Iowa State University
Foundations of Health Education
HS 255
Spring 2001
Tuesday/Thursday 6:00-7:15 p.m.
Room 289 Forker Building

Department                  Department of Health and Human Performance
Course                         Foundations of Health Education
Location                       Room 289 Forker Building
Academic Term            Spring 2001
Instructor                      Ralph Wilmoth, MPH, MPA
Office                           235 Forker Building
Office Hours                 by appointment
Phone                           (515) 294-8009  -  ISU
                                    515-996-9260 (home – no calls after 10:30 p.m.)
e-mail                           rwilmoth@iastate.edu
                                    feller@netzero.net

Course Description:
This course provides an introduction to the field of health promotion and health education.  The student will study the historical, theoretical and philosophical foundations of health promotion and health education.  In addition, skills that are needed to practice in the field of health promotion and education will be studied.

Course and Instruction Methodology:
The course contains a mix of theory and practical experience designed to give the student a background in the health promotion and health education fields.  Learning experiences will include lecture, class discussion, small group discussions, guest speakers, computer searches, and critical thinking activities.

Textbooks and Supplemental Reading:
The course will use selected reading from professional journals, periodicals, textbooks and program materials.  The textbook listed above is required for the course.

Goal:
The student will demonstrate competence in the fundamentals of health promotion and health education by the end of the semester.

Measurable Course Objectives:
On completion of HS 255, the students will:

1.      explain why health education should be considered an emerging profession
2.      define and identify the practice of health education
3.      explain why a need for professional health educators emerged
4.      create and defend their own philosophy of health education
5.      explain the importance of theory to the heath education discipline
6.      differentiate among school, worksite, and community health
7.      define ethics
8.      identify ethical issues associated with the profession of health education
9.      define professionalism
10.  discuss the history of role delineation and certification
11.  define CHES
12.  list all preparations and expectations for CHES
13.  list and describe the seven major responsibilities of a health educator
14.  identify four major settings in which health educators are employed
15.  describe the levels of governmental agencies, and provide several examples of each
16.  explain the purpose and benefits of a professional association/organization
17.  develop a resource file with a minimum of 10 professional resources
18.  describe the difference between a primary, a secondary, and a popular press literature sources
19.  use the computer to obtain information about a health –related topic using a World Wide Web site
20.  describe four major societal changes that will influence the practice of health education into the next century

Paper:                                                                                                              Due 4/10/2001
Each student will identify, research and write a paper on a health education topic, organization, or person that is of interest to them.  The purpose of this assignment is to broaden the knowledge of one particular topic and experience the process of identifying, researching and writing a paper on a health topic.  This assignment will include a minimum of five references (could include research articles, books, professional journal articles, and/or web sites).  A maximum of two web sites may be used.  When using web sites, include the full copy of the site when handing in the paper.  The paper needs to be double spaced, 12 point font (less than 12 point font may be used in graphs and tables), and a minimum of four pages in length.  Some examples of topics are: self-efficacy, health and the Roman culture, Health Objectives for the Nation, locus of control, using fear tactics in health education, health belief model, transtheoretical model, CHES, Helen Cleary and the adult learning theory.  Students must have the instructor’s approval of their topic.  The paper will be presented and discussed briefly in class.

Current Events: 
Each student is assigned a day to bring in a current event of the past week.  The information may come from the newspaper, radio, television, journal, or web site.  The student is expected to bring the material to class, describe the current event and critique the source.  The presentation/discussion will be done at the beginning of the class period and will last between five and ten minutes.

In class assignments:
On occasion, in class and/or homework assignments will be given.  The student will be asked to analyze, evaluate or problem solve a particular health issue.  This is not a research paper or a quiz but rather an opportunity for the student to express and support their view in writing on a particular topic or issue and develop critical thinking skills.  Students will be graded on whether the assignment is complete and handed in on the required date.  Late assignments will not be accepted. 

Assignments are due at the beginning of class.  They will be considered late if they are handed in after the beginning of class.  Assignments will be accepted until the beginning of the next class period with a 50% reduction of the points possible (i.e., the paper on health topic would only be eligible for 25 points if handed in late).  Assignments will not be accepted after the beginning of the class period following the class period they were due.

Class Participation and Attendance:
Participation:  To enhance class discussions, students are expected to have read the assigned readings and be prepared to participate in small and large group discussions.  The ability to participate and work together as a team member is an essential function in the work environment.

Attendance:
This class is designed as an active learning experience.  Participation in class discussions and regular attendance are required in order to obtain full credit in this area.  Class attendance will be recorded.  Students who will miss a class due to University activities such as athletic training obligations or competition need to provide the instructor with a University letter outlining the leave request.  It is the student’s responsibility to make the instructor aware, in writing, of the situation prior to the absence.  If there are unique circumstances, talk with the instructor prior to the absence.  Use the contact information provided if an emergency arises.  Students who miss three or fewer classes and actively participate in class discussion have the opportunity to receive 25 points.  This point allocation is partially a subjective evaluation made by the instructor.

Points will be assigned as follows:

Student are expected to actively participate in class and small group activities, therefore behaviors such as sleeping, talking, reading unrelated materials, studying for other classes and doing other work are not acceptable.  Student who are not actively involved in class (e.g. who are sleeping) will be asked to leave class, counted absent, and will not be allowed to make-up work missed during that class.

Attendance is defined as being in class at the beginning of class, participating in class by being an active listener, asking questions, answering questions, etc.  Regular attendance is defined as missing three or fewer class periods.  Irregular attendance is defined as missing more than three class periods.

Character Expectations:
Integrity has been identified as the single most important characteristic of a scholar.  Your education is developing professional and scholarly characteristics.  Integrity includes ethical behavior like academic honesty, both in taking exams as well as writing papers and project development.  Commitment to your education and profession is also an important part of your character.  In order to learn you must give effort toward learning.  Learning is your goal (not just a grade).  Please be respectful by listening to others when they “have the floor”, and responsible by attending class, being prompt and accepting responsibility for your learning.

Exams:
Any make-up exams will be essay and require prior approval from the instructor.  Late examinations will not be accepted.

Grading scale for examinations

Final grade calculation

When referencing journal articles:
There are several different methods for listing references.  The preferred method is the American Psychological Association (APA).  In the research paper the author and year of the publication are cited, (Lang, 1990).  The citation source listing in the reference section in the back of the paper would include:

Lang, R., & Gilpin, J. (1990).  Stress – Related Symptoms Among Dental Hygienists.  Psychological Reports 66, 715-722.

When referencing on-line information, provide information sufficient to retrieve the material.  Elements of references to on-line information, according to APA (p. 218) could include:

Author, I. (date).  Title of article.  Source.  http://www……..

Additional Comments:

1. Students with documented disabilities that affect their ability to participate fully in the course or who require special accommodations are encouraged to speak with the instructor r so that appropriate accommodations can be arranged.
2. Any type of Sexual/Racial/Ethnic Harassment will not be tolerated in this class.  If a student believes they have been harassed, they are encouraged to speak with the instructor so appropriate referrals can be made.
3. Students may only bring water into the classroom – no food or other drinks.
4. Hats will be removed during exams.

Tentative Schedule