Approved by University Studies Sub-committee.  A2C2 action pending.

 

 

University Studies Course Approval

 

 

Department or Program: Health & Human Performance

Course Number/Title: HHP 326 Educational Topics/Issues

Number of Credits: 2

Frequency of Offering: Spring

Catalog Description: In-depth study of current and emerging health topics in health education and promotion. Study of bio-psycho-social issues related to such topics as addiction, sexuality education, and violence prevention. Students utilize computerized health education retrieval systems, access on-line and other database health information resources. Prerequisites: HHP 204, 288. Offered Yearly Grade Only.

This is an existing course previously Approved by A2C2: Yes

 

This is a new course proposal: No

University Studies Approval is requested in: Unity and Diversity: Critical Analysis

Department Contact: Dr. Gail A. Grimm

Email Address: ggrimm@winona.edu

 

Below each of the four outcomes listed under the Critical Analysis requirement are listed in the course requirements, content, learning activities, and documentation relevant to the outcomes that promote the student’s ability to:

1. Evaluate the validity and reliability of information.

 

2. Analyze modes of thought, expressive works, arguments, explanations, or theories.

 

3. Recognize possible inadequacies or biases in the evidence given to support arguments or conclusions.

 

4. Advance and support claims.

 

 

WINONA STATE UNIVERSITY

COURSE SYLLABUS

College of Nursing

Department of Health & Human Performance

Date Revised: 10/00

Course Number: HHP 326 Course Title: Educational Topics/Issues

Number of Credits: 2 S. H. Frequency of Offering: Spring

Prerequisite: HHP 204, 288 Grading: By Grade Only

Course applies to: Required course for all students majoring in school and community health education (teaching and non-teaching)

COURSE DESCRIPTION

1. Course Description

In-depth study of current and emerging health topics in health education and promotion. Study of bio-psycho-social issues related to such topics as addiction, sexuality education, and violence prevention. Students utilize computerized health education retrieval systems, access on-line and other database health information resources. Prerequisites: HHP 204, 288. Offered Yearly Grade Only.

2. Maior Focus of Course

MN STANDARDS OF EFFECTIVE PRACTICE FOR BEGINNING TEACHERS ADDRESSED IN THIS COURSE:

Standard I - Subject Matter: The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for the students. To do this, the teacher shall:

A. Understands major concepts

B. Knowledge influences learning

C. Relates disciplinary knowledge

D. Knowledge is ever evolving

E. Multiple perspectives

F. Uses differing viewpoints, theories

G. Evaluate resources for subject matter

H. Develop and use curricula that incorporates diverse perspectives

I. Design interdiscipline learning experiences

Standard 3 – Diverse Learners: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to learners from diverse cultural backgrounds and with exceptionalities. To do this, the teacher shall:

N. Identify when and how to access services/resources to meet exceptional learning needs.

Standard 4 – Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. To do this, the teacher shall:

K. Develop a variety of clear, accurate presentation and representation of concepts.

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Standard 5 - Learning Environment: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation. To do this, the teacher shall:

J. Recognize the relationship of intrinsic motivation to life-long learning.

AMERICAN ASSOCIATION OF HEALTH EDUCATION (AAHE) STANDARDS [ENTRY-LEVEL] ADDRESSED IN THIS COURSE

The entry level graduate from Winona State University in the area of health education will be able to:

#I) assess individual and community need for health education.

#2) plan effective health education programs.

#3) implement health education programs.

#4) evaluate the effectiveness of health education programs.

#5) coordinate the provision of health education programs.

#6) act as a resource person in health education.

#7) communicate health and health education needs, concerns, and resources.

3. Course Objectives

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

1. recognize the need for promoting collaborative efforts among health agencies and organizations related to health issues and concerns. SEP 6I, 9I, 10J

2. analyze the diversity issues related to multicultural health education. SEP 3N

3. investigate social forces causing opposing view points regarding health education needs and concerns. SEP 3N, 6I, 10J

4. express and support personal views on controversial issues - while acknowledging opposing view points by others. SEP 6I, 9I, 10J

5. employ a wide range of strategies dealing with controversial health issues. SEP 3N, 10J

6. describe the use of verbal, written, and graphic related health information for various population groups. SEP 4K, 6I, 9I

7. identify key educational issues that are current in health education. SEP 4K, 10I

4. Course Outline of Topics and Subtopics

A. Introduction to Issues Related to Health-Health Education & Health Promotion

1. Overview of the complexities of health issues

2. Historical background

3. Role of the health educator in schools and communities as a resource person and

communicator of health education needs, concerns and resources.

B. Latest Research and Studies and Ethics Regarding Specific Issues Including:

1. Health Behavior and Decision Making

2. Stress and Mental Health

3. Nutritional Health

4. Exercise and Weight Control

5. Drugs and Health

6. Human Sexuality

7. Current Killers

8. America's Health and Health Care Systems

9. Consumer Health

10. Contemporary Health Hazards

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C. Prevention Strategies: What Works

1. School/Community/Workplace Prevention Programming Regarding Specific Issues

2. Current Prevention Approaches and Curriculum

 

5. Basic Instructional Plan and Teaching Methods Utilize

Readings, discussion, cooperative and individual projects, journalizing, research paper, position paper, experiential activities, multimedia presentation, debate, exams. You are expected to attend and participate in class.

6. Course Requirements

1. Read articles and answer article review for each article within each unit. SEP 3N, 6I, 9I

2. Look up each intemet website and fill out a review form for each website in each

unit. SEP 3N, 6I, 9I

3. Using the newspaper as a resource, turn in one current event (4 weeks) dealing with the

topic discussed for the week. SEP 3N, 10J

4. Keep all article reviews, intemet reviews and current events in a three-ring binder. SEP 5J, 10J

Position papers, article reviews, internet reviews, and current events will be

compiled in a journal throughout the quarter. Two additional resources for each

unit need to be included in the journal. [These can be obtained through mail, hot

lines, or material obtained at workshops, conferences, or at clinics, etc.]

5. Final Project: "Friendly Debate" -- done in 2's (partners will be determined in class) SEP 4K, 5J, 6I, 9I, 10J

• Designate an issue that can be controversial. Approved by Dr. Grimm.

Research your topic and write a paper detailing the overview, the historical background, statistical information and status of your particular health issue. - minimum of six references - six page paper

• Design a 25 minute (each student 10 minutes) debate focusing on the YES and No aspect of your controversial issue. Hand in an outline stressing your key points and your closing statements. Be prepared to answer questions.

• Proper introduction needs to be designed.

You each need to take a stand and convince your audiance to believe your side.

6. Attendance and class discussion is part of your grade. SEP 6I, 9I

7. Exams (midterm & final) over text, websites, and class discussion. SEP 5J

7. Methods of Evaluation

1. Unit readings and article reviews. 100

2. Internet readings and reviews 100

3. Current Events 50

4. Journal + Resources 25

5. Final Project 50

• Determine partners 5

bulletDesignate controversial issue 5

• Write paper 100

•"Friendly Debate" presentation 100

• Debate outline 60

• Closing statement 5

6. Attendance and attendance 55

7. Exams 120

775 points

 

 

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• Please type and reference all work using current APA standards.

• Point deduction will be taken (5 pts./day) for work that is not professionally completed.

• Late papers (those turned in after class) will receive point deduction.

 

8. Grading Scale

713-775 = A (92%)

651-712 = B (84%)

589-650 = C (76%)

527-588 = D (68%)

465 or below = E (60%)

 

9. Textbook and Required Readings

Annual Editions. (2000). Health 00/01. Guilford, CT: Dushkin/McGraw Hill Companies.

Daniel, E. L. ((1999). Taking Sides: Health and Society. Guilford, CT: Dushkin/McGraw-Hill Companies, Inc.

10. References

Baker, J. ed. (1998). Perspectives: Health. Boulder, CO: Courselinks.

Wilson, R. and Kolander, C. (1997). Drug abuse prevention: a school and COMMUnily Dartnership. Reading, MN: Addison-Wesley.

Baker, J. ed. (1998). Perspectives: Drugs and Alcohol. Boulder, CO: Courselinks.

Keyser, Bette, B. Morrow, Marilyn J., Doyle, K., Ogletree, R. and Parsons, N. (1997). Practicing the gpplication of health education skills and competencies. Boston, MA: Jones and Bartlett.

HHP 326: Educational Topics/Issues

(Spring 2001)

Monday & Wednesday -- 10:00 - 10:50 AM

Memorial 210

January 8 Get To Know Each Other

January 10 Communication/Course Outline

January 17 First three Website reviews. (page 4 text)

* Controversial Issues Topics

January 22 Unit I - article reviews

January 24 * Unit 1 Website review & current event

January 29 Unit 2 - article reviews

January 31 * Unit 2 Website review & current event

February 5 No Class – MN School Health Conference

February 7 Unit 3 – article reviews, websites, current event

February 12 Unit 4 - article reviews

February 14 * Unit 4 Website review & current event

February 19 Unit 5 - article reviews

February 21 * Unit 5 Website review & current event

February 26 Unit 6 - article reviews

February 28 * Unit 6 Website review & current event

March 12 Unit 7 - article reviews [Midterm]

March 14 * Unit 7 Website review & current event

March 19 Unit 8 - article reviews

March 21 * Unit 8 - Website review & current event

March 26 Unit 9 – article reviews & website & current event

March 28 No Class - AAHPERD National Convention

 

April 2 Unit 10 - article reviews

April 4 * Unit 10 - Website review & current event

 

April 9 Controversial Issue Presentation(s)

April 11 Controversial Issue Presentation(s

April 16 Controversial Issue Presentation(s)

April 18 Controversial Issue Presentation(s)

 

April 23 Controversial Issue Presentation(s)

April 25 Controversial Issue Presentation(s) [Final Exam]

 

HHP 326: Article Review Form

TITLE OF ARTICLE:________________________________________________#_______

1. Briefly state the main idea of this article.

2. What information or ideas discussed in this article have been discussed in other health courses. List the health courses.

 

3. List any new terms/concepts that were discussed in this article. Write a short definition.

 

 

4. List any examples of bias or faulty reasoning that you found in this article.

 

 

5. How is this article of importance to you as a health educator. How does it affect or apply to your personal life.

 

 

Name___________________________________________________________ Date________________

HHP 326: Website Review Form

WEBSITE ADDRESS:____________________________________________________________

1. Who is the author of this Website.

2. What was the basic information found on this Website.

 

 

3. Were there any new terms/concepts that were discussed in this Website. Write a short definition.

 

 

4. How is this Website of importance to you as a health educator. Will you utilize it in your future work. If so, how would you use it?

 

5. Good Website / Bad Website. (circle one)

Name______________________________________________________Date_______________