PIEDMONT COLLEGE

SCHOOL OF EDUCATION

Mastering the art of teaching: Preparing proactive educators to improve the lives of all children

 

 

 

 

COURSE SYLLABUS B

 

EDPE 271 School and Community Health

 

INSTRUCTOR INFORMATION:

Name:                          Dr. Ellen Briggs                     

Office:                         Library 118

Phone:                         (706) 778-8500 Ext. 1209       Office

                                    (706) 706 776-6285                Home

E-mail:                         ebriggs@piedmont.edu

Fax number:                706-776-0135

Office Hours:              11:00 – 1:00 PM    M

                                    10:00 – 12:00 T

10:00-12:00 W

1st  session 4:30 – 5:00 Tuesday

1st session 4:30-5:45 Thursday Athens

Other hours by appointment

 

Please, if you have a problem that I may help you with, do not hesitate to contact me at school or at home.  Please call my home before 10:00 P.M.

 

 

TIME AND PLACE:

Athens     Fall Semester, 2007    August 16, 2007- October 4, 2007

Time:   5:50-10:10; Thursday night

Place:   Room  East 105

 

 

COURSE INFORMATION:

Prerequisites:   None

Credit:             Three

Period:             111 

 

           

I.          TEXT AND SUPPLEMENTARY READINGS:  (In addition to information provided on School of Education Syllabus A - I)

Anspaugh, D.J. & Ezell, G. (2008). Teaching today’s health. (8th ed.). San     

 

Francisco, CA: Pearson Benjamin Cummings.  ISBN -10:-0805327258

 

Supplemental readings will be required as needed throughout the course.  These readings will include research, professional documents, and personal reading.  Also, copying some materials to share with the class may be required.

 

See the attached suggested resource list and relevant websites. Additional hand-outs will be given out in class.    Drug Internet web sites and 1 800 numbers for Health information will be given out in class.

 

II.        PIEDMONT COLLEGE MISSION; SCHOOL OF EDUCATION MISSION;  (See School of Education Syllabus A-II)

 

III.       COURSE DESCRIPTION & PURPOSE:

There is increasing awareness among the public in general of the need for increased health information. This course provides information on a comprehensive school health education program and community health program.  Also, included is information on drugs, alcohol, and tobacco as related to the school and community population. The candidates will explore teaching strategies which will help them become proactive educators, e.g., providing children information on preventive measures for minor health problems and the resources that are available for assistance. 

 

IV.       SCHOOL OF EDUCATION OUTCOMES: (See School of Education

            Syllabus  A – IV)  (Core Candidate Learning Outcomes by Program and                       

            Dispositions for All Candidates)

 

V.        COURSE OUTCOMES:

Upon successful completion of this course, the candidate will be able to:

1.      discuss the nature, purposes, and current status of the comprehensive school                                                         health program that will promote and maintain the health of elementary school  children. CCLO 1,2,3

2.      identify the various roles the teacher plays in the total school program. CCLO 9,10

3.      describe strategies that will positively enhance the emotional climate of the learning environment in the school setting. CCLO 1

4.      list and describe several factors that impact on the mental/emotional health of children. CCLO 3,4

5.      discuss the scope and importance of school health services in helping children develop optimal well-being. CCLO 10

6.      explain how employing fundamental learning principles will have a favorable impact on student health behavior. CCLO 3

7.      identify the basic principles for the development of a health curriculum. CCLO 2,5

8.      discuss the various styles of learning. CCLO 2,3,5

9.      identify different strategies that enhance learning for the different styles. CCLO 5,8

10.  explain the importance of preventing and controlling communicable diseases. CCLO 2

11.  list signs and symptoms of possible child abuse including sexual abuse, physical abuse, and emotional neglect. CCLO 1,2

12.  identify and describe the main categories of commonly abused or misused substances and the nature and effects of drugs, alcohol, and tobacco. CCLO 2,3,8

13.  discuss multicultural issues in health education. CCLO 2,4

14.  construct/create one lesson plan from the QCC objectives in Health and Safety and the national health education standards. CCLO 8,10

15.  microteach a 20-minute lesson plan (see outcome #14) which promotes the QCC’s and national health education standards. CCLO 6,7

16.  discuss the role of the school nurse by interviewing the school nurse at a local elementary school CCLO 10

17.  identify, compile, and utilize various kinds of health resources and materials available to the health educator. CCLO 2,7,10

18.  explore and analyze the national health education standards. CCLO 2-9

 

 

VI.       COURSE POLICIES & PROCEDURES: (In addition to information                            

            provided on School of Education Syllabus A – VI)

            1.  Class Attendance & Participation:

Attendance, timeliness, and participation are required and part of your grade. The School of Education Policy states that more than the allotted number of excused absences for any reason will result in failure of the course.  The allotted number of excused absences for this course is one.  Additionally, tardiness or leaving class early will be considered a partial absence reflected in your grade.   Please contact me prior to absence when possible.  Only those absences due to emergencies, illness, excused absence or extenuating circumstances can be made up.

It is your responsibility to inform me in writing, within one week how you will make up the work. Your writing should include: (1) a statement about why you were absent, (2) a detailed quality description of the process you undertook to make up the work, and (3) a comprehensive summary of the content that was covered in class.  If work is not made up, the highest grade a candidate can receive for the course is a B.  However, if makeup work is approved by the professor and satisfactorily completed, a passing grade is still possible.  Also understand that reading classmate’s notes cannot easily duplicate many of the experiences of the course.

*Any candidate who misses more than 1 class will be asked to drop the course or will receive an F in the class at the end of the semester.

 

            Two tardies or leaving early are equal to one absence.

 

            2. Written Work:

(Use APA style (5th ed.). (See School of Education Syllabus A –VI)

Papers for Communicable Disease, Lesson Plan, and Resource List will be a combination of single spaced and double - spaced

 

Each paper should have a cover sheet with your name, course number and name, assignment, and date clearly typed on the front.  For example: your name: EDPE 271.32: School & Community Health, Lesson Plan, Date.

           

            If at any time you are unclear about the writing format, please contact me                        

            for clarification.

 

                3.  Academic Integrity:                     (See School of Education Syllabus A – VI)

            4. Special Considerations:                (See School of Education Syllabus A – VI)

5. Cell Phone Usage:                         (See School of Education Syllabus A – VI)

 

 

VII.     INSTRUCTIONAL METHODS, DESCRIPTION OF ASSIGNMENTS,                   AND FIELD EXPERIENCES:

1. Instructional Methods:  (See School of Education Syllabus A – VII)

Candidates will have hands-on practice in addition to the School of Education instructional methods.

 

2. Descriptions of Assignments:

      Readings from the assigned text and handouts will be the focus for discussions     and cooperative learning activities. Please read the assigned readings before         coming to class in order to facilitate quality discussions.  Think about how the         readings relate or could relate to your classroom teaching experiences.  Also keep   in mind that you are responsible for the reading assignments even if we do not go            over them in class.

     

All assignments are to be turned in at the beginning of class on the due date or handed in on an agreed upon future date.   Late assignments will be penalized ONE letter grade for each late day at the due date time.

 

To meet the deadline, assignments (except resource project), may sent electronically on or before the due date, or delivered by a peer at the class meeting. Any work may be turned in at an earlier date than assigned.

           

 

 

            Tests or Presentations:

 No make-up tests or presentations are permitted except in cases of emergency (serious personal situations, such as death in the family or serious illness) for which the candidate has been excused IN ADVANCE WHEN POSSIBLE.  In the case of an emergency, candidates are expected to contact the instructor BEFORE class.  If excused, candidates will be expected to make up the test BEFORE the next scheduled class period.  An alternate form of the original test may be used.  If you miss a test for an excused college related trip, then you must take the test the day before you are to be absent.  An alternate form of the original test may be used.

 

Candidates are responsible for all missed work.  Completion of all assignments is required for a passing grade in the course.  If at any time you are unclear about assignments or expectations, please contact me for clarification.

 

Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.

 

Assignments to Be Completed for This Course:

                a.  Tests             CO 1-13, 17

                  Dates for test

                        Test 1  Chapters 1, 2, 6, 11 take home           returned           August 30

                        Test 2  Chapters 3, 4, 9, 15 take home           returned           September 13

                        Test 3  Ch. 13, Drug, Alcohol, Tobacco Fact Sheet)  October  4

There will be 3 tests, true/false, matching, multiple choice and discussion.        Refer to information above.

 

b.  Paper and presentation on a Communicable Disease               CO 10

Each candidate will choose a communicable disease from a list provided by the instructor. Additional, the candidate will present an oral presentation to the class on his/her communicable disease and a paper is required..  Two resources must be used and one of the resources must be from the internet.  Requirements for the paper will be given out in class.  Cover page required

 

c.  One lesson plan using the Health and Safety QCC objectives and national   

      health education standards are required. Referencing required if ideas come from another source. Requirements for the plans will be presented in class.     CO 14                          Cover page required

 

   d. Teaching the lesson plan from class requirement #2. Lesson plan                        should not last more than 20 minutes.  Requirements for the microteaching will be presented in class. Remember, can a substitute teacher teach your lesson when you are absent?  CO 14

 

e.  Requirements for Resource Project                   CO 16

 

RESOURCE PROJECT WILL BE DISCUSSED IN CLASS.

PLEASE CONTACT ME IF YOU HAVE ANY QUESTIONS ABOUT THE PROJECT.

           

Each candidate will compile a list of at least 27 agencies, organizations, companies, etc. where free materials or teaching aides can be obtained. In addition, a total of 21 topics must be used. Therefore you must use a different agency or company for the 21 topics. You may not use doctors, hospitals, health departments, American Red Cross, dentist from the state of Georgia and Web MD, Kidshealth and the Library of Congress to obtain any information. No more than 5 Georgia agencies can be used for this project.

 

IMPORTANT    DUE September 27

 

16 Required Topics: Topics and agencies must be in alphabetical order.

 

Alcohol

 

Asthma

 

Attention Deficit Disorder or Attention Deficit with Hyperactivity Disorder

           

                  Chewing Tobacco  

                  Example (oral cancer)

 

Child Abuse

 

Dental Health

 

Diabetes

 

Disabilities

Examples – Mental ( Down Syndrome, Physical (Cerebral Palsy), Visual (Blindness) – Best to have the above examples as topics

 

Drugs

Examples – Cocaine, Heroin, Marijuana

 

Epilepsy

 

Fire Safety

 

                  Human Immunodeficiency Virus or Acquired Immune Deficiency Syndrome

 

Mental Health

Examples – Anxiety, Depression, Phobias

 

Nutrition

Examples – Diet, Eating Disorders, Food

 

Sexually Transmitted Diseases

Examples – chylamdia, genital warts, Herpes

 

Smoking or Tobacco

Examples – cigarette smoking, lung cancer

 

Attention: Out of the 16 required topics 8 topics must be mailings: 8 topics 8 mailings minimum

 

ENVELOPE FROM THE AGENCY MUST BE INTACT WITH YOUR NAME & ADDRESS AND THE AGENCY’S ADDRESS

 

 

Minimum material for each internet organization is 7 fact sheets or brochures seven pages or more.  In addition, the information must include the address of the organization.  The address sheet must be the first page.  Staple the different sheets.

 

                No abbreviations – ADD or HIV or SIDS topics and organizations   

 

MUST TYPE RESOURCE LIST

 

MATERIALS WILL TAKE APPROXIMATELY 4 TO 6 WEEKS TO BE RECEIVED

 

    Call the organizations or agencies immediately. DO NOT WAIT

 

3.      Field Experience:

      Different county and city school systems require that specific field experience                                

       procedures and forms be used for placement of candidates in their schools.   Also, certain field experience placement forms may be required by your college professor Make sure you are using the appropriate placement request form(s) for the field experiences in this course.

 

      Interview school nurse – local elementary school          CO 10

     Field Experience - - Scheduled individually

     Each candidate will choose a local elementary school to interview the school     

     nurse.  Requirements for the interview will be given out in class.                                                         

     Permission form will be given out in class.           Cover page required

 

 

VIII.    RESOURCES:

            1. Bibliography:

            American Association for Health Education. (1995). National health education

 

standards.  Reston: American Alliance for Health, Physical Education,

 

Recreation & Dance.

 

            Association for the Advancement of Health Education. (1994). Cultural

 

awareness and sensitivity: guidelines for health educators.

 

Reston:Virginia.

 

            2. Relevant Web Sites:

            (See School of Education Syllabus A – VIII)         

            Government Health Agencies      www.healthfinder.gov

            National Institutes of Health    www.nih.gov/icd

           

2006 Tollfree numbers for Health Organizations -

            www.health.gov/NHIC/pubs/tollfree.htm

           

The  Educator’s Reference  Desk www.eduref.org/Virtual/Lessons/index.shtml

 

            Lesson Plans page         www.lessonplanspage.com

 

            American Alliance for Health, Physical Education, Recreation and Dance  http://www.aahperd.org

 

            3. GACE Information:         (See School of Education Syllabus A -VIII)

            4. Admission to Teacher Education:           (See School of Education

                Syllabus A -VIII)

            5. Application for Certification:      (See School of Education

                Syllabus A - VIII)

 

 

IX.       COURSE ASSESSMENT AND EVALUATION:

 

Attendance/Participation                                                10%

Written tests (3 tests: 15%, 15%, 20%)             50%