EDCP 325: Approaches to Health Education – Summer Session 2015
July 6-24, 2015 10:30-1:00 Room 1214
Faculty of Education, University of British Columbia
Instructor: Kathy Nicholson. B.ED., M.Ed.
Correspondence and assignment email: [email protected]
Blog address: http://blogs.ubc.ca/nicholson/ Kathy’s cell 778-386-1220
Twitter hashtag for our class #edcp325
Office: TBA
Note: This is a graded course.
EDCP 325 provides an introduction into approaches to health education in schools, health care providers, offices, unions and
community organizations and may be taken as part of an undergraduate program; part of the Diploma Program in Health Education
(for Nursing, Human Kinetics, Family and Nutritional Sciences and Education students); or as an elective in a Master’s Degree
Program.
PURPOSE OF COURSE:
This course intends to provide participants with an overview of Health Education/Promotion theory and curriculum
including Health Education in public health/school settings. The course perspective recognizes that healthy children and
youth as well as adults are better able to learn and that schools and communities are well suited to be able to influence
health. Particular emphasis will be placed on the following approaches: full service schools, the comprehensive school
health movement, health integrated across the curriculum versus health as a separate course. Other topics such as
cultural, legislative, comprehensive, peer education and outreach will be explored as vehicles for addressing the health
knowledge, attitudes and skills of the participants in health promotion program and discussion of the pedagogy around
health education and social constructs that influence all aspects of health.
COURSE OBJECTIVES:
Depending on the needs of the class, by the end of this course students will be given the opportunity to:
1) Examine the influence of health education on health literacy.
2) Describe the application of Health Promotion theory in the implementation of Health Education
3) Critically examine the concept of health education across cultures and throughout the lifespan
4) Investigate and evaluate a variety of community health resources
5) Think critically about contemporary Health Education issues – pedagogy and social constructs.
GENERAL EXPECTATIONS AND COURSE EVALUATION
It is expected that all students will:
• Attend ALL classes. If your absence is unavoidable, you are expected to advise the instructor as soon as possible
and make arrangements to complete what has been missed.(Bachelor of Education Program Policy Handbook
http;//teach.educ.ubc.ca/publications/pdfs.Bed-Policy-handbook-2010.pdf)
• Actively participate in each class- discussions, role plays, research, brainstorming, activities etc.
• Provide helpful, honest, and supportive feedback to each other to encourage professional growth and
collaboration.
• Complete any assigned readings prior to coming to class.
• Encourage personal reflection as a professional learning activity.
• Meet deadlines for submitting assignments.
• Use electronic devices in line with professional expectations and
professional practice during class time.
• Be familiar with, and abide by, the university rules regarding plagiarism.
Attendance/Participation Attendance and participation are essential to the experimental learning that is necessary within
professional program. Participation in class activities and discussions forms the basis of professional inquiry and development.
Teacher candidates are expected to attend all scheduled classes, lectures and/or seminars. Teacher candidates who miss a significant
amount of class time (more than 15% of course hours) may be required to repeat the course. If you are going to be absent, please
inform me by email, by phone or in writing. Full details regarding Attendance and Participation are described in full in the Bed
Program Handbook found at:
http://teach.educ.ubc.ca/publications/index.html
Professional Conduct and Respectful Learning Environment (adapted from the Climate Statement, EDST)
Teacher candidates in the Faculty of Education are expected to adhere to principles of professional conduct while on campus and in
schools.
(See Bachelor of Education Program Policy Handbook: http://teach.educ.ubc.ca/publications/index.html) They are also expected to
adhere the policy of university regarding respectful learning environment
(http://teach.educ.ubc.ca/sustainability.html)
Participants in this course are expected to demonstrate all of the qualities of professionalism, arriving at each class fully prepared,
engaging actively in the teaching and learning process and interacting ethically with your peers and your instructor. Classes will be
conducted within an atmosphere of respect, both for each other and for the ideas expressed by participants in class discussions and
debates.
Our responsibility in this class is to model professional conduct and to guide you to an understanding of professionalism when you are
on campus.
Academic Integrity (Paragraph used with permission of DR. Tom Sork, EPLT)
The integrity of academic work depends on the honesty of all those who work in this environment and the observance of accepted
conventions concerning such practices as acknowledging the work of others. Plagiarism and other forms of academic misconduct are
taken very seriously at UBC, whether committed by faculty, staff or students. You should be aware of the sections of the University
Calendar that address academic misconduct: www.students.ubc.ca/calendar and of the university’s website on scholarly
integrity: http://clc.library.ubc.ca/airc.html. The UBC library also has a useful webpage on plagiarism and how to avoid
it: www.library.ubc.ca/home/plagiarism/. If you have questions or concerns about any of these policies or conventions in relation to
how they apply to the work you do in this course, please discuss them with me.
Reading:
•
•
•
•
• Personal Planning K-17 IRP OR Health and Career Education 8-9 IRP OR Planning 10 IRP. B.C.
Ministry of Education. Victoria: Province of British Columbia. (View in the Reserve section, Education
Library or online at B.C. Ministry of Education.)
• Ottawa Charter http://www.who.int/healthpromotion/conferences/previous/ottawa/en/
• Millennium Project http://www.unmillenniumproject.org/
Critical health literacy: shifting textual-social practices in the health classroom by Kerry Renwick in Asia-Pacific
Journal of Health, Sport and Physical Education http://dx.doi.org/10.1080/18377122.2014.940808 (I will make
copies)
Health knowledge and health education in the democratic health-promoting school by Bjarne Brun
Jensen http://dx.doi.org/10.1108/09654280010330900 (I
will make copies)
http://www.buzan.com.au/learning/mind_mapping.html
Articles assigned by instructor. Copy charges will apply.
$5.00 fee will be collected for photocopying.
Ottawa Charter emblem
Assignment Guidelines & Evaluation Profile
Assignment
Due Date
Done as …
Value
1.
2.
Health Mind Map
Journal of Reflections
July 6/24
July 6/24
Individual
Individual
3.
Article Summary
July 10
Individual
15%
20%
Part A- 5% Part B-15%
15%
Presentation to
persuade
July 14 – Gallery walk
Individual
10%
July 20-24
Pairs
9 groups
30%
Individual
10 %
4. Health Agency
Promotion Presentations
Peer Evaluation
July 14 and 20-24
25%
40%
Faculty of Education Grading
According to the Faculty of Education’s Operational Definition of Letter Grade Categories (June, 1996) an
assignment may be:
Letter
Grade
Percent
Range
A+
A
A-
90-100
85-89
80-84
B+
B
B-
76-79
72-75
68-71
C+
C
C-
64-67
60-63
55-59
Description
Work of exceptional quality.
Demonstrates excellent comprehension of the subject and use of existing literature and research.
Consistently applies a high level of critical scrutiny to texts and discussions. Shows personal engagement
with the topic; original insights and contribution. Flawless writing style.
Work of good quality with no major weaknesses.
All of the required elements of the assignment have been fulfilled. The writing is clear and explicit; the
coverage and demonstrated comprehension of the topic is more than adequate. Some degree of critical
thinking and personal involvement in the work is shown. Some flaws evident in writing style, grammar, and
organization. Good use of existing knowledge in the subject.
Adequate work.
All of the required elements have been included, although some conceptual inadequacies are present. A fair
comprehension of the subject is demonstrated, but weakness in content, style, organization, critical
awareness, personal involvement and/or use of the literature are apparent.
Grading is based on: Course Grading Criteria (Faculty of Education Guidelines) and the Assignment
Guidelines & Evaluation Profile & Criteria outlined in each assigment:
Assignments
1. ‘What is Health?’ Mind Map 15 marks
Dates : Pre: July 6 Post July 24
Create a mind map or Venn diagram or time line or web diagram which conveys your
perception of the multifaceted concept of health. Before one can plan to teach a topic it is
useful to determine what our preconceived notions of what the topic means to us and how
if at all they are influenced by our culture. Flesh out the map by bringing in all related topics of health
demonstrating their interrelationships visually. This may be done by drawing various types of lines (dotted,
straight, or crooked) and circles or other shapes to group concepts. Colours may also be used. Feel free to
explore your creativity. This can be hand drawn (at first or throughout) and/or computer generated and then put
on a large piece of paper. Helpful source - http://www.buzan.com.au/learning/mind-mapping.html
During the first class, after our sharing of Part A of assignment 2 – Journal of Reflections, we will discuss the
concept of health and after this, time will be given to explore this topic while creating your mind map. Support
will be given regarding how to do this method of representation. This initial representation will be due July 6
and shared as a short gallery walk.
As the course content develops in your mind throughout the 3 weeks you will have an opportunity to alter or
further develop your diagram and then hand in the final draft on July 24. The final draft should demonstrate an
expanded understanding of material. Size of the mind map will be 11x17 or legal paper.
Assessment criteria: personal insights, critical analysis and presentation quality, as follows:
0 - 3: Incomplete information, simple concepts outlined
4 - 7: Adequate depth of information presented clear with interrelationship’s
demonstrated
8 -10: Outstanding representation of complex information with synthesis &
presentation quality
Note: A more detailed rubric will be created with the class.
2. Journal of Reflections
20 marks
Part A – 5% Date: July 6
Part B – 15% Date: July 24
Part A: 1. What is your background prior to coming into this course (family, education, work, health/illnesses,
experiences, and hobbies or interests? 2. What do I know about Health Education? 3. What do I want to know?
4. What is your area of special interest? (Health issue, age group, general topic etc.) 5. What are your thoughts
on approaches to health education? This part is first done in writing (typed) and then presented orally the
first class – July 6 - Each question worth 1%. (Out of 5)
Part B 1. What do I find surprising or interesting? 2. What do I disagree with regarding these approaches to
Health Education? 3. How has my outlook or knowledge base of Health developed as a result of this course?
Active participation in class and a 2 page (double-spaced) critical reflection of your understanding of Health
Education from pre- to end of course, incorporating the following:
a) Identify your goals for teaching Health - Foods, Planning 10, Family Studies, Public health, Personal health,
P.E., etc.
b) Discuss your understanding of the important pedagogical issues in teaching health in schools or other
settings
c) Provide a reflective summary that demonstrates your teaching and/or learning priorities (determined by or
derived from?) as you think about teaching Health Education.
d) Presentation on last day – brief and describes the key reflections
This part is done in writing (typed) and then presented on the last class July 24 in a brief (5 minute) oral
presentation.
Assessment criteria: personal insights, critical analysis and presentation quality, as follows:
0 - 5: Incomplete information, critical reflections from course to date
6 - 10: Adequate critical reflections, writing organized and coherent
11 -15: Outstanding critical reflections, information synthesis and presentation quality
Note: A more detailed rubric will be created with the class.
3.
Article Summary & Presentation 25 marks
Part A 15% Date: Written Summary: July 10
Part B 10% Static Presentation: July 14
Part A - Choose a topic within the scope of health promotion theories, health educational theory, or health
prevention/ treatment theory that is pertinent to your interests or career. Find 2-3 up to date academic articles
on this topic. Summarize the articles pulling out the central ideas and how these ideas may be applied to
health education, your life, and the work you do (will do) in your career. Be sure to cover pedagogy,
social/cultural issues and social evolution questions that may apply. What is the treatment based on? Present
your summary in a 2+ page double spaced paper along with your critical reflection and insights with positives
and negatives along with your supports or arguments. Please include urls or references for your articles.
Assessment criteria: personal insights, critical analysis and presentation quality, as follows:
0 - 5: Incomplete information, brief description of applicability
6 - 9: Adequate critical review and summary, applications made, writing organized & coherent
10-12: Good critical review and summary with clear applications made and writing is very organized
13 -15: Outstanding critical summarizations and applications made, synthesis and presentation of
material is of excellent quality
Note: A more detailed rubric will be created with the class.
Presentation of Information / Application to education – July 14
Create a presentation for the class in a static form – poster, brochure, b/b handout etc. outlining the concepts
in your articles with the purpose to inform, educate, and possibly persuade the audience. The presentation
should affect and impact our attitudes and behaviour regarding health and or health education. It will be
displayed in the class and evaluated using a gallery walk concept.
This assignment is purposefully broad in scope so that it can be maximally useful to you in your career and
your life, so please tailor it to your interests. The presentation is meant to inform
yourself, and your colleagues (classmates), but also to give you an opportunity to learn
about the challenges involved in teaching a health concept so that an impact is made on
attitude and behavior if possible.
Please include any audio or visual materials or websites that you feel will assist
you/others in having an impact and presenting the information. Use any learning activity
that you feel is relevant to the target audience that you may be trying to reach.
Assessment criteria: personal insights, critical analysis and presentation quality, as follows:
0 - 3: Incomplete information, simple concepts outlined
4 - 7: Adequate depth of information presented clear with interrelationship’s demonstrated
8 -10: Outstanding representation of complex information with synthesis & presentation quality
Note: A more detailed rubric will be created with the class
4. Presentation: Community Health Promoting Agency 30 marks
(Note: May start earlier - July 16 - depending on class numbers)
Dates: Jul. 17-24
In pairs facilitate a 30 min. presentation that actively informs the audience about an agency within any
community that works to promote health and delivers health education. Choice an agency that is focused on a
health issue that you are interested in and would like to know more about. Include the following information
about the agency:















The overall mission
Intended recipients/target market
What is the overview of the health education services they perform?
Is it for profit or not?
Is the staff paid? Volunteers? What is the ratio?
What is the training of the staff?
Where are they located? Are they part of a national body?
Is there a board of directors that manages the operations?
How can educators use this agency? Speakers, field trips.
Relevance to Home Economics or public health
Is there any bias in the educational policy that benefits the agency?
What are the challenges faced by the agency?
What is the benefit, if any, to the community from this agency?
What, if any, are ways to prevent the “issues” that the agency deals with?
What are the treatments and management of the issue
Assessment Criteria: demonstrated ability to facilitate presentation to inform:
0- 8:
Incomplete provision of information/presentation is lacking clarity, organization
9- 16: Adequate, but limited, information presented in marginally direct manor
17- 22 Articulate & organized presentation, giving audience clear and useful information.
23-30: Captivating presentation with a critical examination of the agency outlining in a concise and clear format
all relevant information and how an educator can use the information.
Note: A more detailed rubric will be created with the class.
Peer Evaluation
10 marks
Dates: Jul. 14 and 20-24
During class while your colleagues are making their presentation students will complete a peer evaluation on a
sheet provided. More effective evaluations will include comments with positive feedback and a critique
provided in a supportive and constructive format. Only students present will be able to participate. This is
intended to be a learning activity to facilitate one’s own presentation skills, and to gain practice in evaluation
and assessment. You will be focusing on strengths and areas for improvement. A completion mark is given
when peer evaluations handed in and will be out of 10.
Assignment #5 - Community Health Agency Presentation Schedule (30 min each and set up and
discussion time).
Dates:
Friday
July 17
Monday
July 20
Tuesday
July 21
Wednesday
July 22
Thursday
July 23
Friday
July 24
Presenters- Agency
Presenters- Agency
1
2
Tentative Class Schedule
JULY 2015
Sunday
MONDAY
TUESDAY
WEDENSDAY
1
THURSDAY
2
FRIDAY
3
Saturday
4
5
6
Introduce course.
Self as required.
Class intros.
Part A
7
Group sign up.
History of
health
education.
Discussion 15
Pwpt + notes.
20
Food history
youtube 20 (10
mins watch +
10 mins. dis.)
8
Pwpt – getting
started on
teaching Health
9
10
11
Health literacy
debate
Article summaries
due
Group activity.
What is health?
→individual
→group
→individual.
Mind map clip
Working time for
mind map.
Gallery walk of
class mind maps
12
List of topics. + sign
up
13
Approaches to
Health Education
Review of K.
Renwick’s article
Four
dimensions
Discussion
Health literacy
pwpt.
Review history
approach.
Discussion.
Health approaches.
Article summary.
Comprehensive.
School Action School
BC.
Topics for
articles
Working time
30mins.
Inspiration
14
Health articles
static
presentation
Gallery Walk
Inspiration
15
Health
promotion (20
mins), Cultural
prospects.
16
Review of
Jensen article
17
Health research
18
Presentations
2 groups –
30 minutes
Behavior or
empowerment
30 mins working
time.
19
20
McClearay
connectiveness
30 mins
working time
30 mins
working time
30 mins
working time
21
Healthy eating.
Aboriginal
Health
22
Education for
new
immigrants.
23
Sexual health
– students.
Presentations
2 groups each 30
minutes
Presentations
2 groups each
30 minutes
Presentations
2 groups each
30 minutes
Presentations
2 groups each
30 minutes
27
29
30
24
Course evaluation
Presentations
Part B of Journal
reflections
Peer evaluations
handed in
Closing comments
26
28
31
25