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: firstname.lastname@example.org
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 students ability to:
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.
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.
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.
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
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:email@example.com 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.
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
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:
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
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
II. Personal File Development (2,3)
5.Basic Instructional Plan and Teaching Methods Utilized
The course will consist of a round table learning style.
i. Discuss the Code of Ethics
a. American Alliance of Health for Health Educators
b. MN Teachers
b. Obtaining licensure (CHES, BOT)
6.Methods of Evaluation
1. School and Community Analysis 100
2. File Development 75
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 .
368 400 A (92%)
326 367 B (84%)
282 325 C (78%)
239 281 D (70%)
Below 238 E
Kane, W.M. (1993). Comprehensive School Health: The Program Planning Guide. Santa Cruz, CA: ETR Associates.
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.