Syllabus HLSC3F20 PDF

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Program Planning & Evaluation HLSC3F20 | Fall/Winter 2017-18 | Lawrance Course Logistics & Objectives COURSE TIME & LOCATION Thursday 14:00 - 17:00; TH242

PROFESSOR Dr. Kelli-an Lawrance [email protected] | AS 320; office hours by appointment

TEACHING ASSISTANTS Ms. Isabelle Cruz | [email protected] Mr. Greg Jackson, MA | [email protected] Ms. Beeverly Jean-Pierre, BPH | [email protected]

COURSE EQUIPMENT  Readings & resources provided electronically (URLs provided in syllabus; PDFs available on Sakai)  Turning Technologies CLICKER LICENCE with any of these clickers: QT2, QT, NXT  IMPORTANT  Clicker responses for tests/exams and in-class participation are recorded ONLY for students who have completely and correctly registered and activated their own personal clicker licence (through Sakai). Students whose clicker licences are not fully and/or correctly activated earn 0. Period. ONLY clickers –NEVER personal devices (phones, tablets, computers)– are used for tests/exams and in-class participation.

SCOPE OF THE COURSE Consistent with the learning objectives of the department, HLSC 3F20 provides students with theoretical knowledge and applied skills to plan, implement and evaluate innovative health programs —especially community-based social marketing campaigns—that empower members of Canadian society to be healthy.

COURSE OBJECTIVES Upon successful completion of HLSC 3F20, students will have the knowledge to:  define key activities comprising program planning and program evaluation  describe the planning process for population-based health interventions  identify a range of interventions targeting awareness, knowledge, behaviours and norms  understand strengths/weaknesses of program evaluation designs, and recognize valid, reliable tools for program evaluation  grasp basic statistical concepts, and strategies for summarizing and presenting data  describe the process of knowledge transfer and how evaluation/research findings are disseminated Furthermore, upon successful completion of this course, students will have the ability to:  plan population-based health interventions that are informed by evidence and presented in program logic models  develop appropriate, rigorous evaluation protocols  work effectively and respectfully in a team

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Academic Integrity, Technology, and Student Grades UNIVERSITY POLICY: ACADEMIC INTEGRITY Brock University encourages the pursuit of knowledge and scholarship through the provision of academic programs and a learning environment of the highest quality. Academic Integrity is a core value. Academic dishonesty is not tolerated. Academic dishonesty consists of misrepresentation by deception or by other fraudulent means. Some examples of academic dishonesty include: plagiarism (e.g., presenting work done by someone else as if it is your own; presenting work you have done for previous credit as if it is ‘new’ work; using direct quotations or large sections of paraphrased material without proper acknowledgement); copying from another student; making your work available to another student knowing that she/he will submit it as if it is his/her own; and obtaining medical excuse certificates under false pretenses. Consequences of academic dishonesty can include: a lower grade or outright failure on an assignment, exam, or course; suspension from the University; notation on the student’s official transcript; or, withholding or rescinding of the student’s degree.  IMPORTANT  Understand what constitutes academic dishonesty! Read: www.brocku.ca/academicintegrity/policy.php and http://www.brocku.ca/webcal/current/undergrad/areg.html (especially section VII Academic Misconduct).

CLASS POLICY  Personal devices. To promote an atmosphere of respect, students refrain from extraneous, personal use of electronic devices during class time. Students comply with explicit instructions to power-down electronic devices, or exit apps. [There is strong evidence that higher grades are earned by students who refrain from using electronic devices in lecture, and who take paperand-pen notes.]  Communication. The following policies are strictly observed in HLSC 3F20: - All email correspondence with the instructor, TAs and anyone else being contacted for any type of course-related work must occur exclusively through students’ Brock email accounts. - Course information is posted on the HLSC 3F20 Sakai website, and emailed to students’ Brock email accounts. It is wholly the student’s responsibility to monitor these communication channels and respond as required.  Professional conduct. Students engage with all colleagues and stakeholders in a professional, respectful manner. They maintain confidentiality, use courteous salutations and language in all communications, arrive on time for meetings, and so on. Through their actions they build an inclusive, welcoming environment. NOTE: Insulting, mistreating, or bullying fellow students, TAs, instructors, administrators or stakeholders on social media are forms of academic misconduct and are not tolerated.

OFFICIAL GRADES  Grades are earned, not awarded. Requests for “rounding up” will be flatly declined as will requests to do “extra work” to improve a disappointing grade. Such actions would violate Brock’s Academic Integrity policies. Students are encouraged to use all opportunities throughout the course to maximize their grade. Students who are not able or willing to do so should manage their grade expectations accordingly. As per Academic Regulations and University policies, grades can be appealed through a formal process outlined in the Undergraduate Calendar http://www.brocku.ca/webcal/undergrad/areg.html#sec72  Submission of reports and other course materials. The following policies are strictly observed in HLSC 3F20: - Unless explicitly notified otherwise, course submissions are made through Sakai. Email submissions are not accepted. Paper submissions are not required unless explicitly indicated. - Beyond a 1 hour “grace period,” late submission are docked 10% per 24-hr interval after assigned due date/time. (Example: The maximum grade for a report submitted 1-24 hours late is 90/100).  Grades & feedback. Feedback and/or grades are posted to Sakai as quickly as possible. (Feedback may also be emailed to Brock email accounts). Inquiries about grades are always welcome, and should be initiated within 2 weeks of the posting of the grade.  Sakai. Due to hardware features of the Sakai platform, grades displayed in that medium may not be completely precise representations of grades populating the underlying database, and therefore cannot be considered official grades.

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Medical and Religious Accommodation Brock University strives to accommodate students whose studies become interrupted, or who may be unable to complete academic work (including tests, examinations, assignments, papers, seminar participation, etc.), due to an incapacitating medical condition or as a result of religious obligations. To obtain academic accommodation related to a documented disability, students must obtain and submit appropriate documentation and direction from Services for Students with Disabilities in the Student Development Centre. In the case of a medical condition (including acute illness), the student must submit to Dr. Lawrance or the HLSC Administrative Assistant, a fully-completed official Student Medical Certificate (Faculty of Applied Health Sciences). Requests for medical accommodation lacking the official Medical Certificate or submitted more than 3 working days after the “end date” indicated on the certificate will not be considered, and a grade of 0 will be awarded for the missed course element(s). Requests that include the official certificate will be considered on a case-by-case basis, and can be refused at the instructor’s discretion. Additional relevant medical documentation may be required. Please refer to Academic Regulations and University Policies.  IMPORTANT  All medical certificates are copied to the HLSC Administrative Assistant and held securely and confidentially in a central repository for the HLSC department. They are available to the Chair of the HLSC department. In the case of religious obligations, the student may request academic accommodation by submitting a written request to the instructors as early as possible after the course schedule is announced. For midterm and final exams, the request must be submitted no later than 2 weeks before the exam. Requests will be considered on a case-by-case basis, and can be refused at the instructor’s discretion. Please refer to Academic Regulations and University Policies.

Course Requirements: Overview PERSONAL ACADEMIC INTEGRITY STATEMENT DUE: Thursday September 21, 17:00 All students must use Sakai to submit a MANDATORY statement expressing their personal commitment to academic integrity. Failure to submit this statement will result in a 5% penalty on the final course grade.

SUMMARY OF COURSE REQUIREMENTS  PARTICIPATION 10% | Seminar 10% | Class

ALL scheduled seminars ALL scheduled classes

 TERM TESTS 5% | Fall Test 5% | Winter Test

DATE: Thursday October 26, 2017, 14:00-15:00 (in class) DATE: Thursday March 1, 2018, 14:00-15:00 (in class)

 EXAMINATIONS 15% | December Exam 15% | April Exam

DATE: as scheduled by Registrar’s Office DATE: as scheduled by Registrar’s Office

 COMPREHENSIVE PLANNING & EVALUATION PROJECT 14% | Situational Analysis DUE: Wednesday November 29, 2017, 17:00 13% | Social Marketing Campaign Plan DUE: Wednesday February 14, 2018, 17:00 13% | Evaluation Plan and Tools DUE: Wednesday April 11, 2018, 17:00

Details for course requirements are provided on page 4 HLSC3F20 F/W 2017-2018

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Course Requirements: Detailed PERSONAL ACADEMIC INTEGRITY STATEMENT DUE: Thursday September 21, 17:00 All students must use Sakai to submit a MANDATORY statement expressing their personal commitment to academic integrity. Failure to submit this statement will result in a 5% penalty on the final course grade.

SEMINAR PARTICIPATION (10%) Graded in ALL scheduled seminars Seminars provide invaluable opportunities to: solidify knowledge gained from readings and lectures; translate that knowledge into vital skills; and work in a supportive environment on the comprehensive planning and evaluation project. Active participation in all seminars is expected and graded. Participation is broadly defined as: correctly answering quizzes about assigned readings; making informal presentations; participating in seminar activities led by the TA; and, productively contributing to group work.

CLASS PARTICIPATION (10%) Graded in ALL scheduled classes Active participation in all classes is expected and graded. Most often, class participation will be assessed through the use of “clicker” polling. Accuracy of answers is required to earn full participation marks.

FALL TEST (5%) Thursday October 26, 2017, 14:00-15:00 (in class) Occurring at approximately the mid-point of the Fall semester, this test covers all lecture content and readings to date . WINTER TEST (5%) Thursday March 1, 2018, 14:00-15:00 (in class) Occurring at approximately the mid-point of the Winter semester, this test covers all lecture content and readings from the beginning of winter semester to date. Knowledge of material covered in first semester is expected, but is not directly assessed. DECEMBER EXAMINATION (15%) Scheduled by the Registrar’s Office, December examination period This exam covers all lecture content and readings from the entire Fall semester, with an emphasis on material covered after the Fall test. APRIL EXAMINATION (15%) Scheduled by the Registrar’s Office, Final examination period This exam covers all lecture content and readings from the entire course, with an emphasis on material covered in Winter semester (especially after the Winter test). Knowledge of material covered in first semester is expected, but is not directly assessed. COMPREHENSIVE PLANNING & EVALUATION PROJECT In assigned committees of 3-5 individuals, students work collaboratively to identify a health issue in the campus population, design a comprehensive, community-based, social marketing campaign to address that issue, and create evaluation tools and procedures that could be used to determine the effectiveness of the intervention. Consistent with scientific literature and best practices, the social marketing campaign must address individual factors, and social networks, and institutional structures/policies that act as risk or protective factors vis-à-vis the health issue. Characteristic features of commnuity-driven social change must be evident; and effective use of social media platforms is expected. The campaign must be inclusive and respectful.  IMPORTANT  Specific requirements for the comprehensive, community-based, social marketing campaign are provided separately as the course progresses. Guidance for completing the various components of the project is constantly available from the Prof and TAs. Valuable resources are posted on Sakai, as are grading templates .

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Course Schedule FALL Class week1 Sept 7 week2 Sept 14

week3 Sept 21

CLASS CONTENT

What to READ BEFORE class :

NO CLASS Welcome & Introductions --Program Planning Step 1 The Planning Process

∘course syllabus (on Sakai)

Program Planning Step 2 Conduct a Siuational Assessment

∘PHO_PlanningWorkbook (on Sakai) [Step 2 (pages 5-15)]

Welcome & group assignment

∘PHO_PlanningWorkbook (on Sakai) [Into & Step 1 (pages 1-4)]

∘Community Tool Box, Ch 17: 3, 4 http://ctb.ku.edu/en/table-of-contents

week4 Sept 28

SEMINAR CONTENT

Step 2 con’d

Identify, define and analyze health needs on campus ⇝ mini-quiz on readings ⇝ students examine practical “how to” steps for identifying health needs (based on readings) ⇝ TA gives instructions / requirements for “Situational Assessment” assignment How to use the National College Health Assessment [Brock] data ⇝ TA gives practical “how to” steps for analyzing NCHA[Brock] data ⇝ TA revisits assignment requirements HOMEWORK: analyze NCHA[Brock] data to

definitively identify a health issue week5 Oct 5

Program Planning Step 3 Identify Goals, Populations & Outcome Objectives

∘PHO_PlanningWorkbook (on Sakai) [Step 3 (pages 16-22)]

Confirm and contextual the health issue ⇝ groups present their health issue (prevalence of it vs. others) ⇝ students examine practical “how to” steps for identifying individual-, social-, and environmental-level correlates of health issue (based on readings) HOMEWORK: analyze data to identify 2-3

modifiable correlates (risk/protective factors) for health issue (At least 1 individual-level and at least 1 social- or environmental-level risk/protective factor must be identified) Oct 10

BREAK WEEK

week6 Oct 19

Step 3 con’d

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continued .

⇝ mini-quiz on readings ⇝ students explore and classify identified risk/protective factors with attention to: level of influence (individual, social, environmentmental); degree of impact; “modifiability” (based on readings)

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Class week7 Oct 26

CLASS CONTENT TEST --Target Audience Segmentation

What to READ BEFORE class : ∘Community Tool Box, Ch 45: 4 http://ctb.ku.edu/en/table-of-contents

SEMINAR CONTENT Segment the target audience ⇝ groups present modifiable risk/protective factors influencing health issue (strength of correlations) ⇝ TA gives practical “how to” steps for identifying target audience segments (based on readings) HOMEWORK: analyze data according to

mandated “audience segmentation” variables; appraise health issue impact on segments week8 Nov 2

Program Planning Step 5 Develop Indicators

∘PHO_PlanningWorkbook (on Sakai) [Step 5 (pages 28-31)]

(note that Step 4 has been skipped!) week9 Nov 9

Step 5 con’d

continued .

⇝ groups present prevalence of health issue across segments ⇝ TA review of assignment requirements Generate outcome objectives (and indicators of intervention success) ⇝ mini-quiz on readings ⇝ students evaluate whether audience needs information/skills vs. resources, vs. environmental structures to resolve health issue (based on readings) HOMEWORK: develop SMART outcome

objectives with attention to audience needs week10 Nov 16

Program Planning Step 4 Identify Inputs, Activities, Outputs, Process Indicators

∘PHO_PlanningWorkbook (on Sakai) [Step 4 (pages 23-27)] ∘Community-Based Social Marketing http://www.cbsm.com/pages/guide/preface/

[Commitment | Prompts | Communication | Incentives | Convenience] week11 Nov 23

Step 4 con’d

week12 Nov 30

Step 4 con’d --Wrap up semester

continued .

⇝ students examine practical “how to” steps for generating success indicators for outcome objectives (i.e., measures that would show successful resolution of the health issue) HOMEWORK: develop success indicators for

each outcome objective continued .

⇝ groups present outcome objectives and success indicators no seminars

WINTER schedule TBA

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