Introduction to Health Promotion Program Design...

H E 6420 – Winter 2012

Division: Kinesiology, Health, and Sport Studies

Program Area: Health

Course #: HE 6420

Course Title: Introduction to Health Promotion Program Design

(3 credit hours)

Section #: Section # 25578

Term/Year: Winter 2012

Course Location: 220 Cohn Building

Day & Time: Mondays, 5:30pm – 8:15pm

Instructor: Noel Kulik, Ph.D.

Office: Room 262 Matthaei, 5101 Lodge Service Drive

Office Hours: Mondays from 3:00pm – 5:00pm

Tuesdays from 1:00pm – 4:00pm

Thursdays from 1:00 pm – 4:00pm

Fridays from 1:00pm - 3:30pm

I am often available after class and other times by appointment. I am very willing to make

appointments after 5pm since I know many of you work during the day. It is wise to make an

appointment to see me. Although I love having students drop by during office hours, if you are

making a special trip you may be disappointed if I have a scheduled meeting or an appointment

with another student.

Contact: Office Phone: 313-577-0023

Email: [email protected] or [email protected]

(Note: email is the best way to reach me; also, make sure you include HE

6420 in the subject line of your email to ensure a prompt response.)

Course address: http://blackboard.wayne.edu

Course Description: Overview of health education program process in all practice settings.

Introduction to needs assessment, objective writing, staff training and

evaluation in health education (catalogue description).

This is a GRADUATE LEVEL class. In this course we will critically examine and discuss

models and processes to systematically plan and evaluate health interventions and programs.

Students will develop skills in needs assessment, program planning, measurement,

implementation and evaluation by reading and discussing literature in the field, working

individually and in small groups on in-class activities and outside assignments, and by

developing a data-driven program and evaluation plan.

H E 6420 – Winter 2012

Course Outcomes and Objectives

At the conclusion of the course, students will be able to:

1. Discuss program planning as a process requiring an ongoing, strategic approach;

2. Differentiate between different models of program planning;

3. Strategically assess individual and community needs, resources, and support for health

education programs;

4. Develop conceptual and logic models for health interventions;

5. Conduct a needs assessment using various data collection techniques;

6. Establish a coalition/health promotion team;

7. Determine the health priorities of a community;

8. Strategically plan effective health education programs;

9. Design a comprehensive, theoretically based intervention for a particular health problem

in a specific population and setting;

10. Demonstrate ability to write and prioritize program goals and objectives that are clear,

specific and measureable;

11. Outline intervention activities and strategies to be included in program plan;

12. Establish appropriate budgets for a designed program;

13. Identify steps to preparing for program implementation;

14. Create a clear and realistic timeline for proposed intervention and evaluation;

15. Discuss program implementation process, activities, monitoring, and barriers;

16. Understand the purposes and value of evaluation in health education and promotion;

17. Identify appropriate evaluation methods for selected programs;

18. Distinguish between different types of evaluation;

19. Plan an evaluation of a health education program, including defining the components of

evaluations including selection of a proper design, identification of appropriate measures,

and collection, analysis, and reporting of data;

20. Develop a questionnaire to include in an evaluation and understand how to assess validity

and reliability of that instrument;

21. Understand the issues involved in sample selection and sample size both in the design of

the evaluation and in the interpretation of the results;

22. Understand issues associated with data collection;

23. Summarize evaluation results in a report format;

24. Articulate potential ethical issues in designing and conducting program planning and

evaluation activities and identify strategies to ensure that programs and evaluations are

culturally relevant for the target group;

25. Prepare and deliver a professional presentation describing a program and evaluation plan;

and

26. Offer constructive feedback to peers on program and evaluation plans.

H E 6420 – Winter 2012

Course Format

The format will vary throughout the course (e.g., lectures, guest speakers, small groups, panel

discussions, in-class activities); however, discussion will be a critical component of every class.

Typically, during the first 5-10 minutes of the class there will be a Quiz followed by 60-90

minutes of include lecture/discussion related to the readings and various program planning and

design concepts. The remainder of the class will consist of continued discussion, in-class

activities, or time to work with your team on class assignments.

Required Reading Material

Readings for each class session are listed by date on the syllabus and will be accessible on the

Blackboard Website for the course (http://blackboard.wayne.edu). Your WSU AccessID will

provide you with access to the course website on Blackboard. The website includes course

announcements, the most up-to-date syllabus, handouts, lecture slides, assignments and external

links. The Blackboard site will be an evolving course product and resource.

Note: Lecture slides will be posted on Blackboard by noon on the day of the class. If they are not posted by

noon, I will bring a copy of them for all students in the class.

There is one required textbook, which will be supplemented by selected journal articles and

chapters from textbooks, all of which will be discussed in class.

Textbook: McKenzie, J.F., Neiger, B.L., & Thackeray, R. (2009). Planning,

Implementing, & Evaluating Health Promotion Programs: A Primer. 5th

Ed.

Benjamin Cummings.

The textbook is available at the WSU Student Bookstore.

Additional Required and Suggested Readings: Required readings are listed first and will be

available via the course website on Blackboard. Click on “Course Documents” and then click on

the folder of the date for which the readings are assigned. Suggested readings are listed below

required readings on the syllabus and can also be found in the Course Documents folder on

Blackboard.

IMPORTANT: There will be some additions and/or changes to the readings during the semester.

Course Assignments and Student Assessment

Student assessments are designed to help meet the learning objectives. Your grade will consist of

the total points that you earn on the assignments listed in the following pages. Do not throw

assignments away until your final grade is posted; if there is an error in your grade, you will need

to show proof of the actual grade received.

College graduates, especially educators, should be able to communicate both orally and in

written form. Once you enter the workforce you are representing Wayne State University and

this department/program. Therefore, all assignments must be properly written. Wayne State

University has a writing center that will assist you.

http://blackboard.wayne.edu/

H E 6420 – Winter 2012

The Writing Center (2nd floor, UGL) provides individual tutoring consultations free of charge

for graduate and undergraduate students at Wayne State University. The Writing Center serves as

a resource for writers, providing tutoring sessions on the range of activities in the writing process

– considering the audience, analyzing the assignment or genre, brainstorming, researching,

writing drafts, revising, editing, and preparing documentation. The Writing Center is not an

editing or proofreading service; rather, students are guided as they engage collaboratively in the

process of academic writing, from developing an idea to correctly citing sources. To make an

appointment, consult the Writing Center website: http://www.clas.wayne.edu/writing/. To submit

material for online tutoring, consult the Writing Center HOOT website (Hypertext One-on-One

Tutoring) - http://www.clas.wayne.edu/unit-inner.asp?WebPageID=1330.

COE Resource page: http://coe.wayne.edu/writing-resources.php

If you know from previous classes that writing is a problem for you, please complete your

assignment in time to get to the writing center and have it checked.

ALL assignments must be posted to Blackboard under the Assignments menu by 5pm on the day

they are due. You must also being a paper copy to class to turn in on the day it is due. For each

assignment uploaded to Blackboard, please use the following naming convention:

LASTNAMEINCAPS_name of assignment

Example: KULIK_Focus Group Plan

You must submit all individual assignments. Group assignments can be submitted by a

designated person in your group.

NOTE: I often use student work as examples in other classes. If you do NOT want me to use your work (with

your name removed, of course), please let me know at the BEGINNING of the semester. This is important.

Overview of Course Assigments

1. Team Project / Program Plan

As the major project for this course, you will prepare a complete program and evaluation plan

that addresses a specific health issue in a specific population. You will not need to implement the

intervention or conduct the evaluation. The plan will be grounded in the real world, and thus

draw on real data and other information gathered in the needs assessment and planning process.

You will work on this project in groups of 3-5 students. Once your team has been formed, it is

your responsibility to organize and facilitate the team’s work. You will work with your team

throughout the semester, with the bulk of the work done OUTSIDE of class, although I will have

some in-class working sessions and time available. While some assignments should be done

individually (see asterisks on Table 1, below), the team will produce a single final document, and

all members of the group will receive the same grade on the program plan and the group

presentation and assignments. Choose your group thoughtfully. I am not responsible for

coordinating schedules or ensuring that your group is on track.

http://www.clas.wayne.edu/writing/

http://www.clas.wayne.edu/unit-inner.asp?WebPageID=1330

http://coe.wayne.edu/writing-resources.php

H E 6420 – Winter 2012

Again, although the total project is worth over half of the points in the course, there are some

components that are individually graded (see matrix and starred items, below). You will have

several formal and informal opportunities to receive feedback on this project throughout the

semester.

2. Weekly Quizzes

Each week at the beginning of each class there will be a short quiz (5 points per quiz for a total

of 60 points). You will be able to drop 2 quizzes (either the lowest score or for an

absence/tardiness) for a final total of 50 points for the quizzes. If you are late to class and miss

the quiz, you will not be able to make it up. These quizzes ensure that you will be prepared for

class, ready for discussions, and most important, able to contribute significantly to your group.

Required readings will be on the quiz; however, suggested readings will not.

Grading

While there are weekly quizzes, there are no exams in this course. Assessment for grading

purposes will be based on the completion of the following thirteen activities listed below and

explained starting on the next page. The items marked with an asterisk (*) will be done

INDIVIDUALLY and you will turn in your own assignment (and upload your assignment to

Blackboard). All other items are group-based and ONE final paper will be turned in (and one

final paper uploaded to Blackboard). You will also get one group grade for your presentation.

Table 1. Points for course assignments

Assignment Number of

Points

Percentage of

Grade (≈ %)

1. Identification of problem & Committee Development 5 2.7

2. Literature Review* 10 5.5

3. Focus Group Plan 10 5.5

4. Needs Assessment 15 8

5. Goals and Objectives 5 2.7

6. Intervention 15 8

7. Implementation Plan 20 11

8. Evaluation Plan 20 11

9. Compilation of Program Plan 5 2.7

10. Oral Presentation 10 5.5

11. Weekly Quizzes* (12 total; only 10 count) 50 27

12. Peer Assessment* 10 5.5

13. Participation in discussions during class* 10 5.5

Total 185 100%

Grades will be computed based on your total points earned on assignments converted to a

percentage.

H E 6420 – Winter 2012

Table 2. Grading scale

Grade Percentage Total Points

A (Excellent) 100-95.0 176-185

A- 94.9-90.0 167-175

B+ 89.9 – 87.0 161-166

B (Good) 86.9 – 83.0 154-160

B- 82.9 – 80.0 148-153

C+ 79.9 – 77.0 143-147

C (Below graduate standards) 76.9 – 73.0 135-142

F 72.9 or Less 141 or below

Assignments – Detailed

The program plan assignment consists of several components each graded separately. These will

be combined at the end and turned in as your compiled Team Project/Program Plan assignment.

These components represent the various activities that occur during the planning, implementation,

and evaluation of a health education program. Combined, these activities should give you the

skills necessary to do such and activity in the field. I am not giving you a rubric for these

components because each of your programs will be different. Your plan will be graded on the

quality and comprehensiveness of your plan. The choices for program components will be graded

by the appropriateness of your choices and how realistic the plan.

1. Identification of problem/development of committee (5 points) - GROUP

Identify a specific health problem that you will revolve your entire program plan around. Indicate

a target group for your program and identify why this was your chosen target group (i.e., justify

the problem/group). Provide a list of and rationale for each of the individuals you would ask to

serve on a planning committee to help you develop your proposal. Committee sizes will vary but I

would like to see between 4-6 people for your committee.

2. Literature Review (10 points) - INDIVIDUAL

Write a short review of the literature regarding the health problem that you selected. This

literature review should include at least 10 non-internet references and should be approximately 6

pages in length (double-spaced). A literature review should be on the scope of the health problem,

interventions used to address the problem, and the theories commonly used to address or frame

the issue. The review may also include barriers to specific interventions (This is an individual

assignment but should be coordinated with your group).

3. Focus Group Plan (10 points) - GROUP

Write a description of your plan to gather primary data from a focus group or multiple focus

groups. Describe the process you plan to use to gather focus group data (from gathering

participants, developing a script, implementation, and compilation of data). Briefly describe what

was found from the focus groups (you will be taking an educated guess here). If you actually do a

H E 6420 – Winter 2012

focus group for your project (the best option), provide the script and results from the focus group.

This is considered a qualitative needs assessment.

4. Needs Assessment (15 points) - GROUP

Design a plan to gather quantitative data from your target group. This will need to include how

you selected the participants, a description of the measurement instrument, and your procedures

for collecting data. Make sure to include issues associated with sampling and protection of human

subjects. Briefly describe what was found through data collection from the population of interest

(again, your best guess). Identify and prioritize the needs based on the findings of the assessment.

You should all create and “conduct” some sort of needs assessment (it may be a pre- and post-

test, a questionnaire, etc.).

5. Goals and Objectives (5 points) - GROUP

Write several goals and objectives for the health education program that you would like to

implement. The objectives should help you reach your goals.

6. Intervention (15 points) - GROUP

Describe the interventions that will be used to accomplish the objectives. These can be established

programs/interventions (found in the literature review) or you may create a program/intervention

based on effective program components (identified in the literature review). You should look at

best practices websites as well. Your intervention should include a logic model and show how

relevant health behavior theory/theories are being used in your program.

7. Implementation Plan (20 points) - GROUP

The implementation plan will consist of several components: Describe the necessary resources

(personnel, instructional materials, space, equipment, financial resources, etc.) needed to conduct

the intervention. Prepare a budget based on these needed resources. Describe how you plan to

market the intervention and get at the target population with your intervention. Describe the

strategies for implementing the program. Create a timetable for you implementation. The

timetable should actually be considered when you are doing your goals and objectives/choosing

the intervention.

8. Evaluation Plan (20 points) - GROUP

Describe the process you will use to evaluate your health education program. Select a model on

which to base your intervention and describe why this model was selected. Describe the

evaluation method and the reason this method was selected. Make sure you include aspects of

each type of evaluation (process, impact, outcome, formative, and summative) in your evaluation

plan. (Note: The evaluation plan should be considered all the way through the program. It should

not be something that you save until the end and then throw together. Evaluate yourself during the

planning phases and think about how you will evaluate each portion of the planning process or

program when you are planning them).

9. Compilation of Program Plan (This is what you will be presenting) (5 points) - GROUP

This is the compilation of each of the aforementioned assignments after you have made changes

based on comments I make on each of the assignments that you turn in. After making the

requested changes, you will put all of the pieces together into an organized, attractive, easy to

follow program document. This would be something similar to a final report that you might give a

community that hired you to do an assessment, implementation, and evaluation of a program. This

is definitely something that should be included in a portfolio for interviews.

H E 6420 – Winter 2012

You will submit a single final program and evaluation plan that is no longer than 50 pages,

excluding references and appendices.

10. Oral Presentation (10 points) - GROUP

Each group will give a 20 minute presentation describing their program. The presentation will be

followed by five minutes for questions from the class. This is where you get to WOW the class. A

rubric will be provided for you to structure your presentation.

11. Weekly Quizzes – see above (50 points total) - INDIVIDUAL

12. Peer Assessment (10 points) - INDIVIDUAL

You will be asked to provide an assessment of the quality of the contribution to the overall

program and evaluation plan made by each of your team members, based on the effort and

contributions s/he has made throughout the process. Your scores for each person will be kept

confidential. Each person will be assigned the average score from their group members (out of a

possible 10 points).

13. Participation in Class Discussions (10 points) - INDIVIDUAL

Much of this course will involve discussion or small group activities, therefore a willingness to be

active in discussion and respectful debate is crucial. The participation score is based on the

quality, not quantity, of contributions to in-class discussions, small group work and exercises.

0-3 points: Rarely provides any contributions and those contributions were repeat

contributions by other students or failed to further the class activity or discussion.

4-7 points: Provides thoughtful contributions that clarify topic or continue a class

discussion or activity.

8-10 points: Provides insightful and thoughtful contributions that further understanding of

concepts or adds another dimension to the topic and class activities.

H E 6420 – Winter 2012

HE 6420 – Winter 2012 At-A-Glance Calendar

# DATE TOPIC ASSIGNMENTS /

NOTES

1 1-9 Getting Started: Expectations and Requirements

2 1-16 NO CLASS – MLK, Jr. Holiday

3 1-23 Overview of Program Planning and Design

4 1-30 Models for Program Planning in Health Promotion

5 2-6 Library Day – Meet at UGL

6 2-13 Theories and Models Commonly Used for Health

Promotion Interventions

DUE: Identification of a

health problem / Dev of

Committee

7 2-20 Starting the Planning Process / Assessing Needs

8 2-27 Measurement/Measures, Instruments, Sampling

AND Mission Statement, Goals and Objectives DUE: Literature Review

9 3-5 Interventions DUE: Focus Group Plan

10 3-12 NO CLASS – Spring Break

11 3-19 Community Organizing and Community Building

AND Identification and Allocation of Resources

DUE: Needs Assessment

and Goals/Objectives

12 3-26 Marketing: Making Sure Programs Respond to the

Wants and Needs of Consumers DUE: Intervention

13 4-2 Implementation: Strategies and Associated Concerns

14 4-9 Evaluation: An Overview DUE: Implementation

Plan

15 4-16 Evaluation Approaches and Designs

16 4-23 Data Analysis and Reporting DUE: Evaluation Plan

17 4-30 Presentations of Final Program Plans DUE: Final Project

TENTATIVE SCHEDULE (Adjustments will be made during the semester as necessary)

Please note: Assigned readings are to be read BEFORE the class period for which they are

identified. The weekly Quiz and class discussion will revolve around the readings

listed below and those assigned after the semester begins.

Jan 9 Getting Started: Expectations and Requirements

Review syllabus

Review requirements and overview of assignments

Course outline

Jan 16 NO CLASS – MLK, Jr. Holiday

Jan 23 Overview of Program Planning and Design

Quiz of today’s assigned readings

Health Education and Promotion

Program Planning

Selecting a Planning Committee/Partners and Fostering Collaboration

Logic Models

H E 6420 – Winter 2012

Required Chapter to read by today’s class

Chapter 1: Pages 1 – 14

Chapter 3: Pages 68-70

Articles to be read by today’s class

Levy, SR., Baldyga, W., and Jurkowski, JM. (2003). Developing community

health interventions: Selecting partners and fostering collaboration. Health

Promotion Practice. 4(3), 314-322.

Huhman, M. Heitzler, C., and Wong, F. (2004). The VERB campaign logic

model: A tool for planning and evaluation. Preventing Chronic Disease. 1(3),

1-6.

Suggested article to read by today’s class

Renger, R. and Hurley, C. From theory to practice: Lessons learned in the

application of the ATM approach to developing logic models. Evaluation and

Program Planning. 29, 106-119.

Jan 30 Models for Program Planning in Health Promotion


Overview of Models

PRECEDE-PROCEED Model

Assignment of Groups

Begin thinking about what information you need for your literature review


Chapter 2: Pages 16 – 57


Gielen, AC, McDonald, EM, Gary, TL, and Bone, LR. Chapter 18: Using the

PRECEDE-PROCEED Model to Apply Health Behavior Theories. In, Glanz,

K., Rimer, B.K., Viswanath, K. (eds.). (2008). Health Behavior and Health

Education: Theory, Research, and Practice. 4th Edition. Jossey-Bass: San

Francisco.

Feb 6 Library Day – meet in Lab B, Second Floor, Adamany Undergraduate

Library

NO QUIZ today

Searching for relevant literature

How to write a literature review

Here is a map to Lab B http://www.lib.wayne.edu/info/maps/ugl/second.php

Here is a map to the Undergraduate Library http://maps.wayne.edu/view/#undergraduate-library



http://www.lib.wayne.edu/info/maps/ugl/second.php

http://maps.wayne.edu/view/#undergraduate-library

H E 6420 – Winter 2012

Feb 13 Theories and Models Commonly Used for Health Promotion Interventions


Overview of theories

Application


Chapter 7: Pages 159-199 (skim of you have already taken KHS 8540)


National Cancer Institute. (2005). Theory At A Glance Booklet: A Guide for

Health Promotion Practice. 2nd

Edition. USDHHS/NIH. This document can be

found here: http://www.cancer.gov/cancertopics/cancerlibrary/theory.pdf

Lytle, LA, and Perry, CL. (2001). Applying research and theory in program

planning: An example from a nutrition education intervention. 2(1), 68-80.

Due today

Identification of a Health Problem / Development of Committee

Feb 20 Starting the Planning Process / Assessing Needs


Rationale

Primary and Secondary Data

Introduction to Focus Groups

Discuss Focus Group Plan and Needs Assessment Assignments

GUEST INSTRUCTOR: Dr. Annie Murphy, Associate Director, WSU Center

for School Health, and Assistant Professor, Research/Grant Writing, WSU

College of Education

Required Chapters to read by today’s class

Chapters 3&4: Pages 58-109.


To Be Determined

Feb 27 Measurement/Measures, Instruments, Sampling AND Mission Statement,

Goals and Objectives


Types of Measures

Reliability and Validity

Instruments


Chapters 5&6: Pages 110-158

Due today

Literature Review

http://www.cancer.gov/cancertopics/cancerlibrary/theory.pdf

H E 6420 – Winter 2012

Mar 5 Interventions


Strategies

Creating Health Promotion/Prevention Interventions




TBD

Due today

Focus Group Plan

Mar 12 NO CLASS – Spring Break

Should be working on

Needs Assessment and Goals/Objectives and Intervention

Mar 19 Community Organizing and Community Building AND Identification and

Allocation of Resources


Community Organizing Terminology

Gaining Entry

Cultural Competence

Resources and Personnel

Grant Proposals

GUEST INSTRUCTOR


Chapters 9&10: Pages 236-285


TBD

Due today

Needs Assessment and Goals/Objectives

Mar 26 Marketing: Making Sure Programs Respond to the Wants and Needs of

Consumers


Segmentation

Social Marketing

Diffusion Theory

Naming your Program

H E 6420 – Winter 2012




TBD

Due today

Intervention (submit your goals/objectives with your intervention)

Apr 2 Implementation: Strategies and Associated Concerns


Phases of Program Implementation

Strategies and Concerns




TBD

Apr 9 Evaluation: An Overview








TBD

Due today

Implementation Plan

Apr 16 Evaluation Approaches and Designs








TBD

H E 6420 – Winter 2012

Apr 23 Data Analysis and Reporting


Statistics

Interpreting Data

Writing Reports




TBD

Due today

Evaluation Plan

Apr 30 Presentations of Final Program Plans

Course Evaluations

Group Presentations

Peer Assessment

Due today

Compilation of Program Plan – FINAL PROJECT

H E 6420 – Winter 2012

COMPUTER SKILLS REQUIRED

1. Back up your work: After class today please create a folder for this class. Call this new

folder HE 6420. Save a copy of every assignment that you give to me in this folder. It is a

good idea to back-up your computer files by saving them to an external drive, the cloud, or

by periodically emailing yourself important files.

2. Ability to access a website and send / download documents: This course is a web assisted

course. You will need to be able to access the course home page via Blackboard and use

various functions within Blackboard. Blackboard will be our channel of communication

between classes. All correspondence, course materials and additional reading, assignments,

and grades will be available through Blackboard. Make sure you know how to send and

receive email messages, attach files, and open files.

3. WSU email address: I will only use your WSU access ID for official communication

(through Blackboard or otherwise). If you do not check your WSU email address, please

forward your WSU emails to an address that you check frequently.

CLASS POLICIES AND PROCEDURES

1. Accommodations for Students: In accordance with university policy, if you have a

documented disability and require accommodations to obtain equal access in this course, or

are a student athlete and need accommodations, please contact the instructor at the

beginning of the semester or when given an assignment for which an accommodation is

required.

Attention Students with Disabilities:

- Wayne State University is committed to providing students with disabilities an equal

opportunity to benefit from its programs, services, and activities. If you have a disability

that limits your participation in class in any way, please inform the professor and alterations

in the course will be made. All printed materials are available in alternative formats.

- If you feel that the limitations imposed by your disability will interfere with your ability

to successfully fulfill the requirements of this course, you are strongly encouraged to

contact Educational Accessibility Services (EAS) in room 583 Student Center Building to

request an accommodation. Phone number: (313) 577-1851.

- The EAS Student Handbook, found online at the link below, includes departmental

procedures and policies, in addition to the many forms that may be used to request the

services and accommodations that you desire.

http://www.eas.wayne.edu

2. University Policies and Student Handbook: As a student at Wayne State University, you

are required to know the policies described in the Student Bulletin. The policies in this

course are guided by the policies described in the student handbook. You may access the

WSU Graduate Student Bulletin at: http://www.bulletins.wayne.edu/gbk-output/index.html

3. Enrollment: It is the student’s responsibility to ensure proper enrollment in classes. You

are advised to review your official class schedule during the first two weeks of the semester.

Should you identify an error in your class schedule, you have until Monday, January 23,

2012 to correct it with the registrar. If registration errors are not corrected by that date and

http://www.eas.wayne.edu/

http://www.bulletins.wayne.edu/gbk-output/index.html

H E 6420 – Winter 2012

you continue to attend and participate in classes for which you are not officially enrolled,

you are advised now that you will not receive a grade at the end of the semester.

4. Withdrawal Policy: Students who withdraw from a course after the end of the 4th week of

class will receive a grade of WP, WF, or WN.

WP will be awarded if the student is passing the course (based on work due to

date) at the time the withdrawal is requested

WF will be awarded if the student is failing the course (based on work due to

date) at the time the withdrawal is requested

WN will be awarded if no materials have been submitted, and so there is no basis

for a grade

Students must submit their withdrawal request on-line through Pipeline. The

faculty member must approve the withdrawal request before it becomes final, and

students should continue to attend class until they receive notification via email

that the withdrawal has been approved. Withdrawals can be requested at any point

from the fifth week of class through the 10th week (Saturday, March 24th).

5. Academic Dishonesty: Academic dishonesty of any type will not be tolerated. (See WSU

Student Code of Conduct). Students are responsible for knowing what constitutes academic

dishonesty. If there is any question, it is better to ask me for an opinion in advance.

Examples of academic dishonesty include, but are not limited to, giving or receiving aid

during an exam (i.e. cheating), giving or receiving unauthorized information prior to an

exam regarding the content of that exam, stealing a copy of the exam, having another

student assist you during an on-line or take-home exam, deceiving the professor by

representing the work of another as your own, plagiarizing the words or ideas of another

person, submitting the same written work to fulfill the requirements of more than one

course. Should cases of academic dishonesty be found, I reserve the right to impose the

following sanctions:

Assign the student an “F” for the assignment, project, paper, or exam in question.

Assign the student an “F” for the entire course.

Recommend the student be placed on probation or suspended for a period of time.

Recommend that the student be expelled from the university (repeated offenses.)

Anyone with specific questions regarding academic misbehavior should consult the

source documents at http://www.otl.wayne.edu/wsu_integrity.php

6. Plagiarism: The definition of plagiarism is "to use/steal the language, ideas, or thoughts

from another and to represent them as your own original work." If you use another

person's words, ideas, or thoughts in your papers, you must cite the author(s) in your paper

using APA style. I can check for plagiarism by running your papers through a software

application that instantly detects papers with unoriginal material. In addition, if you can

Google it, so can I. For your own sake, please avoid the temptation to use someone else's

words as your own. Any cases of detected plagiarism will result in an "F" on the

assignment. A second offense will result in an "F" for the course.

7. Professionalism/Attendance: It is my expectation that you will act, perform, and conduct

yourself as a true professional. This includes the content and style of your in class

http://www.otl.wayne.edu/wsu_integrity.php

H E 6420 – Winter 2012

communications, online communications and the nature of communication with me. As a

future professional, I expect you to exhibit professionalism in all areas including honesty,

integrity, industry, and reliability. I view class attendance as an outward sign of how much

you value your education and personal growth. If you do not attend class, I will assume

that you do not care about your development as a professional. True professionals in any

field are prompt, reliable, and report to work when scheduled. Therefore, it is my

expectation that you will be prompt, reliable, and faithful to attend class. If you must be

absent from class, I expect the professional courtesy of a telephone call or email notifying

me in advance. Your attendance and participation will be logged and recorded.

Excused absences constitute the following:

Medical excuse with documentation

Funeral of immediate family (parent, sibling, grandparent)

You are responsible for ALL work missed during your absence. Please write down the

name and phone number of two classmates you can contact in case of your absence to get

missed notes, handouts and/or assignments. I will not give private lectures for individuals

who miss class. It is your responsibility to attend class and receive the information.

_______________________________ _______________________________

_______________________________ _______________________________

8. Late Work:

Late work will not be accepted since most of your assignments are group assignments.

If there are going to be known extenuating circumstances that conflict with a due date,

please contact me at least one week prior to the due date.

If an emergency arises, please bring doctor’s note or some other appropriate form of

verification. If the excuse is due to a family member passing away, please email me

BEFORE the assignment is due and inform me of the situation with the name of the

person, your relation to them, and the location of the funeral or other service. Then when

you are able to make up the exam or turn in the assignment, please make sure that you

bring some sort of documentation.

9. Feedback from the Instructor before Grading: If you desire feedback on an assignment

before I grade it, you must submit it to me at least one week prior to the due date. This

feedback is not for grammatical corrections, please use the writing center available to

students. This general feedback is for content and organization of the assignment. This will

allow me time to review the assignment and you enough time to make revisions by the due

date.

10. Communication with instructor: Communication between instructor and student is very

important. If you are having problems in the course, with the group project, or personally

that may affect your participation or grade in the course, please see me as soon as possible.

DO NOT wait until the end of the semester or until you have missed classes or assignments

to talk with me. I will attempt to respond to emails within 24 hours Monday – Friday. I

only check email once per day on Wednesdays and will respond only if urgent.

H E 6420 – Winter 2012

11. Final Grade Changes: If you believe that I have made an error or misjudgment in grading,

you may request that I review the grade and consider a grade change. All grade change

requests must be put in writing and include a written rationale as to why the grade should be

changed. Verbal requests to change a grade will not be accepted. I reserve the right to make

all final decisions regarding grades. However, if you believe there is an error on an

assignment, please see me as soon as possible so that the error can be corrected.

12. Incomplete/Drops/Withdraws: An “Incomplete” or “Drop” will only be given if there is

some type of serious medical or personal problem that has been discussed in person with the

instructor. Please make an appointment and see me about these issues. Instructors cannot

withdraw students from a course. It is up to you as a student to withdraw yourself by the

university deadlines. Students who disappear after the mid-point of the semester will be

given an “F.”

13. Bumping Borderline Grades: At the end of the semester, I reserve the right to give an

extra percentage point or two to students who have demonstrated excellent attendance and

leadership within the class.

14. Use of electronic devices: Please turn off or set your cell phones or electronic devices to

vibrate when you enter the classroom. It is a distraction for both the instructor and your

fellow classmates. If there is a reason that you might have to answer your phone or check

messages during a class (i.e., children or emergencies), please let me know at the beginning

of the class. If you do have to answer it (only after informing me at the beginning of the

class), please leave the classroom before answering the call. Refrain from texting, tweeting,

facebooking, checking email, web browsing and other non-essential electronic activity

during class.

15. Religious Observance Policy: Because of the extraordinary variety of religious affiliations

represented in the University student body and staff, the Wayne State University calendar

makes no provision for religious holidays. It is University policy, however, to respect the

faith and religious obligations of the individual. Students who find that their classes or

examinations involve conflicts with their religious observances are expected to notify their

instructors well in advance so that alternative arrangements as suitable as possible may be

worked out.

16. Extra Credit: No extra credit projects will be permitted unless the instructor offers it to all

students.

Introduction to Health Promotion Program Design...

Documents

Transcript of Introduction to Health Promotion Program Design...