This document provides information about an Issues in Public and Community Health course at Salem State University. The course is offered on Wednesdays and Fridays from 10:50-12:05 in room 213 of the O'Keefe Center. The instructor is Dr. Brian Witkov and his office hours are Fridays from 12:05-12:30 in room 127B. The course aims to help students become effective public health educators by covering topics like community health agencies and national/global public health governance. Students will learn how to plan, implement, and assess various public health programs and initiatives. The course requires attendance, participation in discussions and activities, completion of assignments, and exams.

1. SALEM STATE UNIVERSITY
SPORT & MOVEMENT SCIENCE DEPARTMENT
SMS 361/01: ISSUES IN PUBLIC AND COMMUNITY HEALTH
Room 213 O’Keefe Center, Wednesday & Friday 10:50 -12:05
INSTRUCTOR INFORMATION:
INSTRUCTOR: Dr. Brian Witkov
OFFICE HOURS: After class Friday 12:05 to 12:30
OFFICE: O’Keefe Center room 127B
TELEPHONE: 978-5354263
E-MAIL: user369128@aol.com
COURSE DESCRIPTION:
This course helps students become effective public and community health educators by
increasing knowledge in both public and community health areas and enhancing
individual skills and competencies essential to this career field. The course provides an
overview of the organization, role, and structure of community health agencies, with a
specific emphasis on health education services. In addition, the course will cover the
important role of national and global governance in public health. Three lecture hours per
week. 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 health
promotion will benefit from this course. As will be discussed in this syllabus, the course
will 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 topics
of interest.
COURSE RATIONALE:
Specifically, Issues in Public and Community Health is a course that exposes you
theoretically and experientially to the fields within Public and Community Health. You
will be gaining experience and insight into views of why health and wellness are integral
to the success and well being of an individual, group and community. You will also have
the opportunity to take on the role of teachers trying to help others do the same. Almost
everything you do in this class will follow the progression of having an initial experience
and then turning around and teaching it to someone else or writing about it in such a way
that 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 of
public and community health promotion programs and initiatives while becoming more
familiar 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:
James F. McKenzie, Robert R. Pinger
An introduction to community health. Brief Edition
Jones & Bartlett Learning (ISBN: 978-1-284-02689-4)
Textbook Website: It is recommended that you go to the website to assist you in
preparing 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:
http://health.jbpub.com/communityhealth/brief/
ATTENDANCE 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.
Make
up
Policy:
Drop
one
test.
Do
not
expect
make-­ups
unless
dire
circumstances
have
transpired!!
Tests
1
will
be
Feb
23rd.
Test
2
will
be
Mar
27th.
Test
3
will
be
May
1st.
Tests
are
based
on
lecture
and
text.

3. 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 Word
and PDF (Acrobat Reader) software. (Free software:
http://www.adobe.com/products/acrobat/readstep2.html). All computers on campus have
the required software.
Helpful Health Education & Promotion Resources:
National
Organization:
AAHPERD:
American
Alliance
for
Health,
Physical
Education
Recreation
and
Dance
http://www.aahperd.org/
National
Health
Education
Organization:
AAHE
(within
AAHPERD):
American
Association
for
Health
Education
http://www.aahperd.org/aahe/
Society
for
Public
Health
Education
http://www.sophe.org/
State
Organization:
MAHPERD:
Mass
Association
for
Health,
Physical
Education
Recreation
and
Dance
http://www.ma-­‐hperd.org/index.html
Mass
Curriculum
Health
Frameworks:
http://www.doe.mass.edu/frameworks/health/1999/1099.pdf
Governmental, Quazi, and Non-governmental Organizations Content Resources:
CDC's School Health Education Resources (SHER): http://apps.nccd.cdc.gov/sher/
Department of Health and Human Services. http://www.hhs.gov/
US Dept of Agriculture: www.Mypyramid.gov
American Diabetic Association. Available at: http://www.diabetes.org/home.jsp
American Heart Association. Available at: http://www.americanheart.org
American Lung Association. Available at: http://www.lunguse.org
Centers for Disease Control. Available at: http://www.cdc.gov
Healthy People 2010. Available at: http://www.healthypeople.gov
Kids Health. Available at: http://kidshealth.org
Mass. Dept. of Public Health Vital Statistics. Available at:
http://www.mass.gov/dph/bhsre/rvr/rvr.htm
Mental Health and Aging. Available at: http://mhaging.org

4. National Cancer Institute. Available at http://cancer.gov
National Heart, Blood, and Lung Institute. Available at: http://www.nhlbi.nih.gov
4Girls Health. Available at: http://www.4girls.goc/index.htm
STUDENT / 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:
http://www.salemstate.edu/maps/#buildings
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 create
a health promotion program for a specific population. The program will be presented to
the class in a series of Power Points based on the stage of program development to the
class 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 presentation
and activity (Power Point based lesson) and class activity that covers a
predetermined/pre-assigned chapter or topic from the required textbook. The presenter
will take on the role of the educator while informing the class of the most important
components of the specified chapter and/or topic. Lesson goals and learning objectives
will 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 and
a 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 soon
as possible.

7. Presentation
Rubric:
Student
Name(s):
_________________________________
4 3 2 1 Total
Organization
Student
presents
information
in
logical,
interesting
sequence
which
students
can
follow.
Student
presents
information
in
logical
sequence
which
students
can
follow.
Student
presents
information
that
is
difficult
to
follow
(jumps
around).
Student
presents
information
in
no
sequence
particular
sequence.
Subject
Knowledge
Student
demonstrates
full
knowledge
(more
than
required)
by
answering
all
class
questions
with
explanations
and
elaboration.
Student
is
at
ease
with
expected
answers
to
all
questions,
but
fails
to
elaborate.
Student
is
uncomfortable
with
information
and
is
able
to
answer
only
rudimentary
questions.
Student
does
not
have
grasp
of
information;
student
cannot
answer
questions
about
subject.
Content
&
Interest
All
content
is
current
and
accurate,
and
of
high
interest
to
the
class.
Most,
but
not
all
information
is
current
and/or
accurate,
and
of
interest
to
the
class.
The
content
is
mostly
inaccurate
and/or
most
information
is
not
current
nor
of
interest.
The
content
and
information
is
not
accurate
or
current
nor
of
interest.
Graphics
&
Activities
Student's
graphics/activities
explain
and
reinforce
screen
text
and
presentation.
Material
is
easy
to
read.
Student's
graphics/activities
relate
to
text
and
presentation.
Most
but
not
all
of
the
material
is
easy
to
read.
Student
occasionally
uses
graphics/activities
that
rarely
support
text
and
presentation.
Difficult
to
read
the
text/written
material
Student
uses
superfluous
graphics
or
no
graphics/activities.
Can’t
read
some
of
or
most
of
the
text/material
Mechanics
of
Power
Point
if
utilized
Presentation
has
no
misspellings
or
grammatical
errors.
Presentation
has
no
more
than
two
misspellings
and/or
grammatical
errors.
Presentation
has
three
misspellings
and/or
grammatical
errors.
Student's
presentation
has
four
or
more
spelling
errors
and/or
grammatical
errors.
Body
Language
&
Style
All
movements
seemed
fluid
and
professional
(no
blocking
of
the
screen,
no
hiding)
Most
movements
seemed
fluid
and
professional
Very
little
movement
or
some
distractive
movements
No
movement
or
descriptive
gestures
and/or
many
disruptive
movements
Eye
Contact
Student
maintains
eye
contact
with
students,
seldom
returning
to
notes.
Student
maintains
eye
contact
most
of
the
time
but
frequently
returns
to
notes.
Student
occasionally
uses
eye
contact,
but
still
reads
most
of
report.
Student
reads
all
of
report
with
no
eye
contact
Elocution/Voice
Student
uses
a
clear
voice
and
correct,
precise
pronunciation
of
terms
so
that
all
students
can
hear
presentation.
Student's
voice
is
clear.
Student
pronounces
most
words
correctly.
Most
students
can
hear
presentation.
Student's
voice
is
low.
Student
incorrectly
pronounces
terms.
Students
have
difficulty
hearing
presentation.
Student
mumbles,
incorrectly
pronounces
terms,
and
speaks
too
quietly
for
students
in
the
back
of
class
to
hear.

8. Time
Student
completes
lesson
in
the
allotted
time
Less
than
2-­‐4
minutes
under/over
5-­‐10
minutes
under/over
11
or
more
minutes
under/over
References/Recourses
if
applicable
10
or
more
references
are
provided,
and
are
written
in
proper
APA
format
9-­‐7
references
are
provided
and
are
written
in
proper
APA
format
3-­‐6
references
are
provided
and
are
written
in
proper
APA
format
0-­‐2
references
are
provided
and
are
written
in
proper
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 to
collaborate and create a health promotion program for a specific population. The program
will be presented to the class in a series of Power Points based on the stage of program
development to the class as if they were the community in which you were planning to
run the program for. Discussions of population demographics, needs assessments,
preparation and planning, implementation, and evaluation will be discussed. Students will
be provided ample opportunity during class to work with their groups on this project.
Key Points of Discussion: These must be addressed to receive full credit
1. The Mission Statement: The general idea or main purpose
2. Data Collection and Organization assessment (Internal & External
Assessment): Does anyone care and can it be done – appropriate resources
3. Goals and Objectives: Define your goals and objectives
4. Needs Assessment & Analysis: Who’s the target, what are your resources,
create, administer and analyze the assessment
5. Determining and Setting Priorities: What are the gaps in existing services and
what are the needs not begin met
6. 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 done
8. Implement the Program: final preparation, marketing, community education –
is everything in place
9. 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 of
questions at the end.
• Handouts, flier etc. are not required, but recommended.