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Common projects = Common for face to face class and distance courses
Syllabi Review for
NMSU MPH Program Community Health Education Core Courses
Face to Face Course Distance Course
MPH 570 Common objectives? N/A (none listed) Common Projects? Yes writing – paper
Dept. Curriculum Committee Recommendations: List objectives in syllabus
Revise content in course to be more relevant to needs of students, e.g., include teaching strategies, how to present materials, and application (developing and teaching a module)
Look at where this course fits in the sequence of courses since currently it is a pre-requisite for MPH 572, MPH 573, & MPH 574 Delete plagiarism assessment
Relook at textbook selection if content changes
Objectives None listed None listed
Outcomes 1. Plagiarism assessment
2. Paper on RWJ initiative – Obstacles to Health 3. 2 reaction papers – one topic TBA
4. 4 – online discussions 5. 3 –hour mid-term
6. 3-4 page paper – “Reaction to what you Learned…” 7. 10-12 page paper on topic TBA in public health
Same as on-campus, except add: 1. Scavenger Hunt
2. Colleague Quiz 3. Skype
4. 7 electronic discussions 5. Community Guide assignment
MPH 572 Common objectives? Partially Common Projects? No
Dept. Curriculum Committee Recommendations: Include more project work in the online class
Repeat low literacy, media packet, and apps/Web site projects to meet the needs of our target populations Keep supplemental reading (Malcolm Gladwell’s Tipping Point) in course
Objectives Fall 2011
1. Describe health communications and its interdisciplinary roots in education, psychology and community health education.
2. Analyze appropriate communication strategies including the use of the Internet, low literacy materials, and eGames that can be effective in changing health behaviors and/or maintaining health behaviors. 3. Describe how to design effective theory driven and audience centered
health communication messages.
4. Compare strategies used in health communication planning for pre-testing, production, implementation, and evaluation.
5. Demonstrate skills for developing media kits for media advocacy
Fall 2010
1. Identify and describe the seven National Health Educator area major responsibilities of a health educator, and the related competencies and sub-competencies for various community health settings. 2. Examine and describe the major dimensions, pedagogy, and related
processes of health communication and health education, and how they impact the health of individuals, groups, and communities. 3. Access, retrieve, and report three health communication media
resources or databases.
4. Identify, explain, and integrate two health education theories and/or models (e.g., diffusion of innovation, media advocacy, agenda
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Face to Face Course Distance Course
activities. setting) and their applications to health communication practice
(methods and strategies).
5. Describe, discuss and apply four health communication strategies and related processes.
6. Identify key health communication issues and explain four effective health education methods including advocacy for improving health promotion policy development.
7. Describe, discuss and explain how agenda setting can be applied to health education, media advocacy and health promotion policy development.
8. Demonstrate via online the use of two health communication methods and two educational instructional media techniques applicable for individual, small group, community, and leadership development.
9. Describe and discuss the future trends and issues in health communication for the professional preparation and practice of community health educators.
Outcomes Six Homework assignments
Low Literacy Materials Development Media Packet
Small group projects – Apps or Web Sites Tipping Point Book Review
2 Quizzes 1 final 3 reaction papers 1 audio/visual/graphic PPT project Midterm Resource paper
MPH 573 Common objectives? Yes
Common projects? Yes community organization project Dept. Curriculum Committee Recommendations: Include a rubric for grading projects
Revise the format for the 6 short assignments (how to load information for easier student access and response in Blackboard) Objectives Spring 2012
1. Assess and describe community organizing and building,
empowerment, partnership, and community participation in community health.
2. Identify the steps involved in community assessments and in facilitating organizing and building efforts.
3. Describe Paolo Freire’s philosophy and methods of empowerment education as it applies to the planning and implementation of community health education initiatives.
4. Analyze the different methods and models used in community organizing and building across diverse groups to address their health needs.
Spring 2012
1. Assess and describe community organizing and building, empowerment, partnership, and community participation in community health.
2. Identify the steps involved in community assessments and in facilitating organizing and building efforts.
3. Describe Paolo Freire’s philosophy and methods of empowerment education as it applies to the planning and implementation of community health education initiatives.
4. Analyze the different methods and models used in community organizing and building across diverse groups to address their health needs.
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Face to Face Course Distance Course
5. Critique the new tools and methods being used in community organizing and building for health related issues
6. Identify the policy and legislative implications of community organizing and building on the health and well-being of border communities.
5. Critique the new tools and methods being used in community organizing and building for health related issues
6. Identify the policy and legislative implications of community organizing and building on the health and well-being of border communities.
Outcomes Final exam
6 Short assignments –Discussions Presentation and Paper
Organization Project
Final exam
6 Short assignments –Discussions Presentation and Paper
Organization Project
MPH 574 Common objectives? Yes
Common projects? Yes grant proposal
Dept. Curriculum Committee Recommendations:
Revise content to include more time in semester for program planning development
Relook at how program evaluation is currently addressed in this course and add more information Review course content and possibly offer a separate grant writing course
Objectives Spring 2012
1. Explain, demonstrate and apply health program planning knowledge and skill competencies:
-Explain and apply two health program planning models
Assess need(s) for the program (using primary and secondary data sources) -Develop a mission statement, and Develop of at least two program goals. -Develop a minimum of six program objectives (predisposing, reinforcing and enabling).
-Apply at least two behavioral theories to the multi-level intervention project. -Develop and apply best practices and for an evidence-based intervention -Develop a two year program budget (multi-year)
-Allocate budget resources, Implement a staffing plan. -Identify a minimum of five strategies to market the program.
2. Explain, demonstrate, and design strategies and multi-level interventions: -Display best practices, measurable program, administrative/process, learning, behavioral and environmental objectives, and integrates
theoretical-based change processes (knowledge, attitude, and behavioral) applied using strategies including intrapersonal,
interpersonal and community/social/policy for multi-level interventions. 3. Explain, demonstrate and apply health program grant (RFP) writing knowledge and skills including:
-Develop, present and submit a Letter of Intent in response to a required LI/ RFP
-Write an executive summary
Spring 2012
1. Explain, demonstrate and apply health program planning knowledge and skill competencies:
-Explain and apply two health program planning models
Assess need(s) for the program (using primary and secondary data sources)
-Develop a mission statement, and Develop of at least two program goals. -Develop a minimum of six program objectives (predisposing, reinforcing and enabling).
-Apply at least two behavioral theories to the multi-level intervention project.
-Develop and apply best practices and for an evidence-based intervention -Develop a two year program budget (multi-year)
-Allocate budget resources, Implement a staffing plan. -Identify a minimum of five strategies to market the program. 2. Explain, demonstrate, and design strategies and multi-level interventions:
-Display best practices, measurable program, administrative/process, learning, behavioral and environmental objectives, and integrates
theoretical-based change processes (knowledge, attitude, and behavioral) applied using strategies including intrapersonal,
interpersonal and community/social/policy for multi-level interventions. 3. Explain, demonstrate and apply health program grant (RFP) writing knowledge and skills including:
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-Develop, submit and present a written health program grant proposal for submission in response to a Health Program Request for Funding Proposal (RFP)
-Develop, present and submit a Letter of Intent in response to a required LI/ RFP
-Write an executive summary
-Develop, submit and present a written health program grant proposal for submission in response to a Health Program Request for Funding Proposal (RFP)
Outcomes 3 Know-how Professional Papers and Presentations
Midterm Exam
Individual 3 page Letter of Intent (LIT) and Brief Presentation
Individual Health Program Grant Proposal (RFP) Paper and Presentation in class submission
class participation
3 Know-how Professional Papers and Presentations Midterm Exam
Individual 3 page Letter of Intent (LIT) and Brief Presentation
Individual Health Program Grant Proposal (RFP) Paper and Presentation in class submission
class participation
MPH 579 Common objectives? No
Common projects? Yes research proposal Dept. Curriculum Committee Recommendations: List objectives in the F2F syllabus
Relook at when this course is offered in the course sequence Keep the review of articles in course content
Objectives Fall 2011
This course will examine fundamental principles of quantitative research with emphases on (a) development of a thesis or dissertation, (b) the study of research design in the context of establishing causal relationships. These principles are widely applicable to variety of research domains including clinical, field, basic, and applied research, and program evaluation.
Spring 2012
1. Discuss the role of research in community health education/health promotion
2. Develop a research proposal to address a health behavior issue or to examine the effects of a community health intervention
3. Conduct a critical review of the research literature relative to a particular health topic
4. Explain the various types of research designs
5. Critically examine factors that represent threats to internal and external validity and take the necessary steps to reduce threats to internal and external validity
6. Select appropriate statistical test for a give situation and interpret the results of such tests
7. Apply sound research principles in critically evaluating research reports and proposals.
8. Discuss a variety of ethical dilemmas in conducting and reporting human subject research
Outcomes
Questions/Survey Monkey Survey Class discussion Weekly assignments Quizzes-optional 2 Exams Research Proposal Participation/short assignments 3 Exams 10 Quizzes Research Proposal
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Face to Face Course Distance Course
