HEA 405-01
Program
Planning and Evaluation
Department
of Public Health Education
Fall
Semester, 2005-2006 Academic Year
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Instructor: |
Robert Strack, Ph.D., MBA, Assistant Professor Department of Public Health Education 437 HEHP Building 336-334-3239 Office Hours:
Mondays |
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Location: |
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Time: |
Tues. & Thurs. |
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Course
Description: |
Being able to develop and evaluate a program will be some of your most important skills as a health educator. Understanding the principles of sound program development and evaluation will not only enable you to build upon successful programs, but to strengthen and improve flawed programs and create new programs where none existed before. In addition, the components of a comprehensive program and evaluation plan are the building blocks of writing a fundable grant proposal. You will find that your program planning, evaluation and grant writing skills will be very marketable in the job search and key to your success in most health-related work. (What employer wouldn’t want an employee that can help generate new fund$ for their organization!) In addition, you may find many additional uses for these skills in your personal life, volunteer work, and jobs beyond traditional health education. Building on your full year of community assessment experience and on the rest of your public health education foundation, this course provides you with an opportunity to learn and practice the steps involved in program planning and evaluation. If you apply yourself in this course through the readings, class work, your class preparation time and your semester-long development of a program plan (in the form of a grant proposal and presentation), you will acquire skills in program planning, intervention models, program evaluation, and basic grant writing. |
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What are the 'seven areas of responsibility' for CHES? |
The seven areas of responsibility that make up the standards for the Certified Health Education Specialist (CHES) credential are: 1. ASSESS individual and community need for health education. 2.
PLAN effective health education programs. 3.
IMPLEMENT health education programs. 4.
EVALUATE health education programs. 5. COORDINATE the provision of health education services. 6. ACT as a resource person in health education. 7. COMMUNICATE health and health education needs, concerns and resources. |
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Student Learning Outcomes: (Course Objectives) |
To introduce students to the principles and theory needed to strategically plan, design, implement and evaluate health promotion programs. The following are the Student Learning Outcomes (SLO) for
this course. By the end of the course,
you will be able to: 1.
recognize the various levels of programmed
interventions 2.
demonstrate the steps of program planning 3.
define of the components of program evaluation 4.
demonstrate basic skills in grant writing 5.
demonstrate oral presentation skills for
presenting your ideas to stakeholders |
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Required texts: |
NOTE: Please bring
the book to class on days when we are discussing readings from it. McKenzie,
James F., and Smeltzer, Jan L.
(2001). Planning,
Implementing, and Evaluating Health Promotion Programs: A Primer (4nd
ed.). Coley
SM & Scheinberg CA (2000). Proposal Writing, 2nd Edition. Kruter
MW, Lezin NA, Krueter MW, Green LW (2003). Community Health Promotion Ideas
that Work: A Field-book for Practitioners, 2nd Edition. A copy of the course readings will be made available through UNCG’s library system. ·
Students are expected to
have completed the required reading assignments before each class session and
to bring the readings to class. |
COURSE REQUIREMENTS
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The success of this course depends on how much you, your classmates, and I put into our work here together. This syllabus is the beginning of a learning contract we will share. The outline of topics to be covered and readings to be done - as well as the course objectives - lay out part of my commitment to you in what learning I will facilitate. The course requirements and the assignments listed below lay out part of your commitment to you and to your classmates to what learning you will undertake and facilitate. Please note that this course relies on your adherence to
the Academic Integrity Policy (honor code).
Refer to UNCG web site for full listing of UNCG’s Academic Integrity
Policy http://saf.dept.uncg.edu/studiscp/Honor.html |
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Attendance: |
Because attendance is so important to our work here you
are expected to be in class every session, on time, and for the full class period. If you miss class, you are responsible for
coming to the next class prepared, having been updated on what happened in
your absence. Missing class sessions will negatively affect your
participation grade. Students who are
absent for 5 or more sessions may receive a “W” or a “WF” for the
course. |
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Participation: |
Our learning process depends on your participation and commitment to learning. Before-class ways that you will demonstrate this commitment include reading and thinking about the readings and completing your assignments. In class, you will demonstrate this commitment by: listening, sharing your insights about the readings and topics at hand, asking questions, and participating in activities. To ensure that everyone has opportunities to contribute, I will call upon those who are not participating to help us out, but the primary responsibility for contributing falls on you. Inappropriate behavior in the classroom will result, minimally, in a request to leave class. You will also be asked to fill out a peer evaluation form for the classmates working with you in the completion your group’s program plan. This is to ensure that all of the classmates in your group contribute to the enterprise of your group’s activities. A special note regarding cell phones: Due to the disruption of cell phones
ringing during class time the following policy will be strictly
followed. The first infraction
will result in public embarrassment and a warning to turn your phone off
before coming to class. The second
infraction will result in a one-letter grade reduction in your participation
score. The third infraction
will result in the loss of all participation points, which will
influence your grade significantly!
Please respect others - turn your phone off. |
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Workload: |
Expect to do 6-10 hours of homework per week for this
class, if you are a more-or-less typical student. As with other classes, some weeks will have
more work than others. This course is
both reading- and writing-heavy. For
some of you, that will mean you need to put in extra effort to produce
high-quality work. Please plan
accordingly. In addition, much of your
major work may be done in pairs/teams.
This means your schedule will have to have some flexibility built into
it. Again, please plan accordingly. |
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Assignments
& Grading Grading Scale: A+ = 97-100
A = 93-96
A- = 90-92
B+ = 87-89
B = 83-86
B- = 80-82
C+ = 77-79
C = 73-76
C- = 70-72
D = 60-69
F = <60
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Class participation (15%). * Refer to section above on participation. Homework and in-class assignments (20%). You will be assigned sections of your final project that correspond to the various topics we cover during the course of the semester. You will also be responsible for in-class assignments, pop-quizzes and any take home assignments that may be distributed in class and due at the start of the next class period. The number of pop-quizzes and take home assignments will be proportional (inversely) to the level of preparedness demonstrated by the class. Mid-Term (15%) Three-quarters through the semester we will have an in-class midterm that will be a combination of forced-choice and short answer. An opportunity for you to shine on your own! Grant proposal – Written (20%). At the start of the semester you will be divided into proposal teams (groups). Each proposal team will be responsible for working together to complete the proposal sections as they come due and to prepare and submit the final written proposal on the last scheduled class period. Each team will do a class presentation during finals week highlighting your team’s proposal. Project presentation – verbal (10%). Strong oral skills are important for developing your professional portfolio. You will be given the opportunity to orally present your team’s proposal during the final exam period. Final Exam (20%) Because project planning and evaluation skills, terms and concepts are a significant portion of the National CHES Exam I have selected to add an additional test as part of HEA 405. This final exam will be another opportunity for you to study and apply the concepts of the course. |
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Policies Regarding Assignments |
All assignments should be submitted electronically through Blackboard to the instructor prior to the beginning of the class on the day they are due. You will be expected to turn in your assignments on time. Assignments turned in late will be graded down 1 grade/equivalent for each day late (counting weekends and holidays). Staying on top of assignments is key to your success in this course. There is no make-up for in-class assignments you’ve missed because of an absence. In addition, you will be receiving details from me about how team grades will be decided in your grant assignments, it is absolutely critical that you share the work equally in your team and that you honestly assess your own and your teammate’s contributions. Homework copy: From time to time, I may ask you to bring a second copy of your homework to class so that we have a “working copy.” Written assignments:
Writing is a key skill of a health educator, and it is likely that your
future job performance will partly be measured by the quality of your
writing. Your written work will be
showcased this semester. Your writing
needs to be organized so the flow of information makes sense. You also need to demonstrate your high
standards of quality by ensuring your writings adhere to correct spelling,
grammar, and punctuation standards.
Stylistically, your writing needs to be audience-appropriate. In addition, I will return written work
that does not meet the above criteria (and grade accordingly), at which point
you will re-write it. At times, you
will find it useful to visit the Typing: All assignments need to be typed (double-spaced, 1” margins, 12pt. font) unless otherwise announced. Some small homework assignments, in particular, will not need to be typed; I will announce those times. If in doubt, assume typed. |
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Proposal Team Work Sessions: |
To help the Teams along, I have designed some time during
classes to work on your proposals. The
success of these days requires that you and your Team come prepared! |
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Internet: |
The course instructor will be setting up a course homepage utilizing the Blackboard Course Management System for intra-class communications. This list may be used to inform students of any changes in the assignments, room or scheduling changes, etc. It may also be used by students to ask questions of classmates and the instructor, or to further discussions outside of the classroom. Students must login at https://blackboard.uncg.edu. UNCG no longer be permits UNCG email to be forwarded to external accounts such as Hotmail or Yahoo. All UNCG students should read their UNCG email via http://e-spartan.uncg.edu. If you have any problems contact the |
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Syllabus: |
Learning is an organic process. As every strong health educator knows,
learning needs to be tailored and re-tailored to both meet the needs
of the participants (that’s you, in this case) and to meet the objectives of
the program (PHE). Therefore be warned
that this syllabus may change and you are responsible to keep up with these
changes (with a new date in the upper right corner). Please bring your syllabus to each session. |
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This class will be full of interesting discussion and innovative
program ideas. I look forward to learning
from you and to facilitating your learning! |
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Key: &
Something
for you to read R
Something
to be checked off your “to do” list. q In-Class activity |
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DATE |
TOPIC |
READING/ASSIGNMENT |
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1 |
Aug. 16 |
Introductions Academic Integrity Policy q Causes of Poor Health-exercise Overview of the syllabus |
R We will discuss potential health topics and populations for our class project and proposals. |
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2 |
Aug. 18 |
Planning Models Overview |
&
Kreuter, et al., (Community_health_promotion_ideas_that_work_chapter_1_Finding_true_north.pdf) &
McKenzie and & Meadows, M. Looking for money. (Its_been_said_students_attitudes_interests_and_development.pdf) |
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3 |
Aug. 23 |
Planning Models |
& McKenzie
and & Coley
SM & Scheinberg CA. (2000). Proposal Writing. Chapter 1: An
orientation to proposal writing. Pgs 1-10. |
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4 |
Aug. 25 |
Planning Models q Precede-Proceed activity |
&
Kreuter, et al., R Bring to class an article on a public health issue from a newspaper or newsmagazine |
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5 |
Aug. 30 |
Problem definition |
&
McKenzie and &
& Coley SM & Scheinberg CA. (2000). Proposal Writing. Chapter 3 & 4. Pgs. 21-38. |
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6 |
Sept. 1 |
Problem definition q Team Work on Prob. Def. |
& Cottrell RR, Girvan JT, McKenzie JF. (2002). Chapter 9: The literature of health education. Pgs. 254-275. &
Kreuter, et al., |
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7 |
Sept. 6 |
Community Assessment–Needs |
&
McKenzie and |
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8 |
Sept. 8 |
Community Assessment–Assets |
& Kretzmann and McKnight, Intro. čProposal Part 1 Due: Problem Statement and Assessment Strategy/Results |
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9 |
Sept. 13 |
Using Theory: What is it? Why should I care? |
&
Kreuter, et al., &
McKenzie and & Carron, et al, (2003). Chapter 12. |
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10 |
Sept. 15 |
More Interpersonal Theory Community Theory |
& Carron, et al, (2003). Chapters 13-15. &
McKenzie and |
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11 |
Sept. 20 |
Theory applied q Theory activity qTeam Projects |
& Paul,
BD. (1991). Water-boiling in a In Class Proposal Teams Work Session |
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12 |
Sept. 22 |
Theory applied qTeam Projects |
In Class Proposal Teams Work Session |
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13 |
Sept. 27 |
Intervention Planning (Goals and Objectives) q Planning activity |
& Coley SM & Scheinberg CA. (2000). Proposal Writing. Chapter 5: Writing goals, objectives and implementation activities. Pgs. 39-54. &
McKenzie and |
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14 |
Sept. 29 |
Intervention Strategies |
&
McKenzie and |
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15 |
Oct. 4 |
Goals and objectives applied qTeam Projects |
In Class Proposal Teams Work Session |
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16 |
Oct. 6 |
Program Implementation |
&
McKenzie and |
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17 |
Oct. 11 |
FALL BREAK |
NC – SOPHE Annual Meeting will be held this Tuesday on the
UNC – |
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18 |
Oct. 13 |
GCAPP Annual Meeting |
GCAPP is the Guilford County Adolescent Pregnancy
Prevention Coalition. They will be
conducting their Annual Meeting in the |
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19 |
Oct. 18 |
Program Implementation Applied q Read article/in class activity |
Half of the class will read one article, half the other. You should get the article through “Journal Finder” NOT through the library reserve system. &
VanDyke E.M., & Riesenberg L.A. Effectiveness of a school-based
intervention at changing preadolescents’ tobacco use and attitudes. Journal
of School Health. August 2002: Vol.72 (6):pgs 221-225. & King K.A, Vidourek R.A., Davis B., & McClellan W. Increasing self-esteem and school connectedness through a multidimensional mentoring program. Journal of School Health. September 2002. Vol 72(7): pgs. 294-299. čProposal Part 2 Due: Goals, Objectives & Activities |
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20 |
Oct. 20 |
Budgets and Timelines |
&
McKenzie and & Coley SM & Scheinberg CA. (2000). Proposal Writing. Chapter 7: Creating the budget. Pgs. 67-81. |
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21 |
Oct. 25 |
Evaluation– Introduction and Process Evaluation |
&
McKenzie and |
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22 |
Oct. 27 |
Evaluation– Impact/Outcome Evaluation |
& Coley SM & Scheinberg CA. (2000). Proposal Writing.Chapter 6: Writing the evaluation plan. Pp.55- 65. |
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23 |
Nov.
1 |
Data Collection Methods |
&
McKenzie and |
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24 |
Nov.
3 |
MID-TERM EXAM SOPHE/APHA Annual Meeting |
R Demonstrate your brilliance! |
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25 |
Nov. 8 |
SOPHE/APHA Annual Meeting NO CLASS |
R Study work with groups. |
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26 |
Nov. 10 |
Data (Methods and Analysis) qData analysis activity
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&
McKenzie and R
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27 |
Nov. 15 |
Review session Presentation Guidelines
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čProposal
Part 3 Due: Budget and Administration
čProposal Part 4 Due: Evaluation Plan |
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28 |
Nov. 17 |
Proposal Outlines qTeam Projects *NCAAHPERD Meeting in |
&
How to do presentations In Class Proposal Teams Work Session |
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29 |
Nov. 22 |
qTeam Projects |
In Class Proposal Teams Work Session |
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30 |
Nov. 24 |
THANKSGIVING BREAK |
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31 |
Nov.
29 |
FINAL EXAM |
R Demonstrate your brilliance! |
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32 |
Dec. 1 |
qTeam Projects |
In Class Proposal Teams Work Session čFull and
Final Written Grant Proposal Due |
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33 |
Dec. 6 |
Reading Day -- NO CLASS |
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34 |
Dec. 9 |
Friday, Dec. 9; |
čOral
Presentation of Proposals |