Health 4013 - Health Promotion
Research and Assessment - 3 Credit Hours
Fall
2007
Instructor:
Michael Olpin, PhD, CHES
Office: 201C - Hours TBA
E-mail: molpin@weber.edu
Phone:
626-6485
Class
Time & Location
TTH
8:30-9:30
Swenson Gym
62
Required
Materials
Practical Research 8th Edition, by Leedy &
Ormrod. Merrill, Prentice Hall Publishers (2001)
Course
Description
Application
of research methods used both in assessing individual and community
needs for health education, and in assessing the effectiveness of health
education programs. Prerequisites: Health 3000, HIM 3200.
Course
Direction
Aim: The course will
give students the skills to do research and evaluation within the field
of health promotion. The course is dedicated to learning the skills
necessary to evaluate health education, health promotion, and disease
prevention programs for the various settings: community, school,
university, worksite, and clinical. The specific focuses of the course
are: research and evaluation skills necessary for needs assessment,
conducting and implementing evaluations using appropriate research
design methodologies, and analyzing and interpreting data.
Rationale:
This course concentrates on two of the seven competencies of the
Certified Health Education Specialist: 1) Assess Individual and
Community Needs for appropriate health education, and 2) Conduct
Research to expand our base of knowledge of health promotion. Knowledge
of both of these skills is required in order to pass the national CHES
Exam.
Goals:
The following goals/learning activities will focus upon developing two
major CHES (Certified Health Education Specialist) competencies. The
research methods taught in the course will enable the health educator
to: 1) assess individual and community needs for health education
(Competency 1), and 2) be responsible for assessing the effectiveness of
health education programs. (Competency IV).
Class
Activities
Using the text and the accompanying text website, you will complete
projects, self-assessments, and practical applications. These may be
accessed by linking to them from the underlined lessons in the schedule
below. The course will also include several in-class activities designed
to support the process of learning about research and evaluation.
Grading
Your grade will be calculated by the accumulation of points from the
following items:
|
Chapter Projects |
206 points |
|
Chapter Self-Assessments |
410 points |
|
Chapter Practical Applications |
200 points |
|
Class Activities |
184 points |
|
Total Points |
1000 points |
There
are no exams in the traditional sense.
Each chapter has
assignments and activities that will test your knowledge and skills in learning how to assess
programs and do research.
Grades
are based on a percentage of the total possible points earned in the
class. The following total number of points is associated with the final
grades.
93% and
above A
90% A-
87% B+
83% B
80% B-
77% C+
|
73%
C
70% C-
67% D+
63% D
60% D-
less than 60% E
|
Assignments
& Schedule
A large portion of the
work we do in this class will happen inside the class web space. The
assignments and activities will follow the text.
Additional work will
develop from regular class activities
Anything that is to be
submitted should look professional. Be
sure to spell
check
all your work and check it for grammar as well.
Poor spelling and grammar will receive less than the maximum amount of
points (and it is very distracting).
|
Week
|
Book
Chapter
|
Topics
|
Assignments
|
|
1
|
Chapter
1
|
What is Research?
|
Lesson
1
|
|
2
|
Chapter
2
|
Tools of Research
|
Lesson
2
|
|
3
|
Chapter
3
|
The Problem: The
Heart of the Research Process
|
Lesson
3
|
|
4
& 5
|
Chapter
4
|
The Review of
Related Literature
|
Lesson
4
|
|
6
|
Chapter
5
|
Planning Your
Research Design
|
Lesson
5
|
|
7
|
Chapter
6
|
Writing the
Research Proposal
|
Lesson
6
|
|
8
|
Chapter
7
|
Qualitative
Research
|
Lesson
7
|
|
8
|
Chapter
8
|
Historical
Research
|
Lesson
8
|
|
9
& 10
|
Chapter
9
|
Descriptive
Research
|
Lesson
9
|
|
11
|
Chapter
10
|
Experimental and
Causal-Comparative Designs
|
Lesson
10
|
|
12
& 13
|
Chapter
11
|
Statistical
Techniques for Analyzing Quantitative Data
|
Lesson
11
|
|
14
& 15
|
Chapter
12
|
Style, Format,
and Organization and Presentation of the Research Report
|
Lesson
12
|
|
Finals
|
|
Presentation of
Reports Continued
|
|
Classroom Chatter
It is rude to talk in class when someone else, either
the instructor or another student, is speaking. Please
be courteous by avoiding idle chatter during class. If
you must carry on a conversation, please leave the room
to do so.
Dismissing Class
We will dismiss class when the class activities are
finished for the day. Please refrain from "packing up"
before we are officially through. Rarely will we go
overtime. Occasionally we will finish early. Regardless,
it is very rude to hurry up the finish time of the
class. If you absolutely must leave during class, please
leave in a way that does not disrupt the flow of the
class.
Food in the Classroom
If you must bring food into the classroom, make sure you
bring enough food to share with everyone (including the
instructor).
Cell Phones and Other Electronic Devices
Please turn off, and leave in your bags, any cell phone
or other electronic device that you might have in your
possession while in the classroom.
Safety Information
As with any physiological or psychological training tool
that can effectively help you improve your health, you
may find you need less medication, if you are taking
medications for stress, anxiety, pain, high blood
pressure, diabetes or other stress related disorders. It
would be wise to discuss any changes in your needs with
your prescribing doctor.
Academic Misconduct
Cheating of any kind will not be tolerated. Evidence of
not doing your own work will result in an automatic zero
for that assignment on the first infraction. Evidence of
not doing your own work a second time will result in an
automatic failing grade for the class. This rule applies
for all tests, in-class assignments and outside of class
assignments unless the instructor stipulates that the
work may be done with partners or groups. Obviously,
studying for tests and such may be done with others.
Students with Disabilities
"Any student requiring accommodations or serviced due to
a disability must contact Services for Students with
Disabilities (SSD) in room 181 of the Student Services
Center. SSD can also arrange to provide course materials
(including the syllabus) in alternative formats if
necessary."