Health 4013 - Health Promotion Research and Assessment - 3 Credit
Hours
Fall 2010
Instructor:
Michael Olpin, PhD, CHES
Office: Swenson Gym Office #125G
E-mail:
molpin@weber.edu
Phone: 626-6485
Class Time & Location – TTH 9:00-10:15 Swenson Gym 62
Required Materials
Practical Research 9th Edition, by Leedy & Ormrod. Merrill, (2010)
Prentice Hall Publishers.
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
Homework |
375
points |
|
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 |
73% C |
Class Activities |
50
points |
|
|
90% A- |
70% C- |
Research Study |
100 points |
|
|
87% B+ |
67% D+ |
|
|
|
|
83% B |
63% D |
Total Points |
525 points |
|
|
80% B- |
60% D- |
|
|
|
|
77% C+ |
less than 60% E |
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.
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 |
2 |
Chapter 2 |
Tools of Research |
Lesson 3 |
3 |
Chapter 3 |
The Problem: The Heart of the Research Process |
Lesson 4 |
4 & 5 |
Chapter 4 |
The Review of Related Literature |
Lesson 5 |
6 |
Chapter 5 |
Planning Your Research Design |
Lesson 6 |
7 |
Chapter 6 |
Writing the Research Proposal |
Lesson 7 |
8 |
Chapter 7 |
Qualitative Research |
Lesson 8 |
8 |
Chapter 8 |
Historical Research |
Lesson 9 |
9 & 10 |
Chapter 9 |
Descriptive Research |
Lesson 10 |
11 |
Chapter 10 |
Experimental and Causal-Comparative Designs |
Lesson 11 |
12 & 13 |
Chapter 11 |
Statistical Techniques for Analyzing Quantitative Data |
Lesson 12 |
14 & 15 |
Chapter 12 |
Style, Format, and Organization and Presentation of the
Research Report |
|
Finals |
|
Presentation of Reports Continued |
|
Class Ground Rules
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.
Starting and Dismissing Class
Please come to class on time.
If you know you will always be late for this class, please take it a
different semester when you are able to arrive on time. We will
dismiss class when the class activities are finished for the day.
Please refrain from "packing up" before we are officially through.
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.
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." |