Department of Health Science
Course Syllabus: MPH 574 - M70-Health Program Planning, Evaluation, and Research
Fall 2007, Online Distance Education
Faculty: Chuck Kozel, PhD, MPH, CHES, Email: firstname.lastname@example.org
Phone: 646-2864, HSS Building, Room 307
Office Hours: Tuesday 1:00-2:30 PM and 5:30-6:00PM; Wednesday 10:00am-
11:30am-1:00PM and 5:30-6:30 PM; Thursday 1:00am-1:00 PM or by
TBA By appointment
Course Website: http://salsa.nmsu.edu
This course is WebCT-based. Students will need NMSU email user IDs in order to access the course
web site. All course work, including exams, will be completed online.
• For information on WebCT procedures, click on the following link:
• For information about the masters in public health in community health education, click on the
following link: http://www.nmsu.edu/~hlthdpt/mph.html
• For assistance from the Office of Distance Education at NMSU, click on the following link:
• For information regarding the course content please email your instructor at email@example.com
1. McKenzie, James F., Neiger, Brad L. & Smeltzer, Jan L. (2005). Planning, Implementing and
Evaluating Health Promotion Programs (4th ed.). San Francisco, CA: Pearson Education, Inc.,
Benjamin Cummings. ISBN 0-8053-6010-7
2. Green, Lawrence W., Kreuter, Marshall W. (2005). Health Program Planning: An Educational and
Ecological Approach. New York, NY: McGraw-Hill Higher Education. ISBN 0-07-255683-8 McGraw Hill
1. Bartholomew, L. Kay, Parcel, Guy S., Kok, Gerjo, & Gottlieb, Nell. (2006). Planning Health Promotion
Programs: An Intervention Mapping Approach (2nd ed.). San Francisco, CA: Jossey-Bass.
ISBN 10 0-7879-7899-X.
2. Minkler, Meredith & Wallerstein, Nina (Eds.). (2003). Community-Based Participatory Research for
Health. San Francisco, CA: Jossey-Bass.
1. CHES Responsibilities & Competencies, http://www.nchec.org
2. A Competency-Based Framework for Health Educators-2006, www.nchec.org
3. Public Health competency update project (CUP), http://www.nchec.org/aboutnchec/cup/cup/html. or
4. The Guide to Community Preventive Services: What Works to Promote Health,
www.thecommunityguide.org available online.
5. Assigned Articles, distributed by instructor
6. American Psychological Association (2001). Publication Manual of
the American Psychological Association (5th ed). Washington, D.C.
7. Herkimer, Allen G. (1988). Understanding Health Care Budgeting. Rockville, MD: Aspen Publishers,
8. Numerous additional readings
Course Description: Covers process of successful public health education program planning and
evaluation, evaluation related research methods, and grant writing. Three credits.
This course supports MPH Program Objectives as evidenced by the following objectives:
(Graduates of the MPH/CHE program will demonstrate competency in):
I. Assessing individual and community needs for health education and assessing community
capacities to meet these needs, especially in the region along the U.S./Mexico border.
II. Planning health education programs for individuals and border communities
III. Implementing community-based health education programs, particularly along
IV. Applying appropriate research principles and methods to evaluate the effectiveness of community
health education programs.
V. Coordinating the provision of community health education services.
VI. Using communication theories and technologies to enable them to act as a resource person and
to communicate health education needs and information to the public and policy makers.
VII. Administering community health education programs, with an emphasis on border communities.
This course aims to prepare students in the following NCHEC ( www.nchec.org/aboutnchec)
major responsibility areas, I through VII. It is important for the student to note that specifically
identified major competencies (18) and sub-competencies (44) under each major responsibility
will be the focus of this course. Please review and differentiate between sample major
competencies and sub-competencies.
Learning Goals & Objectives: By the conclusion of this course, students successfully completing the
course should be able to:
1. Explain, differentiate and apply health program planning knowledge and skill competencies:
Explain and apply two health program planning models
Explain the contribution of logic models in program development, implementation and evaluation
Assess need(s) for the program (using primary and secondary data sources)
Develop a mission statement, Develop of at least two program goals.
Develop a minimum of six program objectives (predisposing, reinforcing and enabling).
Apply at least two behavioral theories to the project.
Develop and apply an evidence-based intervention
Prepare a two year program budget (multi-year) with justification for resources
Implement a staffing plan.
Identify a minimum of five strategies to market the program.
2. Explain, differentiate and apply qualitative and quantitative evaluation research methods and
Develop and apply measurable program, intervention and learning objectives
Develop an evaluation plan including formative, process and summative evaluation components.
Identify, describe and apply instruments for data collection.
Identify, explain and apply evaluation designs, including strengths, appropriate uses, reliability
3. Explain, demonstrate and apply health program grant (RFP) writing knowledge and skills
Develop a Letter of Intent (LI) in response to a required RFP/LI format
Write an executive summary
Develop, and submit a written health program grant plan for submission as a Health
Program Request Proposal for funding (RFP)
Course Outcome Assessment Measures:
1. Class introduction assignment, professional and material contributions during course. (Class
2. Preparation, participation and timely submission of course assignments and exam (Class
participation) in required format and according to course assignment deadlines
3. Reaction paper “Sicko” (class participation)
4. Know-how Professional Research Papers (2 required ) (professional written communication planning
5. A midterm exam covers all course content, information, research and online resources presented
in the first half of the course.
6. Completed individual project: Letter of Intent (LI) (follow required format, proposal narrative min.
of 3 pages of text)
7. Course discussion assignment Part A November 11th-12th, Part B November 13-14th
8. Final assessment will be on the completed, Health Program Written Grant Proposal (required
RFP format, required pages 17 text) pages, plus Title, separate reference sheet, APA
format guidelines for citations) and (Demonstrate knowledge and skill competencies and sub-
9. Optional extra credit submit a written Health Program Plan Resource Notebook
Teaching Strategies: This course will consist of online class content, resource and discussion activities.
All students are expected to be prepared each week. Students are strongly urged to check the course
webct site and participate frequently each week, and at various times of the day. This is an expected
minimum through the semester.
Course Policies and Procedures:
1. Due to the online education nature of this course, student timely preparation and participation is
critical. Lack of student adherence to deadlines will be reflected in the student’s grade.
2. Students are expected to read the assigned textbook chapters in accord with the syllabus.
3. All assignments should be submitted via the course WebCT by its due date. Assignments will be
posted on the WebCT homepage.
4. File Submission Format: All writing assignments must be submitted to the instructor by the specified
due date as a WORD XP file (.doc) attachment, (no other format will be accepted and evaluated).
Identify your file for submission named as follows:
• Word.XP doc file names must be saved as the student name, assignment # and date
submitted for labeling. (Example: Student Name Assignment 1 Date Submitted.doc) Use no
other symbols in the label
• Follow APA format style. Assignments require a separate title page, reference page(s), one inch
margins on all sides, 12-font, double spaced word processed (no hand- written assignments
accepted), and meet specified assignment narrative page length.
• All assignments must be submitted via the assignment drop box
• Late assignments are strongly discouraged (minimum of one full grade deducted)
5. A grade of “incomplete” is discouraged and granted only after obtaining instructor’s approval.
6. Research papers must be completed and submitted to the instructor on the assigned due date. If you
know in advance that you will have to miss an assignment, you may arrange with the instructor to
turn the assignment in early.
7. There will be one exam based on information covered in the syllabus and course readings. The
exam will be administered online. Each student will be given the opportunity to take the online exam
during the scheduled day, at a convenient time and place.
8. No make-up exam will be given without prior approval. Justification for a medical/emergency
situation is required. A student anticipating missing the exam must contact the instructor and obtain
approval before the scheduled exam date. A medical emergency requires an appropriate
signed/written excuse e.g. from a medical provider.
9. At the end of the term an assessment of the student’s timely participation in distance course
assignments submitted via drop box, completion of online course assignments, course mid term
exam according to course instructions/requirements will be made. 50 points of your grade is based
on timely class participation. The final grade may be affected if point total is borderline.
10. Peer feedback is strongly encouraged, however critiques must be stated in a constructive,
“Sicko” Reaction Paper webCt assignment # 3
Each student will prepare and submit a 2 –3 page reaction (professional and personal) paper on the
Sick health care in crisis documentary. Papers should be double-spaced and word processed. Turn
paper in via the course webct email as an Word XP doc. labled “sicko" assignment # 3 as a labeled
WORD XP file doc. Due: “Sicko” Reaction paper by Monday, September 10th by 11PM Late
submissions will be accepted by Wednesday, September 12th 11PM. Graded as part of class
1 and 2, Know-How (KH) Professional Research Papers: Each individual will select any two of the
twelve identified professional know-how or proficiency areas for health education/public health planning
and evaluation. The areas include: 1) Using The Guide to Community Preventive Services; 2) Planning
Health Programs: Applying Intervention Mapping Approach and Using Logic Models; 3) Assessing
needs (using primary and secondary data) for health program planning; 4) The perception of health risks
related to community health education;
5) Participatory planning, implementing and evaluating health education and health promotion programs;
6) Writing a mission statement and over-all program goals (not measurable); 7) Writing measurable
program, learning and administration objectives; 8) Integrating concepts and theories of health
education with designing health educational programs consistent with specified objectives; 9) Program
budgeting and allocation of financial resources; 10) Selecting and applying appropriate summative
methods for evaluating program effectiveness (process, impact and outcome results); 11) Applying Cost
Analysis to Health education and health promotion programs and 12) Reporting effectiveness of health
education and health promotion programs in achieving proposed objectives (program, behavioral,
environmental, and learning).
The specific KH topic (any two the twelve listed) of personal interest shall be arranged by each
student with pre-approval by the instructor. Depending on class size the topics may be mutually
assigned to ensure all 9 topics are addressed by class participants. As an individual research the
assigned professional KH proficiency area/model for health education/health promotion planning and
evaluation. As an individual prepare a brief research paper addressing the following: 1) brief general
summary of the area/model, 2) why is this know-how area valuable to the fields of health education,
health promotion and public health, 3) what are the key know-hows your colleagues need to know-how
about this area/model, and 4) provide 2-3 examples of use or recommendations for use in U.S.-Mexico
Border Health, health education or health promotion. The research paper should be 3-4 text pages,
additional visual can be included. Submit your original KH research paper to the instructor as a Word
doc as per labeling procedures via the assignment drop box and distribute a copy via the course
webct email. The paper will summarize all of the above 4 sections, will provide key know-hows, and
provide 3 recommended reference sources using APA format for references. 25 possible points each.
Any Two KHs are required.
KH Assignment 1 is due by Friday, September 14th by 11PM. Late submissions are accepted by
Sunday, September 16th by 11PM. Use assignment drop box #1 .
KH Assignment 2 Professional Research Paper is due by Friday, September 28th by 11PM. Late
submissions are accepted by Sunday September 30th by 11PM. Use assignment drop box #2
4. Mid-term– A Mid-term exam for each student: Week 8, available Wednesday, 10/10- Sunday 10/14,
please check mid-term drop box for specific instructions. Covers all material during the first 8 weeks of
the term, content for weeks 1-8 on the syllabus. Exam consists of T or F, MC and sentence completion
and essay questions. Possible 100 points. Mid term exam is not timed and will be made available
Wednesday, October 10th at 7:00AM and will be due by Sunday, 14th by 11PM. Exam will be
available for five days. Use assignment drop box #3
5. Letter of Intent (RFP): Prepare a brief 3 text page word processed letter of intent responding to
class identified RFP guidelines for addressing a health education, health promotion and/or disease
prevention issue/problem/need. Note: The specific LIT health program topic of personal interest shall be
arranged by each student with pre-approval by the instructor. Each student will prepare and submit a LIT
in the required format. Provide a word processed original (LI) of 3 text pages plus a separate title page
and plus a separate reference sheet using APA format for citations to instructor and email a copy via
webct to each student. Due: Completed Letter of Intent is due by Friday, October 26th by 11PM.
Late submission accepted by Sunday, October 28th by 11PM. Use assignment
#4 drop box.
6. Health Program Grant Proposal (RFP): Prepare a health program grant proposal in response to a
request for funding proposal (RFP). The specific health program proposal (health education, health
promotion and/or disease prevention) of personal interest shall be arranged by each student with pre-
approval by the instructor. A required specific health program grant proposal RFP format is provided for
each student to complete. Requirements will include a word processed size 12 font, double spaced,
Word document comprised of 15 – 17 pages of text, plus a Title page, and appropriate separate
reference pages using APA format. Student is encouraged to supplemental develop visuals. The
student completed health program grant proposal will serve as the final course assessment. Note:
Submit your original Health Program Grant Proposal to the instructor as a Word doc as per labeling
procedures via the assignment drop box and distribute a copy via the course
webct email to each student. Due: Completed Health Program Grant Proposals (RFP) are Due, by
Monday, December 10th by Noon. Late submission accepted by Tuesday, December 11th by
Use assignment drop box #5
Grading and Evaluation:
50 possible points Assignments # 1 and #2, two Know-how Professional Papers,
25 points each
100 possible points Midterm Exam Assignment #3
50 possible points Assignment #4 Individual Letter of Intent (LI)
200 possible points Assignment #5 Individual Health Program Grant Proposal (RFP) Paper
50 possible points class participation
450 Total points possible
450 - 405 = A 404 - 360 = B 359 – 315 = C 314 - 270 = D 269 and below = F
Assignment 7, Optional Student Extra Credit: Health Program Plan (HPP) Resource Project
Notebook: Collect, prepare, compile and submit a comprehensive health plan representing a sample
health program plan resource project notebook. The specific sample health program plan (health
education, health promotion and disease prevention) of personal interest shall be arranged by each
student with pre-approval by the instructor. Required Health Program Plan (HPP) guidelines will be
followed using APA format. Satisfactory/unsatisfactory grading will be used. A grade of satisfactory can
earn up to a maximum of 25 points for a possible maximum increase of one-half grade (e.g. B- to B)
to a student's cumulative final course grade. Completed HPP resource notebooks are due to the
instructor by last day of classes on December 7th, by Noon to Dr. Kozel’s office, HHS building
Academic Integrity: In all matters, this class will be governed by the university formal policies and
standards on academic integrity.
Feel free to call Jerry Nevarez, Director of Institutional Equity, at 505-646-3635 with any questions you
may have about NMSU's Non-Discrimination Policy and complaints of discrimination, including
Students with Disabilities:
Feel free to call Michael Armendariz, Coordinator of Services
for Students with Disabilities, at 505-646-6840 with any questions you
may have on student issues related to the Americans with Disabilities
Act (ADA) and/or Section 504 of the Rehabilitation Act of 1973. All
medical information will be treated confidentially."
If you have (or believe you have) a disability and would benefit from
classroom accommodation(s), please contact the Services for Students with
Disabilities (SSD) Office located at Garcia Annex [Phone: 646-6840; TTY:
646-1918]. If you have a condition that may affect your ability to exit
safely from the premises in an emergency or that may cause an emergency
during class, you are encouraged to discuss any concerns with the Instructor.
1. Register with SSD and obtain accommodation documents early in the semester;
2. Deliver the completed accommodation and testing form(s) to the instructor(s) within the
first two weeks of beginning of classes (or within one week of the date services are to commence);
3. Retrieve the signed form(s) from faculty and return to SSD within five
(5) days of receipt from faculty and at least one week before any scheduled
4. Contact the SSD Office if the services/accommodations requested are not being provided,
not meeting your needs, or if additional accommodations are needed. Do not wait until you receive a
failing grade. Retroactive accommodations cannot be considered. All medical information will be treated
Course Content and Schedule: The course outline represents the ideal rate of progression for this
course, listing the topics to be covered and their sequence. Actual occurrence may vary, however you
will be notified of changes.
Week Course Outline
Wk 1: Class Introduction assignment/Course Overview, Student Views of Health Program Planning,
Evaluation. Research and Review course focus on NCHEC responsibilities, identified
competencies and sub-competencies. Roles and responsibilities (CHES). CUP Project
Wk 2: PART ONE: Planning a Health Program Based on Logic Models
Chs 1, 2 & 3 (MNS); Ch 1 & 2 (GK) Health Education, Hlth Promotion, Hlth Educators &
Program Planning and Starting the Planning Process; Framework for Planning and Social
Assessment, Participatory planning, and Situation Analysis, PRECEDE and PROCEED
Model; Ch 1 (BPKG) Overview of Intervention Mapping, Logic Model of Risk Figure
1.3, p. 26 and Intervention Logic Model, Figure 1.4, p. 27
Wk 3: Ch 2 & 3 (MNS) and Chs 1& 2 (GK) continued); Ch 10 (MS) Identification and Allocation
of Resources; Ch 4 (MNS) Assessing Needs; Chs 3 (GK) PRECEDE and PROCEED Model
Ch 5 (BPKG) Needs Assessment
“Sicko” Reaction paper by Monday, September 10th by 11PM
Wk 4: Review Letter of Intent Required Format
Ch 5 and Ch 6 (MNS) Measurement, Measures, Data Collection, and Sampling and Mission
Statement, Goals and Objectives; Chs 2-4 (GK) PRECEDE-PROCEED continued;
Chs 2, 3 and 4 (BPKG) Core Processes: Using Evidence, Theory & New Research,
Behavior-oriented Theories in Health Promotion, and Environment-oriented Theories.
#1 Know-how Professional Research Paper due by Friday, September 14th by 11PM
Wk 5: Review Program Grant Proposal (RFP) Required Format
Ch7 (MNS) Theories and Models; Ch 8 (MNS) Interventions;
Chs 2-5 (GK) PRECEDE- PROCEED continued
Ch 6 Preparing Matrices of Change Objectives (BPKG), Figure 6.1, Logic Model of
Change p. 254.
Part Two: Implementing a Health Promotion Program
Chs 9, (MNS) Community Organizing, Community Building;
Ch 10, Identification and Allocation of Resources (MNS) continued;
Ch 7 Selecting Theory-Informed Intervention Methods & Practical Strategies (BPKG)
Wk 6: Ch 11 Marketing: Making Sure Programs Respond to Wants and Needs of Consumers
(MNS), Ch 12, Implementation: Strategies and Associated Concerns (MNS); and
Chs 2-5 (GK) continued
Ch 8 Producing Components and Materials (BPKG)
PART THREE Evaluating Health Education and Health Promotion Programs
Chs 13 & 14 (MNS) Evaluation: Overview and Evaluation Approaches, Framework, and
# 2 Know-how Professional Research Paper due by Friday, September 28th by 11PM
Wk 7: Chs 13 & 14 (MNS) Evaluation: Overview and Evaluation Approaches, Framework, and
Designs, continued; Ch 5 (GK) Program, Administrative, and Policy Design: Turning the
corner from PRECEDE to PROCEED, Evaluation: Ensuring reach, coverage, quality,
impact and outcomes and Cost Analysis
Ch 9 Adoption, Implementation, and Sustainability (BPKG)
Ch 13 (MW) Issues in Particpatory Evaluation
and Mid term Review Guide
Wk 8: Midterm Exam (Assignment #4)
Chs 1-14 (MNS), Chs 1-5 (GK), and Chs 1-9 (BPHG) optional and Ch 13 (MW) optional
assigned class readings, online learning resources and course
research, August 24-October 18thth.
Mid term exam is not timed and will be made available Wednesday, October 10th at
7:00AM and will be due by Sunday, October 14th by 11PM
Wk 9: (GK) Evaluation continued,Ch 14 (MNS) Designs Continued;
Ch 15 (MNS) Data Analysis and Reporting
Letters of Intent (LI) Assignment # 5 Due by Friday, October 26th by 11PM
Wk 10: The Guide to Community Preventive Services
Ch 5 (GK) Program, Administrative, and Policy Design: Turning the
corner from PRECEDE to PROCEED, Evaluation: Ensuring reach, coverage, quality,
impact and outcomes and Cost Analysis
Evaluation continued,Ch 14 (MNS) Designs Continued;
Ch 15 (MNS) Data Analysis and Reporting
An Intervention Mapping Approach continued (BPKG)
Health Program Grant Proposal (RFP) work session
Wk 11: Review of readings continued
Ch 12 (Herkimer) Humantology of Health Care Budgeting
ROI, Return on Investment and ROE, Return on Expectations
Health Program Grant Proposal (RFP) work session
Wk 12: Course discussion assignment postings
Part A Sunday, November 11th-12th – Part B Tuesday November 13th-14th
Ch 5 (GK) Cost Benefit Analysis
Health Proposal Grant Proposal (RFP) discussion assignment
Wk 13: No Class –
Nov 19-23 Happy Thanksgiving Holiday Break!!!
Wk 14: Submit draft Health Program Grant Proposal (RFP) sections for review
Submit by Friday, November 30th by noon to instructor as a WORD XP doc via course
webct email for review and feedback
Wk 15: Health Program Grant Proposal (RFP) work session
Optional Assignment #7, Optional Extra Credit due on last day of classes, by Friday,
December 7th, by Noon in Dr. Kozel’s office
Wk 16: Final Course Assessment
Health Proposal Grant RFP Papers are Due, on Monday, December 10th by Noon
WHEW!! EnJOY a Wonderful Holiday Break!!!!!!!