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Community health syllabus


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  • 1. SALEM STATE UNIVERSITY SPORT & MOVEMENT SCIENCE DEPARTMENT SMS 361/01: ISSUES IN PUBLIC AND COMMUNITY HEALTH Room 213 Keefe Center, Monday & Wednesday & Friday 10 am Spring 2013INSTRUCTOR INFORMATION:INSTRUCTOR: Dr. Brian WitkovOFFICE HOURS: After class Friday 11:15-12:15OFFICE: O’Keefe Center room 127BTELEPHONE: 978-542-2424 ext 1199E-MAIL: user369128@aol.comCOURSE DESCRIPTION:This course helps students become effective public and community health educators byincreasing knowledge in both public and community health areas and enhancingindividual skills and competencies essential to this career field. The course provides anoverview of the organization, role, and structure of community health agencies, with aspecific emphasis on health education services. In addition, the course will cover theimportant role of national and global governance in public health. Three lecture hours perweek. Required for Health & Consumer Science concentration students.STUDENTS FOR WHOM THE COURSE IS INTENDED:This course is required of all Health & Consumer Science Concentration students.However, any student who is interested in the field of health, wellness and healthpromotion will benefit from this course. As will be discussed in this syllabus, the coursewill introduce students to issues revolving around health and wellness of the individual,specific segments and groups within our community as well as national and global topicsof interest.COURSE RATIONALE:Specifically, Issues in Public and Community Health is a course that exposes youtheoretically and experientially to the fields within Public and Community Health. Youwill be gaining experience and insight into views of why health and wellness are integralto the success and well being of an individual, group and community. You will also havethe opportunity to take on the role of teachers trying to help others do the same. Almosteverything you do in this class will follow the progression of having an initial experienceand then turning around and teaching it to someone else or writing about it in such a waythat it is instructive to someone else.  
  • 2. GLOBAL GOALS:By the end of the course, students will be able to plan, implement and assess a wide variety ofpublic and community health promotion programs and initiatives while becoming morefamiliar with national and global health concerns.COURSE OBJECTIVES: At the conclusion of the course, students will be able to:1. identify the resources and needs in planning, conducting, and evaluating appropriate community and school health activities and programs through the completion of the health promotion program assignment.2. create and implement a comprehensive school and/or community-wide health promotion and prevention program.3. identify and discuss the various types of organizations within public health through in- class discussion and homework activities.4. analyze issues, biases, and prejudices displayed within the delivery of health information and resources to different ethnic and cultural groups as well as socio-economically disadvantaged populations through in-class discussion and homework activities.5. explain citizens’ rights and responsibilities for school and community health through in- class discussion and homework activities.6. identify and employ ways in which citizens/school members (students, faculty, parents and staff) can improve their community and personal health through participation and empowerment.7. discuss possible solutions for the major health concerns of our schools and communities.REQUIRED TEXT:McKenzie, J., Pinger, R., & Kotecki, J. (2012).An introduction to community health. (7thed.).Boston: Jones & Bartlett Publishers (ISBN-13: 9780763790110)Textbook Website: It is recommended that you go to this website to assist you inpreparing for each class as well as the exams. There is a multitude of information, links,and other important and useful resources for you at this site: POLICY:Attendance  and  participation  are  essential.  More  than  6  missed  classes  will  result  in  an  incomplete  grade  in  this  course.    Be  prepared  to  participate  in  frank,  challenging  and  thought  provoking  discourse.  
  • 3. Make  up  Policy:  Drop  one  test.  Do  not  expect  make-­ups  unless  dire  circumstances  have  transpired!!  Tests  1  will  be  Feb.  20th.  Test  2  will  be  Mar  20th.  Test  3  will  be  April  29th.  Tests  are  based  on  lecture  and  text.  Additional Requirements:• Students must bring their book to every class unless other wise specified.• Personal electronic devices should be on silent mode or turned off during class.• Students must have access to a computer with Internet access, PowerPoint, MS Wordand PDF (Acrobat Reader) software. (Free software: All computers on campus havethe required software.Helpful Health Education & Promotion Resources:National  Organization:  AAHPERD:  American  Alliance  for  Health,  Physical  Education  Recreation  and  Dance    National  Health  Education  Organization:  AAHE  (within  AAHPERD):  American  Association  for  Health  Education    Society  for  Public  Health  Education    State  Organization:  MAHPERD:  Mass  Association  for  Health,  Physical  Education  Recreation  and  Dance­‐    Mass  Curriculum  Health  Frameworks:  Governmental, Quazi, and Non-governmental Organizations Content Resources:CDCs School Health Education Resources (SHER): of Health and Human Services. Dept of Agriculture: www.Mypyramid.govAmerican Diabetic Association. Available at: Heart Association. Available at: http://www.americanheart.orgAmerican Lung Association. Available at: http://www.lunguse.orgCenters for Disease Control. Available at: http://www.cdc.govHealthy People 2010. Available at: http://www.healthypeople.govKids Health. Available at:
  • 4. Mass. Dept. of Public Health Vital Statistics. Available at: Health and Aging. Available at: http://mhaging.orgNational Cancer Institute. Available at http://cancer.govNational Heart, Blood, and Lung Institute. Available at: http://www.nhlbi.nih.gov4Girls Health. Available at: http://www.4girls.goc/index.htmSTUDENT / COLLEGE RESOURCES: The following are a list of resources available to all students at SSC.• Learning  Center/  Student  Support  Services  –  Library,  436  –  978-­‐542-­‐6215  • Student Teaching/Certification – Sullivan Building, 101 – 978-542-6472• Computer Labs – O’Keefe Building, 122 (Media Lounge)• Dean  of  Students  –  Meir  Hall,  224B  –  978-­‐542-­‐6401  • New  Student  Orientation  –  Ellison  Campus  Center,  222  –  978-­‐542-­‐6435  • Student  Life  Help  Hotline  –  Meir  Hall,  224  –  978-­‐542-­‐6980  • College  General  Information  –  978-­‐542-­‐6000  • Location  of  Classrooms:  ASSIGNMENTS AND GRADING:Tests &Assignments:1.  Attendance                                                                                                                      20%  2.  Written  tests  (3  in  total:  drop  one).                          50%  3.  Mini  present.                                                                                                              20%  4.  Group  Presentation                                                                                    10%    Health Promotion Program Presentation:Based on the number of students in class, groups will be formed to collaborate and createa health promotion program for a specific population. The program will be presented tothe class in a series of Power Points based on the stage of program development to theclass as if they were the community in which you were planning to run the program.Discussions of population demographics, needs assessments, preparation and planning,implementation, and evaluation will be discussed.Chapter/Topic:Each student is responsible for creating at least one 10-minute educational presentationand activity (Power Point based lesson) and class activity that covers apredetermined/pre-assigned chapter or topic from the required textbook. The presenterwill take on the role of the educator while informing the class of the most importantcomponents of the specified chapter and/or topic. Lesson goals and learning objectiveswill need to be determined and provided.
  • 5. Class Participation:Late Submission of Assignments/Projects:Late assignments will not be accepted. Students should keep both an electronic copy anda paper copy of all work submitted to the instructor during the semester.  Academic  Dishonesty:  Salem  State  College  Academic  Integrity  Regulations:    (SSC  2004-­‐2006  Catalog,  p.  304)      Performing,  aiding  or  inciting  any  of  the  actions  listed  below,  in  courses  or  other  situations  involving  academic  credit,  constitutes  an  offense  subject  to  disciplinary  action.    Submitting  another  person’s  work  as  one’s  own.    This  includes,  for  example,  copying  another’s  work  during  examinations,  purchasing  term  papers,  copying  papers,  reports,  copying  laboratory  or  computer  projects,  and  presenting  material  from  another  course  without  acknowledgement.    ADA STATEMENT:Salem  State  College  is  committed  to  providing  equal  access  to  the  educational  experience  for  all  students  in  compliance  with  Section  504  of  the  Rehabilitation  Act  and  The  Americans  with  Disabilities  Act  and  to  providing  all  reasonable  academic  accommodations,  aids  and  adjustments.  Any  student  who  has  a  documented  disability  requiring  an  accommodation,  aid  or  adjustment  should  speak  with  the  instructor  immediately.  Students  with  Disabilities  who  have  not  previously  done  so  should  provide  documentation  to  and  schedule  an  appointment  with  the  Office  of  Students  with  Disabilities  and  obtain  appropriate  services.  
  • 6. Topic Presentation & Class Activity To receive full credit, the following must be completed:1. As a class – we will have each student choose one of the topics to educate the other students.2. The format can be in PowerPoint format or in a handout, pamphlet and/or poster board format.3. In addition to the textbook, you should reference other professional resources to obtained information for the presentation.4. The presentation must be at least 10 minutes. Presentations that do not meet the time requirements will be penalized.5. Handouts of some sort must be provided to each class member.6. The class will be asked to grade each overview.7. The presentation must occur on the date scheduled. If the presenting student is not present (without prior notification) the student will not be able to present the info in a latter class.8. The presentation/overview should give a brief yet concise picture of the main emphasis of the chapter topic and the key discussion points. You do not want to read the chapter or sections of the chapter back to the class – focus on the key info. If you have any questions or concerns, it is up to you to contact me as soonas possible.
  • 7. Presentation  Rubric:  Student  Name(s):  _________________________________     4 3 2 1 Total Student  presents   Student  presents   Student  presents   Student  presents   information  in   information  in   information  that  is   information  in  no   Organization   logical,  interesting   logical  sequence   difficult  to  follow   sequence  particular   sequence  which   which  students  can   (jumps  around). sequence. students  can  follow. follow. Student   demonstrates  full   Student  is   Student  does  not   Student  is  at  ease   knowledge  (more   uncomfortable  with   have  grasp  of   with  expected   than  required)  by   information  and  is   information;  student   Subject  Knowledge   answers  to  all   answering  all  class   able  to  answer  only   cannot  answer   questions,  but  fails   questions  with   rudimentary   questions  about   to  elaborate. explanations  and   questions. subject. elaboration. The  content  is   All  content  is   Most,  but  not  all   mostly  inaccurate   The  content  and   current  and   information  is   and/or  most   information  is  not   Content  &  Interest   accurate,  and  of   current  and/or   information  is  not   accurate  or  current   high  interest  to  the   accurate,  and  of   current  nor  of   nor  of  interest.   class.   interest  to  the  class.   interest.   Student  occasionally   Students   Students   uses   Student  uses   graphics/activities   graphics/activities   graphics/activities   superfluous   explain  and   relate  to  text  and   that  rarely  support   graphics  or  no   reinforce  screen  Graphics  &  Activities   presentation.  Most   text  and   graphics/activities.   text  and   but  not  all  of  the   presentation.   Can’t  read  some  of   presentation.   material  is  easy  to   Difficult  to  read  the   or  most  of  the   Material  is  easy  to   read. text/written   text/material read. material Students   Presentation  has  no   Presentation  has   presentation  has   Presentation  has  no  Mechanics  of  Power   more  than  two   three  misspellings   four  or  more   misspellings  or   Point  if  utilized   misspellings  and/or   and/or  grammatical   spelling  errors   grammatical  errors. grammatical  errors. errors. and/or  grammatical   errors.   All  movements   Most  movements   Very  little   No  movement  or   Body  Language  &   seemed  fluid  and   seemed  fluid  and   movement  or  some   descriptive  gestures   Style   professional  (no   professional   distractive   and/or  many   blocking  of  the   movements disruptive   screen,  no  hiding) movements Student  maintains   Student  maintains   Student  occasionally   eye  contact  most  of   Student  reads  all  of   eye  contact  with   uses  eye  contact,   Eye  Contact   the  time  but   report  with  no  eye   students,  seldom   but  still  reads  most   frequently  returns   contact returning  to  notes. of  report. to  notes. Student  uses  a  clear   Students  voice  is   Student  mumbles,   Students  voice  is   voice  and  correct,   low.  Student   incorrectly   clear.  Student   precise   incorrectly   pronounces  terms,   pronounces  most   Elocution/Voice   pronunciation  of   pronounces  terms.   and  speaks  too   words  correctly.   terms  so  that  all   Students  have   quietly  for  students   Most  students  can   students  can  hear   difficulty  hearing   in  the  back  of  class   hear  presentation. presentation. presentation. to  hear.
  • 8. Student  completes   Less  than  2-­‐4   5-­‐10  minutes   11  or  more  minutes   Time   lesson  in  the   minutes   under/over   under/over   allotted  time   under/over   10  or  more   9-­‐7  references  are   3-­‐6  references  are   0-­‐2  references  are   references  are  References/Recourses   provided  and  are   provided  and  are   provided  and  are   provided,  and  are   if  applicable   written  in  proper   written  in  proper   written  in  proper   written  in  proper   APA  format     APA  format   APA  format   APA  format       Total   /40 Comments:   Final  Grade  ______________    
  • 9. Health  Promotion  Program  Project  Project Overview: Based on the number of students in class, groups will be formed tocollaborate and create a health promotion program for a specific population. The programwill be presented to the class in a series of Power Points based on the stage of programdevelopment to the class as if they were the community in which you were planning torun the program for. Discussions of population demographics, needs assessments,preparation and planning, implementation, and evaluation will be discussed. Students willbe provided ample opportunity during class to work with their groups on this project. Key Points of Discussion: These must be addressed to receive full credit1. The Mission Statement: The general idea or main purpose2. Data Collection and Organization assessment (Internal & External Assessment): Does anyone care and can it be done – appropriate resources3. Goals and Objectives: Define your goals and objectives4. Needs Assessment & Analysis: Who’s the target, what are your resources, create, administer and analyze the assessment5. Determining and Setting Priorities: What are the gaps in existing services and what are the needs not begin met6. Preparing To Begin The Program: Step by step activities - what needs to get done first (pilot program?)7. Developing a Timeline: when things need to be done8. Implement the Program: final preparation, marketing, community education – is everything in place9. Evaluation and Feedback: are objectives being met, are the activities effective, timelines being met, regular evaluation PowerPoint Presentation Format• The presentation should be approx 15-25 minutes in length with 5-7 minutes ofquestions at the end.• Handouts, flier etc. are not required, but recommended.    
  • 10. 1. All students are expected to be familiar with the academicregulations, including those regarding Academic Integrity, forSalem State University as published in the college catalog. Inaddition, each student is responsible for completing all courserequirements and for keeping up with all that goes on in thecourse (whether or not the student is present).    2. Salem State University is committed to providing equalaccess to the educational experience for all students incompliance with Section 504 of The Rehabilitation Act and TheAmericans with Disabilities Act and to providing all reasonableacademic accommodations, aids and adjustments. Any studentwho has a documented disability requiring an accommodation,aid or adjustment should speak with the instructor immediately.Students with Disabilities who have not previously done soshould provide documentation to and schedule an appointmentwith the Office for Students with Disabilities and obtainappropriate services. 
    3. In the event of a university declared critical emergency,Salem State University reserves the right to alter this courseplan. Students should refer to for furtherinformation and updates. The course attendance policy stays ineffect until there is a university declared critical emergency. Inthe event of an emergency, please refer to the alternativeeducational plans for this course located at/in [faculty memberdetermines this]. Students should review the plans and gather allrequired materials before an emergency is declared.