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.

 

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.  

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

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.

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.  

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.

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.

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  ______________    

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.