. You will work in an applied adapted physical activity setting that is pertinent to your personal interests and current career aspirations. There is no substitute for practical experience in Adapted Physical Activity programming, hence the intent of this experience is that you will "learn by doing." In the Adapted Paddling Program Lab, you will work with volunteer paddling instructors and physical therapists who will train you to become an assistant instructor teaching people with mobility impairment to paddle.

A. Learning Outcomes
During the course of completing the Kine 307 Lab, students will demonstrate competency in the following areas:

(a) knowledge of the purposes, goals, domains and outcomes of an applied adapted physical activity setting, with the ability to communicate these to others
(b) the ability to work effectively as a professional or para professional in an applied adapted physical activity setting
(c) an understanding and appreciation of the various problems involved in the individual's adjustment to a disability (social and psychological)
(d) the ability to demonstrate sensitivity toward the needs of special populations
(e) an understanding for the importance of viewing people with disabilities from an individual differences or social minority perspective instead of a traditional medical perspective
(f) an understanding of the importance of physical activity as it relates to people with specific disabilities.
(g) the ability to use appropriate non offensive language when communicating in an adapted physical activity setting.

B. Course Content

Week 1 – Registration

Week 2 – Seminar: Introduction to the program, review lab manual & discuss training and program implementation

Week 3 – Seminar: Quiz over content of lab manual. Preparation for training weekend.

Training Weekend: Meet Saturday morning at Crandall for training in pool and classroom, then Sunday meet at Morro Bay/Avila Beach depending on conditions and tides for open water training.

Week 4 – Seminar: Meet to review training and make final preparations for the implementation of the program.

Week 5 – Adapted Paddling Program: Meet at Crandall before participants arrive to organize boats and adaptation materials and prepare to meet and greet the participants. Paddle program will last from 8-4 Saturday and 9-4 Sunday.

Week 8 – Turn in reflective journals

C. Course Design

As a core class in the Kinesiology major, Kine 307 typically includes students with a broad range of career goals, hence it is important for this practicum to be flexible and where possible be adapted to meet your individual needs. All students are expected to participate in the selection and design of their own service learning experience to ensure that the experience is individually relevant and meaningful. Those students headed into public school teaching positions should look for a practicum that involves working in the public schools. If your career path is not in die public schools or is perhaps still unclear then select a practicum experience that will fit your schedule and provide you the maximum possible hands on experience.

The Kine 307 Lab is designed to build upon the content and experiences gained in lecture. The pedagogy of "Experiential Learning" will be employed extensively throughout the course to ensure that students are afforded the opportunity to apply knowledge gleaned from lectures and assigned readings along with extensive personal reflection. Within an applied adapted physical activity setting, students will attempt to appreciate the perspective of someone with a disability. "Perspective taking" is an important professional skill that will enhance an individual's ability to work effectively with people within a given professional domain.

By working in one of the lab opportunities associated with this class students will participate in the provision of adapted physical activity programming to some portion of the local community of people with disabilities. It is intended that by working closely with individuals who have some form of disability, students will learn to emphasize and appreciate the human being first and their ability second. This objective can only truly be achieved through the integration of knowledge and personal reflection in the applied lab setting provided.

Experiential Learning Reflection Activity

1. Guidelines: Based upon your reading and the content of Kine 307 lectures and in class discussions, generate a list of ten guidelines for interacting with individuals who are disabled that you will follow throughout the Adapted Paddling Program. Your list of guidelines is due to your lab instructor at the start of the first day of your training weekend. 20 points

2. Interview Questions: At an appropriate time during the course of the Adapted Paddling Program discuss the following questions with one or more of the participants:
(a) What made you sign up for the Adapted Paddling Program?
(b) Does the thought of paddling in open water, like the estuary at Morro Bay, worry you?
(c) Were your family and friends worried when you told them you were going to take a paddling class and paddle on open water?
Summarize the responses you received when you asked participants the above questions. Your interview assignment will be due a week after the Adapted Paddling Program is complete. It must be typed and clearly organized into three sections, each corresponding to one of the three interview questions. Your assignment must be turned in on time in order to receive credit. 30 points

3. Reflective Questions: Based upon the answers you received to your interview questions, and upon your observations and experience during the Adapted Paddling Program, answer the following questions as fully as possible. Your answer to each question will be evaluated out of 15 points (5 points for Content, 5 points for Discussion, and 5 points for Analysis):
(a) What evidence did you observe that one or more of the participants had been "conditioned" by societal expectations about people with disabilities? Give specific examples and explain why the evidence you present represents an example of social forces impacting the individual's behavior.
(b) For the specific individual that you worked with in the paddling program, identify some of the potential benefits of sustained participation in physical activity.
(c) For the specific individual that you worked with in the paddling program, describe in detail all modifications and adaptations that were made to accommodate that individual's disability.
(d) For the specific individual that you worked with in the paddle program, describe your initial impression of that individual and how your impressions changed as you got to know them throughout the program. 4 x 15 points = 60 points

4. Summary & Overall Reflection: Summarize your experience in the Adapted Paddling Program by answering the following questions:
1. What did you learn from this experience and how did it change you as a professional and as an individual?
2. Was this class (Kine 307) and lab a worthwhile learning experience for you? Briefly explain your answer. Minimum 200 words. 45 points

5. Supervisor's Report: At the end of your lab experience the program coordinator will evaluate your practical contribution to the program by completing a "Supervisor's Report" form. The report form will ask supervisors to evaluate your performance in the following areas: punctuality, dependability, degree of involvement, commitment to learning, and assuming responsibility. 45 point

Total 200 points

Course Co-Director:
Judith Buchanan, PhD, DMD
Associate Dean, Academic Affairs
Jbuchana {at} pobox.upenn(.)edu

Department of Community Oral Health
220 S. 40th St., 2nd floor, Rm. 201-B
215 898-8429
Office Hours: By Appointment

Course Faculty: Judith Zack Bendit, RDH, BS
Mary Frances Cummings, RDH, BS
Jill Klischies, RDH, BS
Kathleen Davis, RDH, BS

Credit Units: 3.00

Course Description

This course is designed to provide all entering first year dental students with the introduction and overview of basic concepts in health promotion and community health. Thirty four hours of lecture, twelve hours in clinic, six hours in seminar and six hours in community activities are provided so that students will gain the necessary knowledge and skill regarding the philosophy, modalities, rationale and evaluation of oral health promotion and disease prevention activities in community and public health.

Course topics include personal wellness theory and practice; etiology and prevention of dental caries and periodontal disease and health promotion assessment, planning, implementation and evaluation of community oral health programs.

A philosophy of wellness emphasizes health promotion and disease prevention as an integral component of dental practice. Students are encouraged to develop wellness practices to maximize personal health status as well as assist patients in completing wellness activities in the context of Health Promotion. Students complete 6 hours of community service learning requirements within this course.

Course Objectives

At the end of the course lectures, assigned readings, community and clinical activities the student will:

1. Articulate a philosophy of wellness through the routine inclusion of health promotion and disease prevention activities in the context of dental care and community oral health.

2. Assess, plan, implement, and evaluate a plan of personal oral health promotion care, and care with a student partner with the assistance of a faculty member.

3. Develop the basic knowledge, skill and attitude necessary for safe clinical practice, including infection control procedures, health evaluation of patients, and professional practice behaviors.

4. Describe the interrelationship of diet and nutrition with oral health and general health status. Complete a personal diet analysis and implement recommended changes. Participate in a diet analysis with a student partner and make recommendations for changes to maximize oral health and general health status.

5. Explain the multi-factorial etiology of dental caries. 'Describe the role of fluoride, sealants, nutritional counseling and oral hygiene in preventing decay.

6. Explain the etiology of periodontal diseases. Describe the role of oral hygiene, chemotherapeutic agents, and professional care in preventing periodontal diseases.

7. Explain the program-planning model of community activity, and describe and critique current approaches to oral health promotion and disease prevention with community groups.

8. Defend the positive benefits of community oral health programs, specifically water fluoridation, school health programs and smoking and spit tobacco cessation programs. Critique the arguments of the opponents of these programs with substantiated research claims.

9. Describe and critique preventive modalities for the prevention of caries and periodontal disease for individual patients that are appropriate, individualized and justified with a research base.

10. Develop, implement and evaluate school based oral health educational programs.

Competencies

During this course, students gain foundation knowledge related to the following competency expectations for the new graduate of UPSDM:

1. Participate in improving the oral health of individuals, families, and groups in the community.

2. Continuously monitor therapeutic outcomes and re-evaluate and modify initial diagnoses or therapy of current and future clinical protocols.

3. Discuss etiologies, treatment alternatives, and prognoses with patients and educate them so they can participate in the management of their own care including preventive care.

4. Implement and manage preventive oral health practices.

Required Textbooks

Burt, B and Eklund S. Dentistry, Dental Practice and Community, 4th ed. Philadelphia: WB Saunders, 1999.

Supplemental readings as necessary

Course Requirements

The final grade is determined as follows:

Fall Examination Spring Examination Class Assignments and/or quizzes Health Promotion Lesson Plan & Evaluation

30% 30% 20% 20%

The Department of Community Oral Health supports and defends the Ethical Code of the School of Dental Medicine. All examinations are proctored, and all students are expected to adhere to the guidelines outlined by the Office of Academic Affairs regarding security procedures during examinations. In addition, all papers submitted by students are evaluated to determine any evidence of cheating, which includes plagiarism, inappropriate collusion among students or submission of papers from other sources, including parts or full papers from the Internet and previously submitted papers. When faculty suspect cheating has occurred, they will document their findings, meet with students, and submit the information to the SDM Ethical Board. If the student is found guilty, penalties will be determined by the Department of Community Oral Health, the SDM Ethical Board and SDM administration.

Attendance at lectures, clinic, community activities and seminars is mandatory. All absencesmust be reported to the Office of Academic Affairs, 215-898-8781 PRIOR to the start of the lecture or assignment. Students can leave voice mail messages during off hours. Students with excused absences from the Office of Academic Affairs will be permitted to complete an alternate in-class assignment and/or complete the session at a time scheduled with faculty members. Due dates or projects are firm, no extensions will be provided without an excused absence from Academic Affairs. Late submission of any requirement will result in a grade deduction on that assignment. All assignments are to be turned in at the class/seminar, or at the Department of Community Oral Health, 201-B Hamilton Village between the hours of 9 am and 5 pm.

Guidelines for written assignments are attached and also will be distributed in class. Assignments and quizzes will be graded based on a numerical scale from 0 to 100 based on guidelines for each assignment.

If a student does not attend a class and misses the class assignment at that session, a grade of zero is recorded for each missing assignment. Students with unexcused absences of two or more lectures that do not have class assignments will have their final grade reduced with half a letter grade (i.e. from a B to a C+). Each additional unexcused missed lecture will further reduce the final grade with half a letter grade per missed lecture. All cell phones must be turned off during lectures and examinations.

The School of Dental Medicine grading criteria will be used to determine letter grades for this course. These grading criteria are as follows:

A+ 95-100 A 90-94 B+ 86-89

B 80-85 C+ 76-79 C 70-75

Students must complete course and faculty evaluations before the final grades will be released by the Office of Academic Affairs.

Clinic

Students are expected to arrive promptly in clinic at 7:50 AM ready for that day's activity. Students should report to their assigned group and will follow directions for activities during the session as outlined in this course syllabus. During the first four clinical sessions, students must wear a clinical gown. Students are expected to dress professionally for clinic, and dress code requirements prohibit jeans, sneakers, sandals and shorts. In addition to the required clinical sessions, students must complete a minimum of two (2) hours observing clinical activity with either a third or fourth year dental student, or a dental hygiene student from Harcum College. Students will be required to submit verification ' of their attendance. The purpose and structure of the observational session is designed to help students understand and critique preventive and educational activities with patients. Specific expectations for the observational session and a verification form are included in this syllabus. Specific expectations for each clinic session are included in more detail on subsequent pages of this syllabus. Students must attend all clinic sessions in order to receive a grade for this course.

Clinic groups and assignments will be distributed in class.

Class Assignments

Periodically throughout the course, students will complete class assignments that will comprise 20% of the final grade. Some class assignments are planned activities and some will be given without prior notice in class. Students who do not complete class assignments will not be permitted to make up the assignment unless they have an excused absence from the Office of Academic Affairs. Incomplete assignments will receive a grade of zero.

1. During the class session on 10/22/03, each clinical group will complete a ten-minute presentation on one aspect of health and wellness.

Each student is required to hand in a one page typed paper on the day of the presentation that summarizes the key points of the topic that the group will present related to the health and wellness component. This paper counts as a class assignment. Each group will select from one of four students who will complete the presentation for the group on 10/22/03. These students will earn extra credit of two points added to the final grade of their Fall Examination.

2. Students must complete the SDM Clinical Nutritional Counseling Form and bring this form to the third clinical session which is scheduled either 10/03/03 or 10/10/03. The purpose of this assignment is to allow students to analyze their current diet and to make recommendations to improve their level of wellness through dietary changes. In addition, students' use of this form provides them with practical experience for completing nutrition assessment with patients in clinic. For the diet analysis, students are required to submit an SDM Food Intake Analysis Form which is included in the description of the clinical session and in their patient chart. Students must record their diet for five days, and should complete the analysis section on the reverse side of the form. Students will be graded on their thoroughness and accuracy of form completion and analysis, and the grade counts as a class assignment.

Weekly Schedule

Date	Topic	Lecturer
8/27/03 B-13 3-5pm	Course Introduction Introduction to Dental Caries	Drs. Gluch/Buchanan Dr. Berthold
9/03/03 B 13 3-5pm	Infection Control	Dr. Sarg
9/05/03 Clinic 8-10am	Clinic I, Groups A, B, C, D	Clinical Faculty
9/08/03 B 13 3-5 pm	Infection Control and HIPAA	Dr. Sarg
9/10/03 B 13 3-5pm	Fluoride Use in Clinical Practice Pit and Fissure Sealants	Dr. Gluch
9/12/03 Clinic 8-10am	Clinic 1, Groups E, F, G, H	Clinical Faculty
9/17/03 B 13 3-5pm	Health Promotion in Community Settings	Dr. Gluch
9/19/03 Clinic 8-10am	Clinic H, Groups A, B, C, D	Clinical Faculty
9/24/03 B 13 3-5pm	Nutritional Counseling in Dentistry	Dr. Slaughter
9/26/03 Clinic 8-10am	Clinic II, Groups E, F, G, H	Clinical Faculty
10/01/03 B13 3-5pm	Introduction to Periodontal Diseases	Dr. Jeffcoat
10/03/03 Clinic 8-10am	Clinic III, Groups A, B, C, D	Clinical Faculty
10/08/03 B 13 3-5pm	Motivating Patients to Change Their Behaviors	Dr. Buchanan
10/10/03 Clinic 8-10am	Clinic III, Groups E, F, G, H	Clinical Faculty
10/15/03 B 13 3-5pm	Prevention and Control of Periodontal Diseases	Dr. Gluch
10/17/03 Clinic 8-10am	Clinic IV, A, B, C, D	Clinical Faculty
10/22/03 B 13 3-5pm	Wellness Presentation – Health and Wellness as a Way of Life	Dr. Buchanan
10/24/03 Clinic 8-10am	Clinic IV, E, F, G, H	Clinical Faculty
10/31/03 8-10am Groups & Room A, E: Levy 234 B, F: Levy 338 C, G: Ryan 201D D, H: Evans S-1	Clinic V	Clinical Faculty
11/03/03 B 13 8-10am	Fall Examination
Date	Topics	MANDATORY READINGS
4/23/04 10-12pm B60	Course Introduction and Overview Introduction to Public Health and Epidemiology Access to Oral Health Care: Report of the Surgeon General	Healthy People 2010 www.health.gov/healthypeople Report of the Surgeon General http://www.nidcr.nih.gov/sg/oralhealth.asp Burt & Eklund, Ch. 2
4/27/04 10-12pm B60	Community Based Oral Health Promotion, Pt 1 Community and Health Assessment for Philadelphia and West Philadelphia Assessment and Planning Community Programs	Course Pack Professional Development Through Community Outreach: A Guidebook for Oral Health Care Professionals
4/30/04 10-12pm B60	Community Based Oral Health Promotion, Pt. 11 Designing and Selecting Educational Materials Health Literacy	Course Pack Health Literacy JAMA 281:6, 1999
5/04/04 10-12pm B60	Community Based Oral Health Promotion, Pt. 111 Case Studies in Implementing Community Programs for targeted age and population groups	Course Pack Professional Development Through Community Outreach: A Guidebook for Oral Health Care Professionals
5/11/04 10-12pm B60	Cancer Control Programs Tobacco Cessation	Course Pack "How to do it – Quit Smoking Strategies for the Dental Office Team: An 8 step Program", J. American Dental Assoc. 1990. Burt & Eklund, Ch. 29
5/14/04 10-12pm B13	Safety & Efficacy of Consumer Oral Health Products Evidence Based Preventive Dentistry Clinical Risk Assessment Customized prescriptions for care	Course Pack "ADA Seal", Council on Dental Therapeutics http://ada.org- Guidelines for Acceptance of fluoride containing dentifrices, Council on Dental Therapeutics, 1999 Harris & Garcia-Godoy, Ch. 5-7
5/18/04 1-3pm 3-5pm	Seminar 1: "Water Fluoridation & School Health Programs in Harrisburg, PA" Consult Schedule distributed in class with take home assignment Take Home Assignment Due for Water Fluoridation	Course Pack Horowitz, H.S. "The Effectiveness of Community Water Fluoridation”. J. Public Health Dentistry. 56(5) Newbrun, E. "The Fluoridation War: a Scientific Dispute or a Religious Argument? J. Public Health Dentistry. 56(5):246-252, 1996. Burt & Eklund, Ch. 23,24
5/21/04 5/25/04 6/01/04 6/04/04 1-3pm 6/08/04 10-12 Noon 1-3pm 6/11/04 1-5 pm 6/15/04 10-12 Noon	Seminar 2: Planning for Community Oral Health Promotion Activities Seminar 3, 4: Implementing Community Oral Health Promotion Activities Seminar 5: Consumer Oral Health Products Consult Schedule Distributed in Class	Course Pack, Harris & Garcia-Godoy text
6/04/04 10-12 Noon	Spring Examination

]]> http://www.compact.org/syllabi/health/community-oral-health-i-health-promotion-introduction/4028/feed/ 0 http://www.compact.org/syllabi/health/principles-of-health-education/4024/ http://www.compact.org/syllabi/health/principles-of-health-education/4024/#comments Tue, 13 Jul 2004 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4024 Director, Community-University Partnerships
Professor and Chair of Health Science
TO – 43 (909) 880-5345 or (909) 880-5339 Fax (909) 880-7793
reberst {at} csusb(.)edu
http://partnerships.csusb.edu

CATALOGUE DESCRIPTION: The purpose of this course is to examine the philosophical, ethical and theoretical foundations of the professional practice of health education in school, community, work site and hospital settings, as well as in health promotion consultant activities. Students will be expected to develop their own philosophical, ethical and theoretical approach(s) to the field after becoming familiar with the literature related to the discipline. This course also requires a minimum of five hours each week (total of 50 hours a quarter) of an active service-learning experience. The course does not fulfill the state health education requirement. Prerequisite: HSCI 120 or consent of the instructor.

COURSE GOAL: To provide a state-of-the-art, conceptual framework for health education majors who seek careers in health education and to provide other health science and health-related majors, who will be using health education practices, to gain clear, succinct principles regarding the fields of health education, health promotion, and disease prevention. All students will gain a greater understanding of the theories, elements, practices and principles that contribute to the need for and the successful implementation of a wide range of health education activities. Students will critically examine these issues through a variety of academic experiences including academic service in the community, personal reflections on that experience, and by more fully identifying their own attitudes, values, beliefs and behaviors with respect to these issues. In addition, the implications and the critical importance of their service-learning experiences, as they apply to total health status and the field of health education, will be examined.

GENERAL COURSE OBJECTIVES:

At the conclusion of the course the student will be able to:

1.        distinguish between several philosophical approaches to the professional practice of health education.

2.        synthesize "state of the art" advances into their professional practice of health education.

3.        employ the concept of holistic health into their definition of human health status.

4.        convert current professional standards and ethics into their practice of professional health education.

5.        integrate all of the dimensions of health into a holistic approach to their health education practice.

6.        identify the most important goals and objectives of professional health education.

7.        analyze at least six theoretical approaches to the professional practice of health education.

8.        recognize the generic aspects of school, community, health care, corporate and work site health education.

9.        explore the status of professional health education practices of several, specific health-related agencies.

10.       integrate past health experiences into the development of a clear conceptualization of professional health education.

11.       integrate the "year 2010 Health Objectives For The Nation" in to their personal philosophy and actual practice of health education.

12.       arrive at a personal meaning of the concept of health and be able to clearly explain this definition to others.

13.       differentiate between the notions of disease prevention, health promotion, health education and wellness enhancement.

14.       appreciate a sense of professional identity for health educators and be able to explain this to other professionals and consumers.

15.       identify the complexity of professional opportunities available to health education specialists.

16.       identify and discuss the major issues confronting health education in the next 20 years.

17.       identify and describe the seven areas of responsibility of all entry level health educator.

18.       effectively advocate for health education activities and programs.

19.       integrate effective health education practices into their individual health science careers.

REQUIREMENTS:

1.         Assigned Readings Materials :

A.       Read each of the chapters as assigned in PRINCIPLES OF HEALTH EDUCATION AND HEALTH PROMOTION , (3rd edition), 2002, J. Thomas Butler, Morton Publishing Company, Englewood, Colorado. See the course outline for specific reading assignments).

B.         Read all of the materials in FOUNDATIONS OF HEALTH EDUCATION , R. M. Eberst, Editor, Coyote Press, San Bernardino: 2002-03 (available in the Coyote Bookstore). Bring the book to class everyday and complete all assignments prior to class meetings.

C.         Read the two assigned articles in FOUNDATIONS OF HEALTH EDUCATION (2002-03) as listed on the course outline.

Note : All students are expected to read the assigned chapters and articles prior to coming to class and should be ready to analyze and discuss the reading during the class discussion periods.

2.         Mission of Health Education : Each student is to develop a written, personal philosophical statement regarding the long-range mission of health education (maximum of 2 pages, typed double-spaced). The Mission Statement is to contain all of the following issues:

A.          MISSION STATEMENT: A description of the student's philosophy as to the long-term, specific mission of health education. (e.g., complete the statement, "The mission of health education is to…"). This statement should describe the student's philosophy as to the global, long-range purpose(s) of all health education activities. Explain the major and most significant health aim(s) which will be achieved when comprehensive health education activities are effective.

B.          HEALTH EDUCATIONAL APPROACHES: A description of the general educational approaches to be used to insure that this mission is fulfilled ; Discuss the general educational approaches which should be employed to reach this mission? Explain what specific educational actions actually need to be accomplished to implement the mission.

Note : These are not teaching techniques, but the actual theoretical educational approaches you believe need to be used to reach your mission. Many of these approaches will be discussed in the class.

C.          LIMITATIONS: A description of the general limitations health education faces. Discuss what are the most important barriers which limit the field from reaching its mission. These could be such things as cultural, economic, fiscal, political, philosophical, etc.

3.         Service-Learning Experience : Each student must volunteer (can be paid) for at least five hours a week (50 hours total) in an agency that provides some professional health education service to the regional community. The level of student involvement must be directly related to at least one specific objectives of this course AND the mission, goals, and objectives of the agency. See the list of potential Service-Learning agencies in the HSCI office or you can contact the Office of Community-University Partnerships.

4.          Oral Service-Learning Reports : Oral Reflection Reports must contain all of the following:

A.         Description of the agency; General Mission, goals, objectives of the agency; Specific Heath Education Mission, goals, and objectives of the agency; Health education services offered, relation of the agency purpose to at least one of the General Objectives (see above) of HSCI 301 (be specific);

B.         Description of your desired outcomes for the service-learning experience specifically related to HSCI 301 and your service at the agency;

C.         Description of your day-to-day health education and other service at the agency;

D.         Description of the three most important things you learned from the experience and, for each, your personal reflections as to how the learning specifically related to the General Objectives of HSCI 301. For these reflections you can related your reflections to any or all of the six health dimensions: Mental, emotional, social, spiritual, physical, or vocational

D.          Your over-all summary reactions to the entire experience.

F.           Your recommendations for future students who will be engaging in service­learning experiences in this agency.

G.          A 5 x 8 index card summarizing your comments for A and C is to be submitted at the time of the oral report for future students to use to learn about potential service-learning sites.

5.         Written Service-Learning Reflection Report : Written Reflection Papers must contain all of the following:

A.         Description of the agency; Mission, goals, objectives, services offered, relation of the agency purpose to the behavioral objectives of HSCI 301;

B.         Description of your desired outcomes related to the General Objectives for HSCI 301 and your service at the agency;

C.          Description of your day-to-day service at the agency;

D.         Description of the ten most important things you learned and, for each, your reactions as to how this learning specifically relate to the General Objectives of HSCI 301;

E.          Description of the high point of your experience in the agency;

F.          Description of the low point of your experience in the agency;

G.         Description of the three most important things you learned from the experience and, for each, your personal reflections as to how the learning specifically related to the General Objectives of HSCI 301. For these reflections you can related your reflections to any or all of the six health dimensions: Mental, emotional, social, spiritual, physical, or vocational.

H.         Discussion of your advice for future students who may engage in service-learning at this agency.

I.          Your over-all summary reflections and reactions to the entire experience

6.          Quizzes : There will be four (4) unannounced quizzes covering the textbook readings, the articles, the class discussions, and the handout book. The quizzes will be "objective" in nature and each quiz will be worth ten (10) points.

7. Class Participation and Discussion of the Readings :

8.        Attendance : ATTENDANCE IS A REQUIREMENT (NO CUTS ARE ALLOWED)

GRADING:

REQUIREMENTS                           POINTS                      

Mission of Health Education                 10

Service-Learning Oral Report               20

Service-Learning Written Report           20

Quizzes                                                40

Class participation/attendance               10

                     Total                             100

GRADING SCALE:
A                  93-100Pts.
A-                90-92    
B+                87-89
B                  83-86    
B-                 80-82
C+                77-79
C                  73-76
D+                67-69
D                  63-66
D-                 60-62
F        less than 60

The grade symbols used at the University are as follows:

A          Excellent     4.0
A-                             3.7
B+                            3.3
B          Good           3.0
B-                             2.7
C+                            2.3
C          Satisfactory  2.0
C-                             1.7
D+                            1.3
D          Passing        1.0
D-                             0.7
F           Failing         0.0

CLASS POLICIES:

QUIZ AND ASSIGNMENT POLICY : Students are expected to take quizzes and submit assignments on the assigned dates unless other arrangements have been made with the instructor prior to the due date.

ATTENDANCE POLICY : Students are expected to attend and participate in every class meeting during the quarter. However, if it is necessary to miss a class, students are responsible for making up all information, concepts, etc., missed because of the absence. Students mission more than five (5) classes may be asked to drop the class. Students arriving late to class are often a distraction to both the instructor and other students, therefore, make every effort to be in class on time.

There will be experiential learning situations (e.g. group activities) in this course; therefore, it will be to your advantage to attend all classes as these experiences are impossible to make-up.

EXTRA WORK POLICY : No extra credit work will be allowed. Students should make every effort to submit their very best work on the due date.

SELECTED BIBLIOGRAPHY:

Andreasen, Alan R.. MARKETING SOCIAL CHANGE . Jossey-Bass Publishers: San Francisco, CA. 1995.

Cleary, Helen P., Kichen, Jeffrey M., and Ensor, Phyllis, G..

ADVANCING HEALTH THROUGH EDUCATION: A CASE STUDY APPROACH . Mayfield: Palo Alto, CA. 1985.

Dubois, R. Man Adapting . New Haven, CT: Yale University Press. 1955.

Durbin, R.L., and Springall, W.H.. Organization and Administration of Health Care: Theory, Practice, and Environment . St. Louis, MO: C. V. Mosby Co.. 1989.

Eberst, R. "Defining Health: A Multidimensional Model," Journal of School Health . March 1984, pp. 99-104.

Festiger, L.A.Theory of Cognitive Dissonance. Stanford, CA: Stanford University Press, 1957.

Galli, Nick, FOUNDATIONS AND PRINCIPLES OF HEALTH EDUCATION. John Wiley & Sons, NY: 1994.

Garrett, T.M., Baillie, H.W., Garrett, R.M. HEALTH CARE, ETHICS: PRINCIPLES AND PROBLEMS . Prentice Hall: Englewood Cliffs, NJ. 1989.

Gabriel, R.Program Evaluation: A Social Science Approach . NY: MSS Information Corp. 1992.

Girdano, D.A. OCCUPATIONAL HEALTH PROMOTION . Macmillan Publishing Co.: New York. 1986.

Green, L.W. and Kreuter, M.W. HEALTH PROMOTION PLANNING: AN

EDUCATIONAL AND ENVIRONMENTAL APPROACH . Mayfield Publishing Co.: Mountain View. 1991.

Greenberg, Jerrold and Gold, Robert. THE HEALTH EDUCATION ETHICS BOOK . Wm. C. Brown Publishers: Boston. 1992.

Greenberg, Jerrold S. HEALTH EDUCATION LEARNER-CENTERED INSTRUCTIONAL STRATEGIES . Win. C. Brown: Boston. 1992.

Hyner, Gerald C. and Melby, Christopher L. PRIORITIES FOR HEALTH PROMOTION AND DISEASE PREVENTION . Eddie Bowers Publishing Company: Dubuque, Iowa. 1987.

Lee, P.R. and Estes, C.L. THE NATION'S HEALTH: FOURTH EDITION . Jones and Bartlett Publications: Boston. 1994.

McKenzie, James F. and Jurs, Jan L. PLANNING, IMPLEMENTING, AND EVALUATION HEALTH PROMOTION PROGRAMS: A PRIMER . Macmillan Publishing Co.: New York. 1993.

Patton, R.W., Corry, J.M. Gettman, L.R., and Schovee Graf, J. IMPLEMENTING HEALTH/FITNESS PROGRAMS . Human Kinetics Publishers: Champaign, IL. 1992.

Ross, Helen S., and Mico, Paul R.. THEORY AND PRACTICE IN HEALTH EDUCATION . Mayfield Publishing Co.: Palo Alto, CA. 1996.

Shumaker, S.A., Schron, E.B., and Ockene, J. K.. THE HANDBOOK OF HEALTH BEHAVIOR CHANGE . Springer Publishing Co.: New York. 1990.

Soto, M. (Ed.). HEALTHY PEOPLE: 2000: CITIZENS CHART THE COURSE . Institute of Medicine, National Academy Press: Washington, DC. 1990.

U.S. Department of Health and Human Services. HEALTHY PEOPLE: 2000: SUMMARY REPORT . Jones and Bartlett Pub.: Boston. 1992.

U.S. Public Health Service. HEALTHY CHILDREN: 2000 . U.S. Department of Health and Human Services: Washington, D.C. 1991.

Prerequisites: HED 120, PSY 200 and junior status.

Objectives: By the end. of the class, the student will he ableto:

1. integrate into their personal and professional liveseffective behaviors regarding comprehensive emotional andsocial health in the areas of wellness, disease preventionand health promotion;

2. evaluate their own attitudes, values, behaviors andknowledge related to emotional and social health, and theirprofessional careers;

3. differentiate between the six dimensions of human health, the multiple sub-elements of each health dimension and be able to discuss these differences with young community members;

4. differentiate between at least five different theories of emotional and social health statues;

5. discuss the general content of issues affecting emotionaland social health;

6. analyze how a realistic understanding of health and health promotion can contribute to the healthy development of youth into effective adults;

7. integrate age-appropriate health activities into their formal and informal professional activities;

8. employ currently available, high quality resources, materials, and techniques in planning health, educational, social, and other professional activities;

9. translate health education content into dynamic strategies to assist others reach the highest levels of health;

10. begin the development of an effective emotional and social health-related referral network;

11. participate in effective and comprehensive emotional and social health program activities;

12. effectively evaluate health education materials, resources,and educational techniques;

13. develop and utilize an effective philosophical basis forhuman health and health education;

14. understand the concept of comprehensive health education aspart of a comprehensive community health services program;

15. develop and organize appropriate secondary level lessonplans including content, concepts, behavioral objectives,learning activities and evaluation techniques;

16. identify, select, develop and evaluate effective, dynamicand innovative secondary health teaching techniques andmethods related to the 10 content areas of the CaliforniaHealth Instruction Framework;

17. analyze how comprehensive community emotional and socialhealth education can promote the intellectual and learningabilities of community members;

Introduction: This course will focus on ways individuals often transfer their social and emotional experiences into responses and behaviors which impact on other dimensions of their health, or the health of those around them. There are certain conditions within the environment that may have a effect on some individuals, and certain individuals who may have effects on the human environment. Therefore when considering the realm of psycho-social issues in health, it becomes apparent that we are dealing with the reciprocal interaction of the person and his/her environment. Students will critically examine these issues through a variety of academic experiences including regional academic service in the community, personal reflections on that experience, and by more fully identifying their own attitudes, values, beliefs and behaviors with respect to these issues. In addition the implications and the critical importance of the emotional and social health dimensions as they apply to total health status, and the field of health education will be examined.

COURSE OUTLINE:

1. Introduction; requirements; community academic learning; reflection methods for academic service; group- and trust- building activities;

2. Relating academic service to course goals; purpose of academic service related to course learning; social and emotional factors (rejection, honesty, commonality, communication difficulties);

3. Defining health; health dimensions; health sub-elements;

4. Psycho-social health; psychoneuroimmunology;

5. Self-realization and purposefulness; human responses based on social values; interaction of heredity and environment;

6. Nature of social and emotional experiences and their impact on responses (thoughts, feelings and behavior);

7. Variables effecting human response (past conditioning, circumstances of the moment, future goals); Health as the quality of human response; health/life cycle (stimulus, perception, interpretation, response (adaptation, adjustment, cope);

8. Purposeful and functional responses; fitness;

9. Appropriate and inappropriate responses;

10. Academic service-learning site reports; Students must have a confirmed site; individuality of responses; "Cipher in the Snow" (labeling, self-fulfilling prophecy);

11. Deviance, self-esteem; evaluating responses for quality of life as it effects health; relationship between health and disease;

12. Distinction between disease and its causative agents; use of disease as part of the adaptational effort;

13. Initial oral reports on the academic service sites due; purpose of the agency; student role at the agency; relation of the service to HED 370 course objectives; additional readings student will engage in to learn more regarding the agency and his/her service;

14. Psychosomatic disease; fight or flight response;

15. Incorrect interpretation of physical symptoms; contemporary fears as emotional and social factors and human adaptation (artificial escape);

16. Role of spirituality in human wellness (health continuum, despair-hope);

17. First Examination;

18. Are Americans healthy (Maslow vs. Skinner, roles vs. options);

19. Contemporary social values and the impact on the individual;

20. Value conditioning; institutions that impact on values;

21. value conflicts and health issues (clarifying values);

22. Normality; conformity (behavior, personality); Health warning signals;

23. Prejudging (Aristotelian logic); Trust (risks, loneliness, withholding), interpersonal relationships (knowing, love);

24. Written reaction reports on regional academic servicedue: Freedom vs. despotism (despotic laws vs. individual decision making for health); authority (code ethics vs. situation ethics).

25. True self-disclosure vs. role-playing (stress); gender identity (implications for health).

26. Aging; definitions of old, youth stereotypes of elderly;double standard.

27. Thanatology; grief, bereavement and mourning; grief graph; reactions to loss;

28. Helping others cope healthfully; children and death;

29. Last Exam;

30. Final class; final oral report on academic service experience.

COURSE REQUIREMENTS:

1. Readings:

Supplemental articles

Required Text: Hafen, BQ. et al, Mind/Body Health.Boston: Allyn and Bacon. 1980 (or latest edition).

Required text readings by session:
1. Epilogue
2. Behavioral medicine treatment: 600-606
3. Effects on medical outcomes and costs: 563-569
4. Psychoneuroimmunology: 21-29
5. Disease resistant personality: 241255
6. Locus of control and health: 473-474
7. Disease-prone personality: 97-107
8. Self-esteem and health: 485-488
9. Social support: 242-270
10. Relationships and health: 261-264
11. Families and health: 342-346
12. Mind/body connection: 1-18
13. Initial Oral Reports Due
14. Impact of stress on health: 41-59
15. Coronary artery: 100-125
16. Disease prone personality: 125-151
17. Anger and health: 169 – 174
18. First Examination
19. Hostility and health: 183-190
20. Worry, anxiety, fear and health: 205-206
21. First Oral Reports
22. Depression, despair and health: 215-216
23. Loneliness and health: 291-298
24. Protecting health with a fighting spirit: 523-532
25. Written Reactions Papers Due
Healing power of faith: 419-422
26. Healing power of hope: 443-448
27. Healing power of spirituality: 377-384
28. Grief, bereavement and health: 357-362
29. Healthy Coping with Grief and Bereavement: 362-400
30. Last Exam
31. Oral Reaction reports on academic learning presented.