Syllabus
Graduate Programs in Public Health
GPH 729 – Health Education Design – Summer B 2022
Credits - 3
Description
The interconnectivity of one’s environment and the choices made by individuals are undeniable. As we work on addressing socio-ecological factors that hinder health, we must also address personal choices and behaviors. Health education is an essential tool used to target behaviors that are directed by knowledge and attitudes held by the individual. Building on the skills learned in GPH 726 and GPH 738, students will learn how to design and evaluate health education interventions using a human-centered approach.
Materials
Learning Objectives and Outcomes
Course Outcomes
- Appreciate and adopt health equity and social justice work as core values as a health education designer and facilitator
- Apply information from community assessments, stakeholder meetings, literature reviews, and media to inform the focus and purpose of a health education program
- Build towards completing a health education program that takes into account accessibility considerations such as health literacy, reading levels, numeracy, and special needs
- While developing key components of a health education program, students will adopt principles of human-centered-design and behavioral theories
- Assess methods of program delivery and adopt the most appropriate methods for the intended audience
- By the end of the course, students will have developed a health education outline for a three-part program. Students will create a facilitator guide for one session and record a segment from that session as it would be delivered for an audience
Public Health Competencies
- FC 7: Assess population needs, assets and capacities that affect communities’ health
- FC 8: Apply awareness of cultural values and practices to the design or implementation of public health policies or programs
- FC 9: Design a population-based policy, program, project or intervention
- FC 19: Communicate audience-appropriate public health content, both in writing and through oral presentation
Assignments
Discussions
In weeks 1, 2, 3, 4, 7, and 8, students will engage in discussion board activities. Because this is an online course, the online discussion portion is an important way to exchange ideas with your classmates. Students will be graded on their participation and effort in their posts. These posts will take time to complete but they are an essential part of this online course and a great way to get to know your colleagues. Please be familiar with the course material (readings/lectures) before posting each week. Full marks will be given to those who ask questions, bring in new data from the literature or other resources, and demonstrate a thorough understanding of the topics for the week.
Foundational Assignments
Weeks 1 and 2 will feature brief writing assignments intended to support foundational learning and prepare you to better engage with the later “major assignments.”
Week 1 Assignment: Health Equity Reflection
In no more than 200 words, you will reflect on Health Equity as it is addressed in the course textbook.
Week 2 Assignment: Apply Human-Centered Design Principles
In no more than 4 paragraphs, you will respond to two prompts:
- How can we apply Human-Centered Design principles in our attempt to meet people where they are AND build an educational program that considers influential constraints?
- When Human-Centered Design principles are applied well, what can we expect from our program and the people we choose to engage?
Week 5: Live Brainstorming Session
In week five, instead of participating in a written discussion board, you will attend one of three live sessions being offered by your instructor. During the live session, you will have the chance to discuss your work on your major projects and share feedback and input with peers.
Major Assignments
By the end of this course, you will outline a three-session Health Education Program and develop several key components of that three-session (three-hour) program. To help you do so, we will break down the process into 5 Major Assignments. Links to detailed instructions for each major assignment can be found in the course menu item titled “Major Assignments.”
Major Assignment 1: Health Education Program Background
Here you will identify a general priority population, a more specific intended audience within that population, and a health issue. You will review relevant data for your population. (Due in Week 3)
Major Assignment 2: Refine the Purpose of Your Program
This week, further explain why your program will be important to your audience. What purpose will the program serve for them and their unique needs? How would you gather information to inform your judgments? (Due in Week 4)
Major Assignment 3: Full Program Outline and Program Materials
This assignment will incorporate and greatly expand on the information you gathered for the first and second major assignments. We separate this assignment into Part A and Part B. In Part A you will create an outline detailing the order of topics and activities for each of the three one-hour sessions. In Part B, you will develop one material for supplemental use in your program. (Due in Week 5)
Major Assignment 4: Develop a Facilitator’s Guide and Pre/Post Assessment for One Session
For this assignment, you will fully develop a facilitator’s guide for a single one-hour session. (Due in Week 6)
Major Assignment 5: Record a Section
At this point, you will record a section from your fully developed one-hour session. You will also be tasked with reviewing and assessing the recording of a classmate. (Due in Week 7)
Grading Policy
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Assignment | Point Value |
|---|---|
| Discussions (6 Discussions; 5 points each) | 30 |
| Week 1 Assignment: Health Equity Reflection | 4 |
| Week 2 Assignment: Apply Human Centered Design Principles | 4 |
| Participation in Week 5 Live Brainstorming Session | 4 |
| Major Assignment 1: Health Education Program Background | 10 |
| Major Assignment 2: Refine the Purpose of Your Program | 10 |
| Major Assignment 3: Full Program Outline and Program Materials | 10 |
| Major Assignment 4: Develop a Facilitator’s Guide for One Session | 10 |
| Major Assignment 5: Record a Section | 14 |
| Peer Feedback on Peer’s Video | 4 |
| Total | 100 |
Grade Scale
| Grade | Points Grade | Point Average (GPA) |
| A | 94 – 100% | 4.00 |
| A- | 90 – 93% | 3.75 |
| B+ | 87 – 89% | 3.50 |
| B | 84 – 86% | 3.00 |
| B- | 80 – 83% | 2.75 |
| C+ | 77 – 79% | 2.50 |
| C | 74 – 76% | 2.00 |
| C- | 70 – 73% | 1.75 |
| D | 64 – 69% | 1.00 |
| F | 00 – 63% | 0.00 |
Schedule
Course Calendar
Week 1: Course expectations and rhythm; professional expectations and commitment; foundational understanding of health education programs; behavioral theories refresher
Readings/Videos:
- Week 1 Lecture: Getting Started
- Week 1 Lecture: Health Education—The Professional and the Work
- Week 1 Lecture: Health Education Programs—What They Can and Cannot Do
- Week 1 Lecture: Behavioral Theories and Effective Programs
- Textbook: Ch 1; Ch 2, pgs 15 – 20 (sections “Introduction” through “Health Equity in Health Education Professionalism”); Ch 3
- Resources on understanding what health education programs:
- Designing Effective Health Education Programs – PDF
- Rural Health – Health Education
- Unite for Sight – Effective Health Education
- Sections: Designing HE, Evaluating the Outcomes of HE, and Case Studies
- Theory at a Glance – PDF (helpful for discussion prompt)
Assignments:
- Discussion: Applying Behavioral Theories to Program Development
- Week 1 Assignment: Health Equity Reflection
Week 2:Introduction to human-centered design and its application in health education design
Readings/Videos:
- Week 2 Lecture: Don’t just build for me, build with me
- Video: What is human-centered design?
- Video: TEDxOrlando: Two words that can change the world, YES AND – Karen Tilstra
- Article: Leveraging Human-Centered Design in Chronic Disease Prevention. Gordon O. Matheson MD, PhD, Chris Pacione MFA, Rebecca K. Shultz PhD, Martin Klügl MD, MPH
- NYT Article: Design Thinking for Doctors and Nurses
Assignments:
- Discussion: Addressing Constraints During Program Development
- Week 2 Assignment: Applying Human-Centered Design Principles
Week 3: Prioritizing health issues; Identifying the health goal; differentiating between the priority population and the intended audience
Readings/Videos:
- Week 3 Lecture: The Priority Population
- Audio Presentation: Differentiating between the priority population and intended audience
- Community Toolbox, Chapter 17, Section 3: Defining and Analyzing a Problem
- Community Toolbox, Chapter 17, Section 4: Analyzing Root Causes – “But Why?”
Assignments:
- Discussion: Share resources from work on Major Assignment 1
- Major Assignment 1: Health Education Program Background
Week 4: Exploration of effective design, delivery, and methods; developing the program purpose; establishing program goals
Readings/Videos:
- Ch 6 pgs 95 – 103 (exclude the “Implementing the Presentation or Training” section)
- Ch 6 pgs 107 – 108 (“Know the Purpose and Material” section only)
Assignments:
- Discussion: Importance of Educating Your Intended Audience
- Major Assignment 2: Refine the Purpose of Your Program
Week 5: Adhering to accessibility guidelines while developing program components and materials; evaluation considerations
Readings/Videos:
- Week 5 Lecture: Meeting People Where They Are
- Textbook: Ch 7
- Video: Numeracy Best Practices. When, Why, and How to Use (or Lose) Numbers in Health Materials Video
- Health Communications. Improving Readability by Design
- PreventT2 Curriculum & Handouts – PDF
- Textbook: Ch 6 pg 107 (“Gather Feedback” section only)
- Unite for Sight. Effective Health Education
- W3C. Accessibility, Usability, and Inclusion
- CAST. The UDL Guidelines
Assignments:
- Live Brainstorming Session
- Major Assignment 3 Part A: Develop a Three-Session Program Outline
- Major Assignment 3 Part B: Development 1 Program Material
Week 6: Design Studio—develop a session and pre/post assessment
Readings/Videos:
- Audio Presentation: Facilitator Guide and Pre/Post Assessment
- Textbook: Ch 6 pgs 108 – 116
Assignments:
- Major Assignment 4: Develop a Facilitator’s Guide and Pre/Post Assessment for One Session
Week 7: Design Studio—record a section of the developed session
Readings/Videos:
- Week 7 Lecture: Freedom From Smoking Video Example
- Ch 6 pgs 103 – 107 (start at “Implement the Presentation or Training” section)
Assignments:
- Week 7 Discussion: Using activities as learning checkpoints
- Major Assignment 5: Record a Section
Week 8: Design Studio—expert evaluation
Readings/Videos:
- Week 8 Lecture: Freedom From Smoking Video Example
Assignments:
- Week 8 Discussion: Course Reflection
- Final Assignment: Provide Feedback to a Peer’s Video
Student Resources
Online Student Support
Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.
Questions? Visit the Student Support Public Health page
UNE Libraries:
- Library Access for all students: Your library login ID and password are the same as the ones you use to log into Brightspace.
- Public Health Databases: https://library.une.edu/library-materials/find/research-by-subject/public-health/
- Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.
UNE Student Academic Success Center
UNE's Student Academic Success Center (SASC) offers a range of free online services to support your academic achievement. Writing support, ESOL support, study strategy and learning style consultations, as well as downloadable resources, are available to all matriculating students. The SASC also offers tutoring for GPH 712 Epidemiology, GPH 716 Biostatistics, GPH 717 Applied Epidemiology, GPH 718 Biostatistics II, and GPH 719 Research Methods. To make an appointment for any of these services, go to une.tutortrac.com. For more information and to view and download writing and studying resources, please visit:
Information Technology Services (ITS)
- ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673
Accommodations
Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.
Online Peer Support
Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.
Information Technology Services (ITS)
Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.
ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.
Career Ready Program
The College of Professional Studies supports its online students and alumni in their career journey!
The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.
Policies
AMA Writing Style Statement
The American Medical Association Manual (AMA) of Style, 11th edition is the required writing format for this course. Additional support for academic writing and AMA format is provided throughout the coursework as well as at the UNE Portal for Online Students.
Online resources: AMA Style Guide
Turnitin Originality Check and Plagiarism Detection Tool
The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.
Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.
You can learn more about Turnitin in the guide on how to navigate your Similarity Report.
Technology Requirements
Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Course Evaluation Policy
Course surveys are one of the most important tools that University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.
Late Policy
Students are responsible for submitting work by the date indicated in Brightspace.
Quizzes and Tests: Quizzes and tests must be completed by the due date. They will not be accepted after the due date.
Assignments: Unless otherwise specified, assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.
Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.
Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.
Student Handbook Online - Policies and Procedures
The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.
UNE Course Withdrawal
Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
Academic Integrity
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit https://www.une.edu/studentlife/plagiarism.
Academic dishonesty includes, but is not limited to the following:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
- Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.
Attendance Policy
8 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Sunday at 11:59 pm ET of the first week of the term. Reinstatement is at the purview of the Dean's Office.
16 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Friday at 11:59 pm ET of the second week of the term. Reinstatement is at the purview of the Dean's Office.
Student Handbook Online - Policies and Procedures
The policies contained within this document apply to all students in the College of Professional Studies. It is each student's responsibility to know the contents of this handbook.
UNE Course Withdrawal
Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
Academic Integrity
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.
Academic dishonesty includes, but is not limited to the following:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
- Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.