State University of New York College at Cortland Health Department Course Information

Instructor Information

Course Title : Community Health

Name: Dr. Bonni Hodges

Number: HLH 203-601 Semester: Fall 2005

Office: 105 Moffett

Credit Hours: 3

Phone: 753-4225

Meeting Times: 8:30-9:45 TR

Email: [email protected]

Class Location: Moffett 119

Office Hours: M-9:30-10:30, 3:30-4:30; W- 10-11; R-10-11. And by appointment.

Required Text: McKenzie, J. F. , Pinger, R.R, & Kotecki, (2005). Introduction to community health: Web enhanced (5th ed.). Sudbury, MA: Jones and Bartlett. References and Bibliography Books American Psychological Association (2001). Publication manual of the american psychological association (5th ed.). APA: Washington, D.C. Green, L. W. & Kreuter, M. W. (1999). Health promotion planning: An educational and ecological approach (3rd ed.). Mountain View, CA: Mayfield Green, L. W. & Ottoson, J. M. (1999). Community and population health(8th ed.). Boston: WCB/McGraw-Hill. Brownson, R. C., Baker, E. A., & Novick, L. F. (Eds). (1999). Community-based prevention: Programs that work. Gaithersburg, MD: Aspen. Bensley, R. J. & Brookins-Fisher, J. (Eds.). (1998). Community health education methods: A practitioner’s guide. Kalamazoo, MI: Balance. Useful Web Sites Centers for Disease Control and Prevention www.cdc.gov

New York State Department of Health www.health.state.ny.us

National Institutes of Health www.nih.gov

World Health Organization www.who.int

HLH 203 syllabus Fall 2005 1

Course Description: Health problems facing people collectively in contemporary society. Attendance Policy “It is the policy of the College that regular class attendance is a basic requirement in all courses. However, as long as absences are not excessive, it shall be the students’ performance and not their attendance record which shall determine their course grades. Penalties for excessive absences, as determined by the instructor’s policy, shall not exceed one-third of a letter grade per class hour of absence.” You are expected to attend every class meeting of this course. In this course, excessive is defined as more than three absences. Ten points will be deducted for each absence after 3 and will affect your final grade as stated above. Absences as a result of participation in College approved activities, with appropriate documentation, are not counted toward excessive absences. Evaluation of Student Performance: 2 exams @ 80 points each Final exam @ 100 points Service Learning Project Group Paper Group Presentation Individual Evaluation CH Interest Area Group Presentation Healthy Community Model Homework/ Classwork/Participation Includes, but not limited to: reflection papers, daily classwork, homework assignments, verbal and non-verbal class participation

160 points 100 points

Total

400 points

60 points 15 points 15 points 15 points 15 points 20 points

Grades will be assigned based on the percentage of the total number of points possible. 400- 388 387-374 373-360

A+ A A-

359-348 347-334 333-320

B+ B B-

319-307 306-293 292-280

C+ C C-

279-267 266-253 252-240

D+ D D-

Fewer than 240 points will earn a grade of “E”. Exams will consist of a mixture of multiple choice, true/false, short-answer, fill-in, and essay questions. Exams must be taken on the date and time scheduled by the instructor unless prior arrangements have been made for an approved activity (e.g. participation in a sanctioned college event). If there is an emergency you must contact the instructor as soon as possible. Different exams will be given to those not completing an exam during its scheduled day. Those requiring testing accommodations should speak with me at least 2 weeks prior to the first exam and provide the appropriate documentation. Exam 1 will address all material, classwork, homework, guest speakers from Aug. 30th through October 4h . (HE: I,A1-2/I,B1-2/IIA/VI,A/VI, B1-4/VII,A,2-3) Exam 2 will address all material, classwork, homework, guest speakers from October 5th through Nov. 1 . (HE: I,A1-2/I,B/VI,B1-4/I,C1/V,A1).

HLH 203 syllabus Fall 2005 2

Exam 3 will address all material, classwork, homework, guest speakers from November 2th through December 13th plus previous material as indicated by the instructor. (HE: I, A12/VI,C,1-2/ VII, A, 3). All exams CF: social justice, personal responsibility, professional commitments, diversity. Exam 2 CF: assessment. Homework must be turned in to the instructor the next class period unless otherwise instructed. Homework turned in late will not be “counted”. However, it will be evaluated by the instructor to provide feedback to the student. Course Goals and Objectives Course Goals: A. To understand the evolution of community health and identify historical developments. B. To describe the role of community health in society today C. To identify and understand the structure and functions of governmental, voluntary, professional, international, and philanthropic public health agencies in community health. D. To examine current community health issues . E. To identify major research and data collection methods in community health. F. To gain a basic understanding of community health planning models. Course Objectives: By the end of the semester, the student should be able to: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21.

obtain health-related data about social and cultural environments, growth and development factors, needs in community health. (I,A1-2), list the different types of intervention strategies most commonly used in community health programs define the terms coordinated and comprehensive school health education. discuss the roles of community health education in promoting the health of school aged children discuss the interrelationship between school health education, community health education, and community health. distinguish between behaviors that foster, and those that hinder, well-being. (I, B) investigate physical, social, emotional, and intellectual factors influencing health behaviors (I, B1/I, C1) describe the PRECEDE-PROCEED, PATCH, and MATCH models identify behaviors that tend to promote or compromise health. (I,B,2) utilize computerized sources of health-related information (I, A, 2) communicate the need for community health programs identify community health organizations, CBOs, resource people, and potential participants for support and assistance in planning and implementing community health programs. (II, A) utilize computerized information retrieval systems effectively. (VI,A) match an information need with appropriate retrieval system (VI,A,1) access principal on-line and other database information resources for community health (VI,A, 2) analyze the parameters of effective consultative relationships. (VI,B,1) describe special skills and abilities needed by community health educators for consultation activities. (VI,B,2) formulate a plan for providing consultation to other health professionals. (VI,B,3) explain the process of marketing health education consultative services. (VI,B,4) analyze the foundations of the discipline of community health education (VII,A,2) describe major responsibilities of the health educator in the practice of community health. (VII,A,3) HLH 203 syllabus Fall 2005 3

22. 23. 24. 25. 26.

determine the extent of health education services serving a small target population (V,A1) Match health education services to proposed program activities (V, A2) Identify gaps and overlaps in the provision of collaborative health services (V, A3) Use a wide range of techniques for communicating health and health information (VII,C,1) Analyze the role of the health educator as a liaison between school or agency staff and outside groups and organizations. (V,B,3) 27. Identify ways for integrating health education into existing health programs (V,C,2) 28. Outline strategies for collaboration among related health agencies and organizations (V,C,3) 29. Interpret and respond to request for health information. (VI,C,1-2) The goals and objectives of this course reflect and support SUNY Cortland’s Conceptual Framework for the Teacher Education Program through its focus on contributing to students’ disciplinary knowledge base and its linking of liberal arts concepts discipline specific knowledge and skills. HLH 203 •provides an introduction to the Responsibility and Competency Areas for Entry-Level Health Educators that are the foundation of health education. The groundwork for full attainment of these responsibilities and competencies is laid in this course. •introduces and integrates social justice and personal responsibility concepts as they regard to health through its introduction of economic, ethical, sociological, psychological, and political factors that shape the health status and health behaviors of communities and individuals. Academic Integrity and Honesty The College is an academic community which values academic integrity and takes seriously its responsibility for upholding academic honesty. All members of the academic community have an obligation to uphold high intellectual and ethical standards.

A violation of academic integrity as an instance of academic dishonesty can occur in many ways. As discussed in the SUNY Cortland College Handbook (p. 51), instances of academic dishonesty are plagiarism, cheating on examinations, and other actions such as:  “Possessing papers, assignments, examinations, reports, lab reports or other assignments that have not formally been released by the instructor  Purchasing a paper or assignment from an online source, paper mill, another student, or other source and submitting it, wholly or in part, as one’s own work  Possessing another student’s work without permission  Writing or creating a research paper, written report, lab report or other work for another student  Submitting the same work for two different classes without the approval by both faculty members teaching both classes” Further discussion of plagiarism in the SUNY Cortland College Handbook (pg. 51) is as follows: “Students are expected to submit and present work that is their own with proper documentation and acknowledgement when the work of others is consulted and used. Plagiarism can be intentional by deliberately presenting the work of others as one’s own, or inadvertent by accidentally omitting or erroneously citing sources. Examples of plagiarism that can occur in research papers, lab reports, written reports, oral presentations as well as other assignments are: A. Failure to use quotation marks: sources quoted directly must be shown with quotation marks in the body of the project and with the appropriate citation in the references, notes or footnotes HLH 203 syllabus Fall 2005 4

B. Undocumented paraphrasing: sources “put into one’s own words” must have the source cited properly in the body of the project and in references, notes or footnotes C. Creating false documentation: purposefully presenting wrong information in references or citations or manufacturing false information used in references, notes and footnotes” For more information on academic integrity and academic dishonesty, please refer to the College Handbook, the College Catalog and the Code of Student Conduct and Related Policies or ask your instructor.

HLH 203 syllabus Fall 2005 5

Tentative Course Schedule and Activities Date Aug. 30

Topic/Content Introduction to the class and each other

Reading

Sept. 1

Overview and history of community health

Sept. 6

Overview and history of community health; Organizations and agencies

Chapters 1 & 2 Syllabus Chapters 1 & 2

Sept. 8

Information retrieval, assessment, and uses.

Sept. 13

Community Organization

Sept. 15

Service Learning Work Day

Sept. 20

Special Buy the text! Print syllabus Healthy Community Model #1 Agency assignment homework given out Service learning choices due

Scavenger Hunt! Chapter 5

Begin agency reports

Assessment & Planning in Community Health

Chapter 5

Meetings with agencies if possible agency reports

Sept. 22

Assessment & Planning in Community Health

Chapter 5

Sept. 27

Assessment & Planning in Community Health

Chapter 5

Sept. 29

Catch up day

Oct. 4

Epidemiology: the basics I

Oct. 6

Review

Agency reports

Oct. 11

Exam 1

Oct. 13

Epidemiology: the basics II

Chapters 1,2,5, handouts, guest speakers, class notes Agency reports

Oct. 18

Fall Break No class School health as community health education

Oct. 20

agency reports SLP Group description due agency reports agency reports

Chapters 3 + 4

Chapters 3 + 4

agency reports

Chapter 6

agency reports

Oct. 25

Health care system: Structure & Function

Chapters 13 14

agency reports

Oct. 27

Health care system: Structure & Function

Chapters 13 14

agency reports

Nov. 1 Nov. 3

Review Day Exam 2

agency reports Chapters 3-6, 13-14 , class notes, handouts, speakers HLH 203 syllabus Fall 2005 6

Nov. 8

Maternal , Infant, Child Health

Chapter 7

CH Interest Area Group Presentation

Nov. 10

Adolescent/Young Adult Health Adult Senior Health

Chapters 8+9

CH Interest Area Group Presentation

Nov. 15

Minority Health Health Disparities

Chapter 10

CH Interest Area Group Presentation

Nov. 17

Health Disparities Abuse of ATOD

Chapter 12

Nov. 22

Community Mental Health

Chapter 11

CH Interest Area Group Presentations

Nov. 24 Nov. 29

Thanksgiving No Class Environmental Health

Dec. 1

Injuries & Safety

Chapters 1516 Chapters 17 & 18

CH Interest Area Group Presentation CH Interest Area Group Presentation

Dec. 6

Healthy Community Model

Dec. 8

Service Learning Presentations Service Learning presentations Wrap-up and review Exam 3

Dec. 13 Dec. 20 1-3 pm

CH Interest Area Group Presentation

All Service Learning Project Papers Due Healthy Community Model due Chapters 7-12, 15-18, handouts, guest speakers, class notes, plus some areas from previous exams as noted

If you are a student with a disability and wish to request accommodations, please contact the Office of Student Disability Services located in B-1 Van Hoesen Hall or call (607) 753-2066 for an appointment. Information regarding your disability will be treated in a confidential manner. Because many accommodations require early planning, requests for accommodations should be made as early as possible.

Guest Speakers Throughout the course we will be having several guest speakers. I am still in the process of working with the speakers to schedule them. More information will be provided once all the speakers have been scheduled. It is expected that you will be in class, listen attentively, and ask questions of the speakers (including me!) (VI,B,1-3)

Service Learning Project (SLP) One of the best ways to learn about community health is to experience it first hand. To that end I have included a service learning HLH 203 syllabus Fall 2005 7

project into this course. Every student will be placed into a small group of 2-5 students based on interest level in the service learning opportunities available. Your group will work together to complete the practical portion of the SLP, a presentation to the class about your SLP, and a written document describing and applying your SLP to this course. Each individual student will also complete a personal reflection and evaluation to be handed into the instructor. Each group will then be responsible for contacting and working with the contact person at each service learning site to complete the practical requirements of the project. I will provide additional directions and assistance in completing the practical portion of the SLP. There is a scheduled class SLP “work day” . This day should be used to meet with your group and to consult with me. It is expected (and necessary) that additional time outside of class be spent on the SLP. (HE: V, A2-3/V, B3/V, C2-3/VII,A,2/VII,B,2/VII,C,1) CF: personal responsibility, social justice, knowledge base, professional standards, professional commitments) Community Health Interest Area Group Presentation Each student will be assigned a “content or group” area (e.g. maternal /child health, ATOD). All those students assigned the same area will be responsible for investigating and presenting the following to the class on the class day we are scheduled to discuss that area: Each group must identify at least one 1) federal governmental agency, 2) state/local governmental agency, AND 3) voluntary/non-profit group/agency that specifically addresses the community health issues/problems of the content/group you have been assigned. Each student is responsible for presenting information about one of these agencies or groups. There may be more than one agency/group per category depending on the number of student in the group. On the day we discuss your “content or

group”

in

class,

each

individual

student

will

briefly

discuss

the

involvement/responsibilities of the agency or group you have identified with the content area. IN ADDITION HLH 203 syllabus Fall 2005 8

Each student in the group must find a description of a community health program. The program should consist of at least at least two different activities and/or strategies (but will more likely consist of more). Each student will describe the different activities/strategies contained in the program and briefly discuss how the activities attempt to address the health-related problems of a target group(s) in the content area you have been assigned. These community health programs may be in place anywhere in the United States and DO NOT have to be linked to the agency you have identified. These programs must be described in the professional literature and may be found by searching in professional journals, government documents, and on the internet. Program descriptions found on the internet MUST come from a professional health-related website, ideally a .edu, .gov or .org site. Content groups should make sure that each member is describing a different community health program. Each student will give to the instructor a 1-2 page, double-spaced, wordprocessed description of the community health program you found. Your name should appear in the top right-hand corner with the source of your program cited, in APA format, above the program description . Content group members need to work together to make sure that all types of agencies are covered and that there is no duplication of program descriptions. All individuals assigned to that content “group” should be present on the day the group is scheduled to present. You cannot make up the oral presentation portion of this assignment. Note:*: It is expected that you will use library and electronic databases and search engines to complete this assignment. (HE: VI, A1-2/VII,C,1; CF: knowledge base, technology) Health Agency Assignment You will be assigned a health-related agency. Research your assignment and prepare for the class a no more than one page handout, typed, responding to the questions below. You should bring enough handouts for everyone in the class (32). Most agencies have web sites, but for some you may need to phone or visit (if possible). Memorial Library may also have some information about these agencies (A good contact in the library is Ms. Ellen Patterson who is the “health” librarian.) (VIA1-2/VII,C,1) Your agency/organization/professional journal is _____________________________________________________ If you have a Professional Journal HLH 203 syllabus Fall 2005 9

1.

What is the associated professional organization and/or publisher of the journal?

2. In general, what types of articles does it publish? (e.g. research reports, teaching strategies, theoretical pieces, philosophical pieces) 3. Who is the audience(s) for the journal? (e.g. practitioners, researchers, academics?) 4. Who is the current editor (this will be someone at a college/university, or agency not a publishing company) and what is that person’s institutional affiliation? 5.

How many times a year is it published?

If you have a Professional organization 1. Date established. 2. For whom? Who are its intended members? 3. Benefits of membership in this organization? 4. Publications? 5. Where was/is its 2005 national conference? 6. Who is the Executive Director? President and his/her institutional affiliation? 7. Mailing address, phone number, web site URL? 8. How much does it cost to join? If you have a Health – Related Agency or Organization 1.

Date established?

2. Mission” or purposes of the agency? 3. Government agency, Quasi-overnment agency/organization, voluntary agency,? 4. Who is the current “head” of this agency? (Will have different titles depending on the agency.) 5.

What health-related education activities or services does it provide?

6. Does it sponsor/publish and publications? If yes, what types? Provide the titles of a few of its main publications. 7.

How is it funded?

8. Mailing address, phone number, web site URL for its national headquarters?

HLH 203 syllabus Fall 2005 10