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

 

 

University Studies Course Approval

 

 

Department or Program: Health & Human Performance

Course Number/Title: HHP 433: Senior Health Seminar

Number of Credits: 1

Frequency of Offering: Each Semester

Catalog Description: In-depth school and community health analysis. Review of responsibilities and competencies of entry-level health educators, for Certified Health Education Specialist (CHES) credentials and ethical considerations and standards, as outlined by the Society of Public Health Educators. Completion of professional files; resume, the development of a letter of application, professional presentation for interviews, professional portfolios and skills needed to make one marketable. Prerequisites: HHP 204, 288, 311, 410, BIO 211, 212. Recommended Prerequisites: HHP 403 and STAT 110. Senior standing. 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: 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. Within the senior health seminar course, students focus on preparing a professional analysis of a community thus working with validity and reliability of health materials presented within the school and within the community setting. The material they receive needs to be justified and valid.

    3. Analyze modes of thought, expressive works, arguments, explanations, or theories.
    4. Throughout the course, many different view points are brought forth and students soon to enter the health profession need to be able to express their thoughts with logical rational. Students need to be able to understand, listen to different points of view, express their view, explain in a logical progression their viewpoint and justify it by known theories in health education. Throughout the analysis, students compare existing communities and propose future changes.

    5. Recognize possible inadequacies or biases in the evidence given to support arguments or conclusions.
    6. Students will address the inadequacies or biases that are present within their school and community analysis. They will have to justify the information as valid and/or reliable. This will be done by involving a community and a school district in an assessment, taking a stand on their material and then proposing future implementation of programs that would meet national and state standards.

    7. Advance and support claims.

Students study the current school system, the community in which the school exists and through class discussions and interactions with people throughout the community analyze their findings and then support them through documentation that is valid and reliable.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WINONA STATE UNIVERSITY

Course Syllabus

College of Nursing

Department of Health & Human Performance

 

Date Revised: 12/01

Instructor: Dr. Gail A. Grimm Fall 2001 Office Hours:

Office: Memorial Hall 115 8:30-10 AM Monday

9 – 10 AM Wednesday

11 –12 AM Monday, Wednesday

Phone: 457-5217 8:30 – 9:30 AM Tuesday, Thursday

Email: ggrimm@winona.edu 11:00 – 12:30 PM Tuesday, Thursday

 

Course Number: HHP 433 Course Title: Senior Health Seminar

Number of Credits: 1 S.H. Frequency of Offering: Each Semester Prerequisite: HHP 204, 288, 311, 410 & 430 Grading: Grade Only

BIOL 211 & 212 + Senior Status

Course Applies: Required course for all students majoring in school and community

Health (teaching, non-teaching and public health administration)

This course is a University Studies Course satisfying the "Critical Analysis" requirement in the Unity and Diversity category.

Such courses are required to meet the following outcomes:

1. Evaluate the validity and reliability of information.

    1. Analyze modes of thought, expressive works, arguments, explanations, or theories.
    2. Recognize possible inadequacies or biases in the evidence given to support arguments or conclusions.
    3. Advance and support claims.

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.

1. COURSE DESCRIPTION:

Review of responsibilities and competencies for entry-level educators for certified health education specialist credentialing and ethical considerations and standards as outlined by the society of Public Health Educators. Completion of professional file: resume, the development of a letter of application, presentation professionally for interviews, and skills needed to make yourself marketable. Prerequisites HHP 204, 288, 311, 410 & 430 BIOL 211 & 212 + Senior Status. Offered: Each semester. Grade Only.

2. MAJOR FOCUS OF COURSE

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

Standard 9: Reflection and Professional Development: The teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents, and other professionals in the learning communities) and who actively seeks out opportunities to grow professionally. To do this, the teacher shall:

G: Understand professional responsibility & need to support professional practices for self & colleagues

K. Understand standards of professional conduct set forth in Code of Ethics for MN Teachers

L. Understand own responsibility for obtaining & maintaining licensure

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Standard 10: Collaboration, Ethics and Relationships: The teacher communicates and interacts with parents/guardians, families, school colleagues and the community to support students’ learning and well-being. To do this, the teacher shall:

    1. Understand schools as organizations within the larger community context
    2. Understand how factors in student’s environment outside of school may influence student’s life and learning

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

#2 Plan effective health education programs

#3 Implement health education programs

#4 Act as a resource person in health education

#5 Communicate health and health education needs, concerns, and resources

3.COURSE OBJECTIVES

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

1.Apply all previous learned materials pertaining to a specific health issue of interest by conducting continued research and report in the form of a senior school and community health analysis. (1,2,3,4)

2. Present the school and community health analysis in a professional manner by appropriate use of technological means. (1,2,3,4)

3. Discuss openly the current trends, issues and future developments in the area of health with fellow colleagues. (1,2,3,4)

4. Create their personal portfolio that will be marketable and competitive within the health field. (2,3)

5. Understand the value of professionalism and how to continue self-growth and development. (1,2,3,4)

4.COURSE OUTLINE AND MAJOR TOPICS AND SUBTOPICS

    1. Research Techniques (1,2,3,4)
      1. Statement of the Community
      2. Review of Material Obtained from School & Community
      3. Writing Skills
      4. Program Planning
      5. APA Format

II. Personal File Development (2,3)

      1. Resume Writing
      2. Personal Portfolio
      3. Application Process
      4. Organizational Skills
      5. Personal Marketable Video

5.Basic Instructional Plan and Teaching Methods Utilized

The course will consist of a round table learning style.

 

 

 

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6.Course Requirements

      1. School and Community Health Analysis: [SEP 10A, 10B] (1,2,3,4)
        1. Students will select a community to conduct a school and community health analysis.
        2. Students will research the community and the school by use of proper methods. They will present their material in a professional paper using technology.
      2. Find a job announcement and apply for it by writing a letter and creating a resume.
        1. Find a job description to apply for.
        2. Write a letter of application for the job with a up-to-date resume attached.
      3. Personal File Development [SEP 9G, 9L, 9K] (2,3)
        1. Personal Portfolio
        2. Resume
        3. WSU Placement File with letter(s) of reference
        4. Letter of Application
          1. Apply for the job position
        5. Marketable Self-Video
          1. Organize and develop a marketable product: YOURSELF! The video will be devised to sell yourself for a position that suits your qualifications.
          2. Develop a 3-5 minute video presentation as professionally as possible.
            1. Professional Goals
            2. Personal Strengths
            3. Creativity
            4. Professionalism
            5. Philosophy
      1. Professionalism [SEP 9G, 9L, 9K] (1,2,3,4)

i. Discuss the Code of Ethics

a. American Alliance of Health for Health Educators

b. MN Teachers

ii. Self-responsibilities

a. Self-evaluation

b. Obtaining licensure (CHES, BOT)

6.Methods of Evaluation

1. School and Community Analysis 100

2. File Development 75

Resume (25)

Letter of Application (25)

Personal File (25)

3. Attendance 75

4. Portfolio 100

5. Marketable Video 100

450 Total Pts.

NOTE: Late papers (those papers handed in after scheduled class due date) will be deducted and papers received one week late will receive a zero for a grade….

 

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7.Grading Scale

368 – 400 A (92%)

326 – 367 B (84%)

282 – 325 C (78%)

239 – 281 D (70%)

Below 238 E

8.Textbook

Kane, W.M. (1993). Comprehensive School Health: The Program Planning Guide. Santa Cruz, CA: ETR Associates.

 

9.References

American Psychological Association. (1994). Publication Manual of the American Psychological Association. (4th Edition). Washington, D.C.: American Psychological Association

Borg, W.R. and Gall, M.D. (1989). Educational Research: An Introduction. (5th Edition). White Plains, NY: Longman.