PLANNING, IMPLEMENTING, AND EVALUATING HEALTH PROMOTION …hhp.ufl.edu/media/hhpufledu-/heb-media-files/syllabi/fall-2019/HSC47… · PLANNING, IMPLEMENTING, AND EVALUATING HEALTH

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PLANNING, IMPLEMENTING, AND EVALUATING

HEALTH PROMOTION PROGRAMS

HSC 4713, SECTION 1941

3 SEMESTER HOURS

FALL/2019

INSTRUCTOR: Dr. Joy L. Rodgers, PhD, MCHES®

Florida Gym (FLG) Room 71

[email protected]*

352-294-1807

*The best way to reach me directly outside of the

classroom is to use the Inbox tool on the Canvas course

website. If you message me using my UFL address

([email protected]), you risk a longer wait for a response

because of the high volume of messages I receive at this

email address. Please see “Communications” under Course

Policies heading for additional information.

CLASS MEETING TIMES: Monday, 11:45 a.m.-1:40 p.m., FLG 265

Wednesday, 11:45 a.m.-12:35 p.m., FLG 265**

**Flipped Class Day – online sessions only most dates

(Wednesday). You are expected to be physically present in

class unless otherwise noted in the Course Schedule. Check

the Course Schedule for online-only dates.

OFFICE HOURS: Monday, 2-4 p.m. & Wednesday, 9-11 a.m.

Other times by appointment

CANVAS COURSE WEBSITE: http://elearning.ufl.edu/

COURSE PREREQUISITES: HSC 3032, with a minimum grade of C.

REQUIRED TEXT*: Planning, Implementing & Evaluating Health Promotion

Programs: A Primer by James F. McKenzie, Brad L. Neiger

& Rosemary Thackeray. Seventh edition**. Pearson.

*This textbook is one of the recommended readings for the

CHES exam. I chose this text based on its value in studying

mailto:[email protected]

http://elearning.ufl.edu/

HSC 4713, Section 1941 Fall 2019

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for the CHES exam. **This course is aligned to this specific

edition of the textbook. If you choose to

purchase/rent/study a previous edition of the text, you do

so at your own risk.

ADDITIONAL RESOURCES: Supplemental readings and materials may be assigned

throughout the course of the semester. These readings

and materials will be made available within the Canvas

course module for which they are assigned.

WHY IS HSC 4713 A MUST? The ability to plan, implement, and evaluate programs is

essential for health education specialists at all levels.

Toward this end, the purpose of HSC 4713 is to provide

students with the necessary comprehensive background

and application information needed to plan, implement,

and evaluate health promotion programs in a variety of

settings and populations. Moreover, HSC 4713 is one of

three required internship preparation courses in the

Health Education and Behavior degree program. Past

students who have done well in this course have gone on

to secure highly coveted internship positions.

INSTRUCTIONAL METHODS: This is a mixed-mode course whereby the typical lecture

and homework elements of a course are reversed

(flipped). Specifically, you are expected to view short video

lectures and complete preparatory activities outside the

in-class session. In-class time is then devoted to

application exercises, group activities, and class

discussions, allowing more time for mastery of course

material. You should use your Canvas account to access

course materials (http://elearning.ufl.edu/).

COURSE POLICIES

TECHNOLOGY: This course uses the Canvas course management system, which employs

several tools to facilitate both individual and group communication within the course, as

well as manage the submission and grading of assignments. You are expected to be

proficient in working in Canvas. Several video tutorials on how to use the various tools

within Canvas are available for viewing through the Help Center in Canvas. You are

encouraged to become familiar with the Canvas course tools to ensure the best

http://elearning.ufl.edu/


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experience possible from this flipped course. Note: Tutorials are also viewable in the

Start Here module of the course website.

COMMUNICATIONS: You should make a point to regularly check for course-related

notices via the Announcement tool on the Canvas course website. To “regularly check”

means as often as possible, typically two times a week. If you fail to keep up with posted

Announcements, you risk missing important information related to the course, including

possible changes in assignment due dates. Also, announcements may be made during

regularly scheduled class meetings, making attendance important as well.

For personal communication with me outside of class or office hours (e.g., grade-

related, missed assignments, emergency situations), you should send messages using

the Inbox tool on the Canvas course management system. Mail inquiries received

Mondays through Fridays will usually receive a reply within 24 hours of receipt.

Messages sent after 4 p.m. on Fridays and/or during the weekends will most likely

receive a reply the following Monday. Refer to the “Message Etiquette” policy of this

syllabus for more information on proper e-mail format and protocol. Note: I encourage

you to attend office hours because that is the best way to communicate with me

outside of class.

You also have other options for asking course-related questions of a non-personal

nature. One, of course, is to ask questions during scheduled class sessions. Another

option is to use the Course Questions Discussion forum available on the Canvas course

website. Asking questions during class meetings and/or using the Course Questions

Discussion forum to ask questions allows me to respond to benefit all class members.

Note: Don’t be shy about asking questions, if you have a question, chances are that

one or more of your classmates may be wondering about the same thing!

MESSAGE ETIQUETTE: Professionalism is expected from everyone. You should use

proper etiquette when sending e-mails. This includes an appropriate “Subject” heading,

a proper greeting/salutation, grammatically correct message body, and a proper

closing.

For example:

Subject Heading: Marketing Video Activity

Greeting/Salutation: Hello Dr. Rodgers,


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Message Body: I was unclear about the Marketing Video Activity for this week’s module. Could you point me to some additional resources that may be helpful?

Closing: Thank you!

Name: Your name HSC4713, Fall 2019

Inappropriate e-mails or messages that lack proper etiquette and/or a subject heading

will be returned with a suggestion to revise and re-send. Note: All messages should

include an appropriate subject line/heading. Messages without a proper subject line

may not receive a response because they can be easily overlooked, or my go to a Spam

folder.

RECOMMENDATIONS: I am pleased to write letters for students who I am – to some

degree – familiar with both from inside and outside the classroom. Of course, the best

letters will come from people who know you well enough that they can speak with some

authenticity about you. And, any letter is that much more compelling if the letter writer

can speak about something personal to you – especially about your skills, interests, and

character.

I will consider preparing recommendations for graduate programs, professional schools,

internships, scholarships, and jobs if and only if you meet the following requirements:

You are willing to waive your right to review the letter of recommendation.

You make your recommendation request in person at least two weeks before

the submission deadline if I have written a letter for you in the past OR at least

four weeks in advance of the letter submission deadline if this is the first time

you have requested a letter from me.

Additionally, you should be prepared to provide the following information when making

a request for a letter:

The deadline for submission.

A copy of your résumé or CV and an unofficial transcript.

If you have taken a class with me previously, the semester and the grade that

you earned.

To ensure we cover all the bases, a version of a reference letter that you write in

the third person. I will then adapt and rewrite to my style. Include what it is you

are applying for and why you’re a good fit for the position. Summarize why your

background has prepared you well for the position you are applying for. Include


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any information about qualifications and experience you think might be helpful.

For example, if you are applying to nursing school or a graduate program,

describe what interests you about nursing or the graduate program.

Finally, you must meet with me in person to discuss your interests when you

ask for a letter.

ATTENDANCE/PARTICIPATION: Attendance is my first recommendation for successful

completion of this course and the means to receive optimal benefit for your time and

money. Please understand, no make-ups are given for a missed in-class activity

regardless of the reason it was missed. You will be held accountable for any

information presented in class discussions, lectures, assignments and/or readings,

whether you are physically present in class or not. If you need to be absent from class,

you are responsible for first checking with your class peers about information and/or

assignments discussed. If more information is needed about what was missed, please

discuss with me during the next available office hours. Emails concerning missed

information/assignments will not be responded to. Note: Although in-class activities

may not be made up for any reason, your final grade will be adjusted and your final

grade will not be affected if you provide a University-approved excuse for the absence

and appropriate documentation within 48 hours of the missed activity. See next

section on Allowable Late Assignments and Make-Ups.

ALLOWABLE LATE ASSIGNMENTS AND MAKE-UPS: All assignments – both in class and

outside of class – should be submitted by or before the time and date listed in the

Course Syllabus. Nonetheless, I recognize that life happens and challenges may arise

that prevent you from completing an assignment on time. In these rare instances, you

may (no guarantee) be given an opportunity to submit after the deadline only after you

provide an acceptable, University-approved reason with proper documentation for

missing the deadline. Among the reasons missed assignments may be considered

excused by the University are the following:

Participation in an activity appearing on the University-authorized list

Death or major illness in a student’s immediate family (mother, father, sister,

brother, etc.)

Illness of a dependent family member

Participation in legal proceedings or administrative procedure that require a

student’s presence

Observance of religious holy day


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If an emergency arises that causes you to miss an assignment deadline, a quiz, or an in-

class activity, you must contact me within 24 hours and provide formal documentation

by email within 48 hours so that you will have an opportunity to make up what was

missed. As noted earlier, in-class activities cannot be made up; however, final grades

will not be affected as long as the reason for the missed activities is University-

approved and documented. I encourage you to communicate with me immediately if

you miss a submission deadline, or beforehand if you know that you will be unable to

meet a submission deadline or will be absent from a class meeting. The longer you wait

to communicate a difficulty, the less likely a make-up will be possible. Decisions to allow

make-ups will be made by me after consulting the university-wide attendance policies

specified in the UF Undergraduate Catalog

(https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx) and in

accordance with course policies outlined in this syllabus.

EXAMS: All exams in this course are time-limited and open book, open notes. You are

responsible for completing all exams by the stated time and due date listed in the

Course Syllabus. Thus, you must take the exams before the stated deadlines to receive

credit. Students taking an exam when the due date passes will have their scores up to

that point automatically submitted – regardless of whether the exam is completed – and

the grade recorded only for the completed portion. Therefore, you should arrange to

complete your exams with ample time before the stated deadline time and date. Note:

Except for medical or immediate family emergencies, no make-ups of exams are

allowed. Any student with an acceptable excuse and appropriate documentation who

misses a regularly scheduled exam will be given a cumulative make-up exam during

finals week. The cumulative make-up exam may not be used to substitute for a low

score on one of the regularly scheduled exams. The cumulative make-up exam is

strictly for those students with documented, approved absences for one of the three

regularly scheduled exams.

QUESTIONS ON EXAMS: All inquiries regarding exam questions will be fielded following

the initial grading of each assessment. Note: The initial grading of assessments takes

place immediately after your completion of the exam, before the assessment closes for

all students. If you have questions about specific exam questions, you should:

(1) Describe your concern(s) in writing to include any justification and/or

documentation (from lecture and/or readings) to support your concern.

(2) Formally submit your inquiry to me in a message using the Canvas Inbox tool.

https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx


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You must send an email with any specific exam-related questions within 24 hours of

completing the exam. I will evaluate the validity of each concern and take appropriate

action as needed (e.g., send a written response of clarification, modify the grade if the

inquiry is found to have merit). Also note: A message simply stating that you have a

concern without a valid reason or support will not be sufficient to merit a review. You

must demonstrate that you have an understanding of the concern in question to

receive consideration (e.g., page number of textbook or slide number from video

lecture and a statement of your understanding of the material). Please also know that

exam questions are randomized, meaning the order of exam questions is not the same

for all students. Thus, you should provide the full text of the question when expressing

concerns and not simply give a question number. A screenshot of the question is not

acceptable. Never post a question on exams to the Course Questions Discussion

Forum.

COURSE GRADING AND ASSIGNMENT POLICIES

GOALS AND OBJECTIVES: The goal of HSC 4713 is for you to demonstrate a high-level

understanding of the frameworks, principles, and strategies for planning, implementing,

and evaluating health promotion programs through assessments and activities designed

to promote critical thinking needed for the development of an effective and feasible

health education/health promotion program. By the end of this course, you will be able

to:

1. Explain the relationship between health education and health promotion.

2. Identify the determinants of health outcomes and the ecological factors that

influence behavior.

3. Identify components of several comprehensive planning models.

4. Assess components of a program rationale and identify areas for improvement.

5. Identify sources of data in conducting a needs assessment.

6. Demonstrate the steps in conducting a needs assessment.

7. Demonstrate how to incorporate health behavior theory into the planning

process.

8. Identify appropriate survey questions and measurements.

9. Construct realistic and measurable program goals and objectives.

10. Identify advantages and disadvantages of using multiple strategies for reaching

and facilitating participation among priority populations.

11. Identify community and health education planning resources.

12. Explain the elements for marketing a health education/promotion plan.


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13. Address ethical, safety, medical, and legal concerns associated with program

planning and implementation.

14. Differentiate between the types of evaluation outcomes and evaluation methods

and strategies and the ways to the evaluation.

15. Create a logic model to aid the development of a health intervention.

16. Explain the importance and significance of using a comprehensive, systematic

approach to planning, implementing, and evaluating health education and

behavior programs.

YOUR SUCCESS DEFINED: If you understand and perform the following actions, you have

the most potential for achieving success in HSC 4713:

1. Be an active participant in class discussions and activities. Take notes on each

resource and refer to them when completing your assignments and in-class

discussions. This course is one of the foundational courses for your required

internship in the Department of Health Education and Behavior. Your notes will

be helpful not only in completing your assignments but also as you encounter

these topics in the future.

2. Complete readings and view lectures before each in-class meeting. In doing so,

you will be familiar with the material and better able to contribute to in-class

discussions and complete in-class and out-of-class activities.

3. Bring laptop or mobile device to each class to facilitate in-class activities. Note: If

you plan to use a laptop or iPad for note taking, you should sit in the back of

the room to avoid distracting your classmates who take notes using pen/pencil

and paper. If you sit in the front of the class with your laptop or iPad open, you

may be asked to move to the back of the classroom.

4. Ensure reliable high-speed Internet access to submit assignments online.

5. Be sure to use Microsoft Word (.doc or .docx) to submit assignments. Word is

the industry standard in health professions practices and knowing how to use

the software is important to success as a health educator. You also will be able

to use the spelling and grammar checkers before you submit your work. Note:

Submissions made with other tools such as Google docs will not be accepted.

UF offers students steep discounts on Microsoft products, including Word.

Contact the UF Computing Help Desk for additional information.

6. Keep up. The flipped course format makes it incumbent on you to prepare for in-

class sessions to benefit fully from the application and skills activities. Make a

notation in your calendar of all assignment deadlines, to include readings and

preparation assignments, to be sure that you don’t overlook an assignment.


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7. Plan to spend at least five to seven hours a week outside the classroom on this

course. Schedule time to work on your course(s). Be sure this is a time in which

you can work without interruptions. Check in to the course website at least two

times a week. Note: The flipped online class session will be a good time to set

aside for this course. However, you likely will need additional time over the

time set aside for online learning.

8. Inform me whenever a problem related to the course arises, whenever you feel

the need to clarify questions, or whenever you desire to further explore the

topics of particular interest.

9. Respect my viewpoints and contributions, as well as those of fellow classmates.

ASSIGNED WORK: You are expected to do your best work. The grade received at the

end of the semester is the one you have earned. No extra credit opportunities,

additional assignments or opportunities to revise assignments will be provided. You

should submit online assignments via the Canvas course website. I will collect in-class

assignments. Late submissions will receive a zero (0) in the gradebook. Except for

medical or immediate family emergencies, no make-ups of assignments will be allowed.

Proper documentation is required in the case of medical or family emergencies.

Documentation should be given in a timely manner for consideration of make-ups.

“Timely” will be defined by the nature of the circumstances and the ability to obtain

appropriate documentation given the circumstances. Note: See additional information

in earlier Section titled: Allowable Late Assignments and Make-Ups.

Grades will be determined based on your performance on the following activities:

1. Syllabus Quiz

The Syllabus Quiz is designed to ensure you fully understand the assignment

expectations of this course, as well as course policies and procedures. Note: You

will get two chances to achieve a score of 100% on the syllabus quiz. If you fail

to reach a 100% score on either of the two attempts, then the highest score of

the two attempts will be recorded in the gradebook. For example, if you score

85% on a first attempt of taking the syllabus quiz and a 90% on the second

attempt, the score of 90% will be recorded in the gradebook and will remain as

the final score on the syllabus quiz. This policy makes it incumbent on you to be

thoroughly familiar with course policies at the outset of the course. The deadline

for the Syllabus Quiz is 11:55 p.m. on the assigned due date listed in the course

schedule.

2. Open Book/Notes Online Exams

Online exams are designed to measure competence and application of material


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presented in the modules. All online exams are time-limited and open book,

open notes. Online exam questions may be a combination of multiple-choice,

true-false, matching, fill-in-the-blank, and/or short-answer responses. The exam

completion window will be open a generous 30+ hours. You will have 75

minutes within that open window to complete each exam. Exam 1 will cover

material presented in the Introduction Module and Modules 1-4 (Chs 1-5); Exam

2, Modules 5-7 (Chs 6-9); and Exam 3, Modules 8-11 (Chs 10-15).

3. Out-of-Class Online Activities

A number of out-of-class online activities are required for this course. These

activities will supplement information covered in video lectures, assigned

readings, and in-class discussions. Each activity is designed to apply and/or

reinforce skills and knowledge required of health education specialists working in

the field of health education and promotion. The points for these activities will

vary, depending on the amount of work required for the completion of each

activity. Due dates for each activity are final; no late assignments will be

accepted without appropriate documentation of a medical or family emergency.

If you fail to submit an activity assignment by the assigned deadline, you will

receive a zero (0) in the gradebook. The deadline for Out-of-Class Online

Activities is 11:55 p.m. on the assigned due date listed in the course schedule.

4. In-Class Exercises and Participation

The flipped course format requires upfront preparation for live class sessions,

which entail numerous graded and non-graded activities designed to apply

and/or reinforce skills and knowledge required of health education specialists

working in the field of health education and promotion. Failing to view video

lectures or complete assigned readings beforehand will lead to a less-than-

optimal in-class learning experience. Class meetings will take place online at

least once a week for most of the term, with some weeks meeting in the

classroom two days a week. This makes attendance in classroom sessions all the

more important for mastery of course material. In-class activities may not be

announced in advance nor can they be made up. If you are late to class and an

activity has already been completed, you will not have the opportunity to make

it up. The following rubric will be used in assigning Participation points:

Performs exceptionally on in-class exercises, participates consistently,

one to no absences; 35 points

Performs well on in-class exercises, participates when present, notifies

the instructor of (unexcused) absences; 32 points


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Performs well on in-class exercises, sometimes participates, no absences;

32 points

Performance on in-class exercises could be improved, has participated

but could be improved, often present; 30 points

Performance on in-class exercises needs improvement, minimal

participation, few absences; 30 points

Performance on in-class exercises shows lack of preparation, participates

when present, several (unexcused) absences; 28 points

Performance on in-class exercises shows lack of preparation, does not

participate much when present, several (unexcused) absences; 26 points

Displays clear lack of preparation or familiarity with course concepts,

does not participate, several absences, has let the group down; 23 points

Note: I will assign Participation points at the end of the term, based on my

attendance and participation records.

5. Skills Mastery: Logic Model and Peer Review

You are expected to further demonstrate your knowledge of the principles and

frameworks used in planning, implementing, and evaluating health promotion

programs in an applied end-of-term activity that entails the development of a

logic model for the creation of an intervention to address a specific health issue.

For this skills activity, you will be assigned a health topic on which you will create

a logic model that demonstrates your mastery of the complex process of

planning and evaluating health education programs. Additionally, you will be

required to provide a peer review of at least two of your classmates’ logic

models. See Canvas course schedule for dates and times of submission

deadlines for logic model peer reviews and final submission. Note: This is a

skills mastery assignment, with the expectation that you will put forth your

best effort to show that you fully comprehend the principles of planning,

implementing, and evaluating health promotion programs. If you are eligible

for graduation with Honors, you may wish to consider this assignment for

inclusion in an Honors portfolio as a demonstration of your proficiency and

professionalism as a health educator. I would be happy to serve as chair of your

Honors Portfolios committee if you are actively involved in the course and

make an effort to engage with me both in and out of the classroom.


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Breakdown of Weighted Assignment Groups

Assignment Group (Assignments in the Group)

% of Final Grade

Quizzes/Exams: Syllabus Quiz (10 points) Exams (3 at 100 points each)

10%

Out-of-Class Activities: (6 at varying points)

15%

In-Class Activities: (varying number and points)

15%

Skills Mastery: Logic Model Logic Model Draft Peer Review Final Logic Model

60%

Total 100%

GRADING SCALE: Assignment of final course grades will be made based on the scale that

follows on the next page. No extra credit assignments or points will be given in this

course. That means that if, at the end of the term, your final course percentage totals

89.999999999999, your grade equals a “B+” for the semester.

A 100.0-95.0 B+ 89.9-87.0 C+ 79.9-77.0 D+ 69.9-67.0

A- 94.9-90.0 B 86.9-83.0 C 76.9-73.0 D 66.9-63.0

B- 82.9-80.0 C- 72.9-70.0 D- 62.9-60.0

E 59.9-00.0

Note: If you have a very low grade but do not drop/withdraw from this course on or

before November 25 and/or do not explain your situation to me, you will be given the

failing grade, not an “I” (Incomplete).

GRADING DISPUTES: If you believe an error has been made in grading, you should first

review the assignment instructions and rubric carefully. Then, you should check relevant

policies on the syllabus. If, after doing these two things, you still believe an error has

been made, you should (1) state the problem in detail in writing and (2) follow up with

me during office hours. Note: You are expected to review my feedback given on each

assignment within 24 hours of the return of the assignment. If a grade input error

occurs, you should notify me immediately. I will examine the Canvas grade to

determine whether a calculation error has occurred. If an error occurred, the grade

will be adjusted accordingly.

GRADE ADJUSTMENTS: It is unethical and in direct violation of the UF Student Honor

Code to request an unjustifiable grade adjustment. Examples of unjustifiable grade


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adjustments include requests for extra credit, to revise and resubmit assignments, and

to round up grades. Under no circumstances will I ever “round up” a student’s grade (an

89.99% is a B+), nor will I offer extra credit or allow an assignment do-over.

If you have questions following the posting of final course grades at the end of the term,

you should present your concerns in person or by phone, during finals week or at the

beginning of the next semester, as appropriate. Per UF policy on protected student

information, no e-mails will be responded to regarding final grades. Note: As stated

earlier, you are expected to review each returned assignment immediately and bring

any concerns to my attention within 24 hours of release of the returned assignments.

No grades will be reviewed after that 24-hour period.


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HSC 4713 SECTION 1941 FALL 2018 COURSE SCHEDULE* As of 8/16/19

*Schedule subject change to accommodate unforeseen circumstances or to enhance classroom learning opportunities.

Week No. Class Dates

Module No(s) Topic(s)

To Do Lists Assignments

Due Date*, Assignment *Check Canvas for time to submit

1 Aug 21 (in class)

Welcome & Course Introduction:

Start Here, Course Tools & Technology

1. Read Welcome (Start Here; Course Tools & Technology & Technical Help; Course Orientation & Introduction)

2. Read Course Syllabus in Start Here

Assignment:

Syllabus Quiz (Start Here, Introduction to Health Promotion)

Aug 26, Syllabus Quiz

2 Aug 26 (in class) Aug 28 (online)

Introduction to Health Promotion

1. Read Ch 1 & Ch 12, pp 319-323 2. Watch video lecture: Health Education vs.

Health Promotion: What’s the Difference? in Course Orientation & Introduction

Assignments:

Activity 1: What is the Relationship Between Health Education & Health Promotion?

Aug 30, Activity 1

3 Sep 2 (Holiday) Sep 4 (in class)

1 Planning Process

1. Read Ch 2 2. Watch Module 1 lecture (Ready, Set, Go:

Beginning the Planning Process)

Assignment:

Activity 2: Program Rationale Critique

Sep 8, Activity 2

4 Sep 9 (in class) Sep 11 (online)

2 Planning Models

1. Read Ch 3 2. Watch Module 2 lecture (Planning Models:

The Foundation for Health Promotion)

No outside activity due this week


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5 Sep 9 (in class) Sep 11 (online)

3 Assessing Needs

1. Read Ch 4 2. Watch Module 3 lecture (Assessing the

Need: Acquiring Data for a Health Program)

Assignment:

Activity 3: Identification of Need Using Secondary Data

Sep 20, Activity 3

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Sep 23 (in class) Sep 25 (online)

4 Measurements & Sampling

1. Read Ch 5 and Supplemental Levels of Measurement

2. Watch Module 4 lectures (Maximizing Quality Data: Common Measurements Used in Health Promotion & Sampling AND Pilot Testing: How to Draw a Sample and Put on a Dress Rehearsal)

Assignment:

Exam 1: Course Introduction and Modules 1-4, Chs 1-5

Sep 25, Exam 1 Exam 1 opens at 1:40 p.m. on

Sep 23 and closes at 11:55 p.m. on Sep 25

7 Sep 30 (in class)

Oct 2 (online)

5 Goals & Objectives

1. Read Ch 6 and Bloom’s Taxonomy on Action Verbs

2. Watch Module 5 lecture (Mission, Goals, Objectives: Defining a Direction for a Health Promotion Program)

Assignment:

Activity 4: Mission, Goals, & SMART Objectives

Oct 4, Activity 4


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8 Oct 7 (in class) Oct 9 (online)

6 Theories

1. Read Ch 7 and NCI’s Theory at a Glance 2. Watch Module 6 lecture (Common Theories

& Models Used in Health Promotion)

Assignments:

Activity 5: “Best” Theoretical Framework

Oct 11, Activity 5


7 Interventions &

Community Organizing

1. Read Ch 8 and 9

2. Watch Module 7 lectures (Interventions: Strategies for Success & Community: Building, Organizing Strategies for Success)

Assignments:

Exam 2: Modules 5-7, Chs 6-9

Oct 16, Exam 2 Exam 2 opens at 1:40 p.m. on

Oct 14 and closes at 11:55 p.m. on Oct 16


8 Program Resources &

Implementation

1. Read Chs 10 and 12

2. Watch Module 8 lectures (Health Program Resources: Allocation and Identification; Implementation: Strategies & Concerns; AND Logic Models: Visualizing Your Program)



9 Marketing

1. Read Ch 11

2. Watch Module 9 lecture (Marketing Health Programs: Responding to the Needs of Your Priority Population)



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12 Nov 4 (in class) Nov 6 (online)

10 Evaluation: Purposes &

Logistics

1. Read Chs 13 and 14 and MMWR handout

2. Watch Module 10 lectures (Evaluation: Purposes & Logistics AND Evaluation: Approaches & Designs)

Assignment:

Activity 6: Evaluation Questions

Nov 8, Activity 6

13 Nov 11 (Holiday) Nov 13 (in class)

11 Evaluation: Data Analysis &

Reporting

1. Read Ch 15

2. Watch Module 11 lecture (Evaluation: Maximizing Use of Results)

Assignment:

Exam 3: Modules 8-11, Chs 10-15

Nov 15, Exam 3 Exam 3 opens at 1:40 p.m. on

Nov 13 and closes at 11:55 p.m. on Nov 15

14 Nov 18 (in class) Nov 20 (in class)

12 Logic Models

1. Read Ch 12, pp 319-323 2. Watch Module 12 lecture (Logic Models:

Visualizing Your Program Plan)

Assignments:

Draft Logic Model for Peer Review*

Skills Mastery: Program Logic Model

*You must be present in class on Nov 20 to earn points for completing Logic Model Peer Reviews

Nov 19, Draft LM for Peer Review*

*Submit draft logic model online and bring two print copies of draft to class on Nov 20 for peer review

Bring laptop or iPad to class on Nov 20 to complete in-class peer

reviews of draft logic models


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15 Nov 25 & 27 ~ Thanksgiving Break ~ Enjoy Your Week Off!

16 Dec 2 (No class*)

Dec 4 (in class)

It’s a Wrap! Dec 2: *No in-class meeting. Dr. Rodgers will be available in her office to answer questions on Skills Mastery project. Dec. 4:

Fun, exciting, in-class activities! I’m sure you won’t want to miss this day!

Online Course Evaluation

Dec 4, Skills Mastery: Program LM* *Submit assignment online before

in-class meeting on Dec 4.

Dec 6, Online Course Evaluation

17 Dec 10

UF Finals Week Approved students who miss a regularly scheduled exam will take

a cumulative make-up exam from 12:30-2:30 p.m.


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UF POLICIES

COURSE EVALUATION: Students are expected to provide feedback on the quality of instruction in this course by completing online evaluations at https://evaluations.ufl.edu. Evaluations are typically open during the last two or three weeks of the semester, but students will be given specific times when they are open. Summary results of these assessments are available at https://evaluations.ufl.edu/.

ACCOMMODATING STUDENTS WITH DISABILITIES: Students requesting

accommodation for disabilities must first register with the Dean of Students Office

(DSO) (http://www.dso.ufl.edu/drc/). The DSO will provide documentation to the

student who must then give this documentation to the instructor when requesting

accommodation. Students must submit their documentation to the instructor before

turning in assignments or taking the exams. Accommodations are not retroactive,

therefore, students should contact the DSO as soon as possible in the term for which

they are seeking accommodations.

ACADEMIC MISCONDUCT: Academic honesty and integrity are fundamental values of

the University community. Students should be sure that they understand the UF Student

Honor Code at http://www.dso.ufl.edu/students.php.

GETTING HELP

For issues with technical difficulties for Canvas, contact the UF Help Desk at:

● [email protected]

● (352) 392-HELP – select Option 2

● https://lss.at.ufl.edu/help.shtml

Any requests for make-ups due to technical issues must be accompanied by the ticket

number and the message resolution (email) received from LSS when the problem was

reported. The ticket number will document the time and date of the problem. Students

must contact the instructor within 24 hours of the technical difficulty if they wish to

request a make-up.

Other resources are available at http://www.distance.ufl.edu/getting-help for:

Counseling and Wellness resources

Disability resources

Resources for handling student concerns and complaints

Library Help Desk support

https://evaluations.ufl.edu/

https://evaluations.ufl.edu/

http://www.dso.ufl.edu/drc/













http://www.dso.ufl.edu/students.php




















https://lss.at.ufl.edu/help.shtml













http://www.distance.ufl.edu/getting-help













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