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Approved by University Studies Sub-Committee. A2C2 action pending.
HHP 430: Public Health
Department of Health & Human Performance Winona State University Tuesday & Thursdays 8:00-9:20a.m. Fall 2001
Instructor Connie Mettille Office 132 Memorial Hall, # 457-5456 E-mail cmettille@winona.mnus.edu Office Hours MTWR 10:00-12:00 Course applies to: Required course for all students majoring in the School and Community Health options; non-teaching, teaching, public administration. (4 S.H.) This course is a University Studies Course satisfying the "Writing Flag" requirement. Such courses are required to meet the following outcomes:
These numbers are used in the course schedule, course objectives, and throughout the syllabus to indicate places in the class where these outcomes are met. Course Description: Explores the foundations of public health practices, including health organization/ agency structures, and specific public health concerns of target populations. The course will have a lab component similar to a practicum: working with a public health-related organization throughout the semester, 2 hours per week minimum. Topics covered in this course could be environment health, community crisis health, and /or public service health. Prerequisites: HHP 204, 288, 410. Recommended prerequisites: HHP 403, STAT 110. Offered yearly. Grade only.
Major Focus of Course MN Standards of effective practice for beginning teachers addressed in this course: A1. Understands major concepts A2. Knowledge influences learning A3. Relates disciplinary knowledge A4. Knowledge is ever evolving A5. Multiple perspectives A6. Uses differing viewpoints, theories A7. Evaluate resources for subject matter A8. Testing hypotheses A9. Promotes questioning B1. How learning occurs B2. Understand the five domains B7. Tie in students thinking and experiences a as resource C1. Different learning approaches C4. Recognize dehumanization biases, discrimination & Prejudices C5. Learn by experience C6. Understand culture and community C9. High levels of learning expected C10. Sensitive to community and culture C11. Special provision C12. Teaching styles to learner C13. Develop Individual Instructional Programs (I1P) C14. Access outside services C15. Understands students families C16. Provide multiple perspectives C17. Create learning community D2. Cognitive processes with learning D4. Learns through educational technology D6. Flexibility and reciprocity D7. Evaluated goals D8. Use multiple strategies D12. Teaches educational technology E. Standard 5- Learning Environment: The teacher uses and 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. E1. Motivates Students E2. Social economic status influences people E3. Create learning environments to promote self-esteem E4. Help people within society E12. Students assume responsibility E13. Uses individual and group learning E14. Organization skills E15. Time management skills E16. Share values and expectations E17. Analyze class and adjust E18. Promotes individual learning F1. Understands communication F2. Understands culture and gender F3. Different communication styles F4. Effective communication techniques F6. Listening skills F8. Models effective communication F9. Expands students expressions F10. Good questions and discussions F11. Uses variety of media G4. Long and short term plans G5. Uses variations in styles G6. Lessons at various levels G7. Creates learning to the curriculum G8. Creates short and long-term plans H2. Understands different methods H5. Selection, construction and use H9. Uses self-assessments H11. Monitors self-success I3. Teacher behavior influences student growthI4. Research on teachingI5. Give and receive helpI6. Values thinking and self-evaluationI7. Professional responsibilityI8. Uses all ways to evaluateI9. Uses professional literature and colleaguesI10. Uses other forms for evaluationJ1. Understands schools J2. Environment in and out J11. Use community resources American Association of Health Education (AAHE) and the National Commission for Health Education Credentialing Standards- Responsibilities for Entry Level Health Educators addressed in this course:
Course Objectives: At the completion of this course the student will be able to:
Course Requirements: Timely Topics: (1,2,3,5) Students will be responsible for bringing a health-related current event to the attention of his/her peers. Topics should be selected from a newspaper article published within two weeks of the presentation. The article should be of adequate length to facilitate an interesting 5-minute discussion. Students must have a visual aid (outline) for their presentation. The students presenting must:
Exams: (1,2,3) There will be four exams, non-cumulative, 50 points each. They will cover assigned chapters, class discussions, handout materials, presentations, and all information covered in class. Lectures will include material not presented in you text. The exams will consist of roughly equal proportions of questions from the reading and from the lectures. Environmental Research Paper & Presentation: (1,2,3,4,5) A 8-10 page research paper will be required on an environmental public health issue. The topic must be approved by the instructor and the student should review the test and other resources for ideas that may be expanded upon or researched in greater depth. A topic must be selected and approved by October 2. All work must be typed, APA format, laser printed. Near the end of the semester each student will give a 10-15 minute presentation on his or her topic, followed by a question and answer period. Lab: (1,2,3,4,5) Each student will select a public health/community health agency to become involved with public health service. As stated in the course description, you will be required to work cooperatively with the personnel of your agency for a total of 30 hours. Students should develop and/or work on a project with the agency. This assignment must be pre-approved by the instructor, and is worth 50 points total. Attendance: To receive optimal benefit for you time and money involved in the class it is important that you attend. Class participation and discussion are expected. No penalty will be assessed for the first 3 absences, excused or unexcused. However, beginning with the next absence, 5 points per absence will be deducted from your total points. It is also important that each person be on time. It is distracting and inconsiderate to every class member and the instructor for individuals to arrive late to class.
Grading System Exams (total) 200 points (1,2,3) Timely Topic 10 points (1,2,3,5) Research Paper 90 points (1,2,3,4,5) Presentation 50 points (1,2,3,4,5) Lab 50 points (1,2,3,4,5) 400 points
A= 90-100% 400-360 pts B= 80-89% 359-320 pts C= 7-79% 319-280 pts D= 60-69% 279-240 pts F= below 60% below 239
HP 430: Public Health Tentative Schedule for semester
T 8-23: Introduction R 8-30: Community Service Speakers T 9-4: Community Service Speakers R 9-6: Community Service Speakers T 9-11: Chapter 1 R 9-13: Chapter 2 & 3 T 9-18: Chapter 4 * Community Service Contract Due R 9-20: EXAM T 9-25: Chapter 5 R 9-27: Chapter 6 T 10-2: Chapter 7 * Environmental Topic Due R 10-4: Chapter 8 T 10-9: EXAM R 10-11: Chapter 9 T 10-16: Chapter 10 R 10-18: Chapter 11 T 10-23: Chapter 12 R 10-25: EXAM T 10-30: Environmental Presentations **All papers due R 11-1: Environmental Presentations T 11-6: Environmental Presentations R 11-8: Environmental Presentations T 11-13: Environmental Presentations R 11-15: Environmental Presentations T 11-20: Environmental Presentations R 11-22: NO CLASSES T 11-27: Chapter 18 & 19 R 11-29: Chapter 20 & 21 T 12-4: Community Service Reports *Labs Due R 12-6: Community Service Reports Wednesday 12-12: 3:30-5:30pm FINAL EXAM
University Studies Course Approval
Department or Program: Health & Human Performance Course Number/Title: HHP 430: Public Health Number of Credits: 4 semester credits Frequency of Offering: Fall Semester Only Catalog Description: Explores the foundations of public health practices, including health organization/agency structures, and specific public health concerns of the target populations. The course will have a component similar to a practicum – working 2 hours per week minimum. Topics covered in this course could be environmental health, community crisis health and/or public service health. Prerequisites: HHP 204, 288 311, and 328. Non teaching majors: prerequisites: HHP 403 and STAT 110. Offered yearly. Grade only. This is an existing course previously Yes Approved by A2C2: This is a new course proposal: No University Studies Approval is requested in: Flagged Course: Writing Flag Department Contact: Dr. Gail A. Grimm, Connie Mettille
The purpose of the Writing Flag requirement is to reinforce the outcomes, specified for the basic skills area of writing. These courses are intended to provide contexts, opportunities, and feedback for students writing with discipline-specific texts, tools, and strategies. These courses should emphasize writing as essential to academic learning and intellectual development. Courses can merit the Writing Flag by demonstrating that section enrollment will allow for clear guidance, criteria, and feedback for the writing assignments; that the course will require a significant amount of writing to be distributed throughout the semester; that writing will comprise a major portion of the students’ final course grade; and that students will have opportunities to incorporate readers’ critiques of their writing. 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: This course focuses on the skills and concepts needed to be effective in the public health domain. Writing skills are demonstrated through timely topic reports, the development of an environmental research paper, an environmental research presentations (power point), and a lab experience which includes implementation of a program into the community with formal assessment/evaluation in written form. Students need to be exposed to an understand the different types of formats used within the health education/health promotion fields in order to gain support/approval for programs that need funding or administered within the community. Students need to effectively communicate through writing to various levels of administration, target populations, and personnel. Community educations requires working within a variety of settings. This course contains a lab portions which affords students the experience of developing and implementing community programs geared toward specific populations. Students learn that written skill need to be directed to many different populations. This course provides the student the opportunity to learn to utilize, interpret, and perform written analysis of professional journals, internet resources, and county, state, and federal statistics. Through the development of an environmental research paper/presentation and a lab experience students develop written solutions/programs to current issues within health education/health promotion.
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