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H E 6420 – Winter 2012 Page 1
Division: Kinesiology, Health, and Sport Studies
Program Area: Health
Course #: HE 6420
Course Title: Introduction to Health Promotion Program Design
(3 credit hours)
Section #: Section # 25578
Term/Year: Winter 2012
Course Location: 220 Cohn Building
Day & Time: Mondays, 5:30pm – 8:15pm
Instructor: Noel Kulik, Ph.D.
Office: Room 262 Matthaei, 5101 Lodge Service Drive
Office Hours: Mondays from 3:00pm – 5:00pm
Tuesdays from 1:00pm – 4:00pm
Thursdays from 1:00 pm – 4:00pm
Fridays from 1:00pm - 3:30pm
I am often available after class and other times by appointment. I am very willing to make
appointments after 5pm since I know many of you work during the day. It is wise to make an
appointment to see me. Although I love having students drop by during office hours, if you are
making a special trip you may be disappointed if I have a scheduled meeting or an appointment
with another student.
Contact: Office Phone: 313-577-0023
Email: ab7564@wayne.edu or nkulik@wayne.edu
(Note: email is the best way to reach me; also, make sure you include HE
6420 in the subject line of your email to ensure a prompt response.)
Course address: http://blackboard.wayne.edu
Course Description: Overview of health education program process in all practice settings.
Introduction to needs assessment, objective writing, staff training and
evaluation in health education (catalogue description).
This is a GRADUATE LEVEL class. In this course we will critically examine and discuss
models and processes to systematically plan and evaluate health interventions and programs.
Students will develop skills in needs assessment, program planning, measurement,
implementation and evaluation by reading and discussing literature in the field, working
individually and in small groups on in-class activities and outside assignments, and by
developing a data-driven program and evaluation plan.
H E 6420 – Winter 2012 Page 2
Course Outcomes and Objectives
At the conclusion of the course, students will be able to:
1. Discuss program planning as a process requiring an ongoing, strategic approach;
2. Differentiate between different models of program planning;
3. Strategically assess individual and community needs, resources, and support for health
education programs;
4. Develop conceptual and logic models for health interventions;
5. Conduct a needs assessment using various data collection techniques;
6. Establish a coalition/health promotion team;
7. Determine the health priorities of a community;
8. Strategically plan effective health education programs;
9. Design a comprehensive, theoretically based intervention for a particular health problem
in a specific population and setting;
10. Demonstrate ability to write and prioritize program goals and objectives that are clear,
specific and measureable;
11. Outline intervention activities and strategies to be included in program plan;
12. Establish appropriate budgets for a designed program;
13. Identify steps to preparing for program implementation;
14. Create a clear and realistic timeline for proposed intervention and evaluation;
15. Discuss program implementation process, activities, monitoring, and barriers;
16. Understand the purposes and value of evaluation in health education and promotion;
17. Identify appropriate evaluation methods for selected programs;
18. Distinguish between different types of evaluation;
19. Plan an evaluation of a health education program, including defining the components of
evaluations including selection of a proper design, identification of appropriate measures,
and collection, analysis, and reporting of data;
20. Develop a questionnaire to include in an evaluation and understand how to assess validity
and reliability of that instrument;
21. Understand the issues involved in sample selection and sample size both in the design of
the evaluation and in the interpretation of the results;
22. Understand issues associated with data collection;
23. Summarize evaluation results in a report format;
24. Articulate potential ethical issues in designing and conducting program planning and
evaluation activities and identify strategies to ensure that programs and evaluations are
culturally relevant for the target group;
25. Prepare and deliver a professional presentation describing a program and evaluation plan;
and
26. Offer constructive feedback to peers on program and evaluation plans.
H E 6420 – Winter 2012 Page 3
Course Format
The format will vary throughout the course (e.g., lectures, guest speakers, small groups, panel
discussions, in-class activities); however, discussion will be a critical component of every class.
Typically, during the first 5-10 minutes of the class there will be a Quiz followed by 60-90
minutes of include lecture/discussion related to the readings and various program planning and
design concepts. The remainder of the class will consist of continued discussion, in-class
activities, or time to work with your team on class assignments.
Required Reading Material
Readings for each class session are listed by date on the syllabus and will be accessible on the
Blackboard Website for the course (http://blackboard.wayne.edu). Your WSU AccessID will
provide you with access to the course website on Blackboard. The website includes course
announcements, the most up-to-date syllabus, handouts, lecture slides, assignments and external
links. The Blackboard site will be an evolving course product and resource.
Note: Lecture slides will be posted on Blackboard by noon on the day of the class. If they are not posted by
noon, I will bring a copy of them for all students in the class.
There is one required textbook, which will be supplemented by selected journal articles and
chapters from textbooks, all of which will be discussed in class.
Textbook: McKenzie, J.F., Neiger, B.L., & Thackeray, R. (2009). Planning,
Implementing, & Evaluating Health Promotion Programs: A Primer. 5th
Ed.
Benjamin Cummings.
The textbook is available at the WSU Student Bookstore.
Additional Required and Suggested Readings: Required readings are listed first and will be
available via the course website on Blackboard. Click on “Course Documents” and then click on
the folder of the date for which the readings are assigned. Suggested readings are listed below
required readings on the syllabus and can also be found in the Course Documents folder on
Blackboard.
IMPORTANT: There will be some additions and/or changes to the readings during the semester.
Course Assignments and Student Assessment
Student assessments are designed to help meet the learning objectives. Your grade will consist of
the total points that you earn on the assignments listed in the following pages. Do not throw
assignments away until your final grade is posted; if there is an error in your grade, you will need
to show proof of the actual grade received.
College graduates, especially educators, should be able to communicate both orally and in
written form. Once you enter the workforce you are representing Wayne State University and
this department/program. Therefore, all assignments must be properly written. Wayne State
University has a writing center that will assist you.
H E 6420 – Winter 2012 Page 4
The Writing Center (2nd floor, UGL) provides individual tutoring consultations free of charge
for graduate and undergraduate students at Wayne State University. The Writing Center serves as
a resource for writers, providing tutoring sessions on the range of activities in the writing process
– considering the audience, analyzing the assignment or genre, brainstorming, researching,
writing drafts, revising, editing, and preparing documentation. The Writing Center is not an
editing or proofreading service; rather, students are guided as they engage collaboratively in the
process of academic writing, from developing an idea to correctly citing sources. To make an
appointment, consult the Writing Center website: http://www.clas.wayne.edu/writing/. To submit
material for online tutoring, consult the Writing Center HOOT website (Hypertext One-on-One
Tutoring) - http://www.clas.wayne.edu/unit-inner.asp?WebPageID=1330.
COE Resource page: http://coe.wayne.edu/writing-resources.php
If you know from previous classes that writing is a problem for you, please complete your
assignment in time to get to the writing center and have it checked.
ALL assignments must be posted to Blackboard under the Assignments menu by 5pm on the day
they are due. You must also being a paper copy to class to turn in on the day it is due. For each
assignment uploaded to Blackboard, please use the following naming convention:
LASTNAMEINCAPS_name of assignment
Example: KULIK_Focus Group Plan
You must submit all individual assignments. Group assignments can be submitted by a
designated person in your group.
NOTE: I often use student work as examples in other classes. If you do NOT want me to use your work (with
your name removed, of course), please let me know at the BEGINNING of the semester. This is important.
Overview of Course Assigments
1. Team Project / Program Plan
As the major project for this course, you will prepare a complete program and evaluation plan
that addresses a specific health issue in a specific population. You will not need to implement the
intervention or conduct the evaluation. The plan will be grounded in the real world, and thus
draw on real data and other information gathered in the needs assessment and planning process.
You will work on this project in groups of 3-5 students. Once your team has been formed, it is
your responsibility to organize and facilitate the team’s work. You will work with your team
throughout the semester, with the bulk of the work done OUTSIDE of class, although I will have
some in-class working sessions and time available. While some assignments should be done
individually (see asterisks on Table 1, below), the team will produce a single final document, and
all members of the group will receive the same grade on the program plan and the group
presentation and assignments. Choose your group thoughtfully. I am not responsible for
coordinating schedules or ensuring that your group is on track.
H E 6420 – Winter 2012 Page 5
Again, although the total project is worth over half of the points in the course, there are some
components that are individually graded (see matrix and starred items, below). You will have
several formal and informal opportunities to receive feedback on this project throughout the
semester.
2. Weekly Quizzes
Each week at the beginning of each class there will be a short quiz (5 points per quiz for a total
of 60 points). You will be able to drop 2 quizzes (either the lowest score or for an
absence/tardiness) for a final total of 50 points for the quizzes. If you are late to class and miss
the quiz, you will not be able to make it up. These quizzes ensure that you will be prepared for
class, ready for discussions, and most important, able to contribute significantly to your group.
Required readings will be on the quiz; however, suggested readings will not.
Grading
While there are weekly quizzes, there are no exams in this course. Assessment for grading
purposes will be based on the completion of the following thirteen activities listed below and
explained starting on the next page. The items marked with an asterisk (*) will be done
INDIVIDUALLY and you will turn in your own assignment (and upload your assignment to
Blackboard). All other items are group-based and ONE final paper will be turned in (and one
final paper uploaded to Blackboard). You will also get one group grade for your presentation.
Table 1. Points for course assignments
Assignment Number of
Points
Percentage of
Grade (≈ %)
1. Identification of problem & Committee Development 5 2.7
2. Literature Review* 10 5.5
3. Focus Group Plan 10 5.5
4. Needs Assessment 15 8
5. Goals and Objectives 5 2.7
6. Intervention 15 8
7. Implementation Plan 20 11
8. Evaluation Plan 20 11
9. Compilation of Program Plan 5 2.7
10. Oral Presentation 10 5.5
11. Weekly Quizzes* (12 total; only 10 count) 50 27
12. Peer Assessment* 10 5.5
13. Participation in discussions during class* 10 5.5
Total 185 100%
Grades will be computed based on your total points earned on assignments converted to a
percentage.
H E 6420 – Winter 2012 Page 6
Table 2. Grading scale
Grade Percentage Total Points
A (Excellent) 100-95.0 176-185
A- 94.9-90.0 167-175
B+ 89.9 – 87.0 161-166
B (Good) 86.9 – 83.0 154-160
B- 82.9 – 80.0 148-153
C+ 79.9 – 77.0 143-147
C (Below graduate standards) 76.9 – 73.0 135-142
F 72.9 or Less 141 or below
Assignments – Detailed
The program plan assignment consists of several components each graded separately. These will
be combined at the end and turned in as your compiled Team Project/Program Plan assignment.
These components represent the various activities that occur during the planning, implementation,
and evaluation of a health education program. Combined, these activities should give you the
skills necessary to do such and activity in the field. I am not giving you a rubric for these
components because each of your programs will be different. Your plan will be graded on the
quality and comprehensiveness of your plan. The choices for program components will be graded
by the appropriateness of your choices and how realistic the plan.
1. Identification of problem/development of committee (5 points) - GROUP
Identify a specific health problem that you will revolve your entire program plan around. Indicate
a target group for your program and identify why this was your chosen target group (i.e., justify
the problem/group). Provide a list of and rationale for each of the individuals you would ask to
serve on a planning committee to help you develop your proposal. Committee sizes will vary but I
would like to see between 4-6 people for your committee.
2. Literature Review (10 points) - INDIVIDUAL
Write a short review of the literature regarding the health problem that you selected. This
literature review should include at least 10 non-internet references and should be approximately 6
pages in length (double-spaced). A literature review should be on the scope of the health problem,
interventions used to address the problem, and the theories commonly used to address or frame
the issue. The review may also include barriers to specific interventions (This is an individual
assignment but should be coordinated with your group).
3. Focus Group Plan (10 points) - GROUP
Write a description of your plan to gather primary data from a focus group or multiple focus
groups. Describe the process you plan to use to gather focus group data (from gathering
participants, developing a script, implementation, and compilation of data). Briefly describe what
was found from the focus groups (you will be taking an educated guess here). If you actually do a
H E 6420 – Winter 2012 Page 7
focus group for your project (the best option), provide the script and results from the focus group.
This is considered a qualitative needs assessment.
4. Needs Assessment (15 points) - GROUP
Design a plan to gather quantitative data from your target group. This will need to include how
you selected the participants, a description of the measurement instrument, and your procedures
for collecting data. Make sure to include issues associated with sampling and protection of human
subjects. Briefly describe what was found through data collection from the population of interest
(again, your best guess). Identify and prioritize the needs based on the findings of the assessment.
You should all create and “conduct” some sort of needs assessment (it may be a pre- and post-
test, a questionnaire, etc.).
5. Goals and Objectives (5 points) - GROUP
Write several goals and objectives for the health education program that you would like to
implement. The objectives should help you reach your goals.
6. Intervention (15 points) - GROUP
Describe the interventions that will be used to accomplish the objectives. These can be established
programs/interventions (found in the literature review) or you may create a program/intervention
based on effective program components (identified in the literature review). You should look at
best practices websites as well. Your intervention should include a logic model and show how
relevant health behavior theory/theories are being used in your program.
7. Implementation Plan (20 points) - GROUP
The implementation plan will consist of several components: Describe the necessary resources
(personnel, instructional materials, space, equipment, financial resources, etc.) needed to conduct
the intervention. Prepare a budget based on these needed resources. Describe how you plan to
market the intervention and get at the target population with your intervention. Describe the
strategies for implementing the program. Create a timetable for you implementation. The
timetable should actually be considered when you are doing your goals and objectives/choosing
the intervention.
8. Evaluation Plan (20 points) - GROUP
Describe the process you will use to evaluate your health education program. Select a model on
which to base your intervention and describe why this model was selected. Describe the
evaluation method and the reason this method was selected. Make sure you include aspects of
each type of evaluation (process, impact, outcome, formative, and summative) in your evaluation
plan. (Note: The evaluation plan should be considered all the way through the program. It should
not be something that you save until the end and then throw together. Evaluate yourself during the
planning phases and think about how you will evaluate each portion of the planning process or
program when you are planning them).
9. Compilation of Program Plan (This is what you will be presenting) (5 points) - GROUP
This is the compilation of each of the aforementioned assignments after you have made changes
based on comments I make on each of the assignments that you turn in. After making the
requested changes, you will put all of the pieces together into an organized, attractive, easy to
follow program document. This would be something similar to a final report that you might give a
community that hired you to do an assessment, implementation, and evaluation of a program. This
is definitely something that should be included in a portfolio for interviews.
H E 6420 – Winter 2012 Page 8
You will submit a single final program and evaluation plan that is no longer than 50 pages,
excluding references and appendices.
10. Oral Presentation (10 points) - GROUP
Each group will give a 20 minute presentation describing their program. The presentation will be
followed by five minutes for questions from the class. This is where you get to WOW the class. A
rubric will be provided for you to structure your presentation.
11. Weekly Quizzes – see above (50 points total) - INDIVIDUAL
12. Peer Assessment (10 points) - INDIVIDUAL
You will be asked to provide an assessment of the quality of the contribution to the overall
program and evaluation plan made by each of your team members, based on the effort and
contributions s/he has made throughout the process. Your scores for each person will be kept
confidential. Each person will be assigned the average score from their group members (out of a
possible 10 points).
13. Participation in Class Discussions (10 points) - INDIVIDUAL
Much of this course will involve discussion or small group activities, therefore a willingness to be
active in discussion and respectful debate is crucial. The participation score is based on the
quality, not quantity, of contributions to in-class discussions, small group work and exercises.
0-3 points: Rarely provides any contributions and those contributions were repeat
contributions by other students or failed to further the class activity or discussion.
4-7 points: Provides thoughtful contributions that clarify topic or continue a class
discussion or activity.
8-10 points: Provides insightful and thoughtful contributions that further understanding of
concepts or adds another dimension to the topic and class activities.
H E 6420 – Winter 2012 Page 9
HE 6420 – Winter 2012 At-A-Glance Calendar
# DATE TOPIC ASSIGNMENTS /
NOTES
1 1-9 Getting Started: Expectations and Requirements
2 1-16 NO CLASS – MLK, Jr. Holiday
3 1-23 Overview of Program Planning and Design
4 1-30 Models for Program Planning in Health Promotion
5 2-6 Library Day – Meet at UGL
6 2-13 Theories and Models Commonly Used for Health
Promotion Interventions
DUE: Identification of a
health problem / Dev of
Committee
7 2-20 Starting the Planning Process / Assessing Needs
8 2-27 Measurement/Measures, Instruments, Sampling
AND Mission Statement, Goals and Objectives DUE: Literature Review
9 3-5 Interventions DUE: Focus Group Plan
10 3-12 NO CLASS – Spring Break
11 3-19 Community Organizing and Community Building
AND Identification and Allocation of Resources
DUE: Needs Assessment
and Goals/Objectives
12 3-26 Marketing: Making Sure Programs Respond to the
Wants and Needs of Consumers DUE: Intervention
13 4-2 Implementation: Strategies and Associated Concerns
14 4-9 Evaluation: An Overview DUE: Implementation
Plan
15 4-16 Evaluation Approaches and Designs
16 4-23 Data Analysis and Reporting DUE: Evaluation Plan
17 4-30 Presentations of Final Program Plans DUE: Final Project
TENTATIVE SCHEDULE (Adjustments will be made during the semester as necessary)
Please note: Assigned readings are to be read BEFORE the class period for which they are
identified. The weekly Quiz and class discussion will revolve around the readings
listed below and those assigned after the semester begins.
Jan 9 Getting Started: Expectations and Requirements
Review syllabus
Review requirements and overview of assignments
Course outline
Jan 16 NO CLASS – MLK, Jr. Holiday
Jan 23 Overview of Program Planning and Design
Quiz of today’s assigned readings
Health Education and Promotion
Program Planning
Selecting a Planning Committee/Partners and Fostering Collaboration
Logic Models
H E 6420 – Winter 2012 Page 10
Required Chapter to read by today’s class
Chapter 1: Pages 1 – 14
Chapter 3: Pages 68-70
Articles to be read by today’s class
Levy, SR., Baldyga, W., and Jurkowski, JM. (2003). Developing community
health interventions: Selecting partners and fostering collaboration. Health
Promotion Practice. 4(3), 314-322.
Huhman, M. Heitzler, C., and Wong, F. (2004). The VERB campaign logic
model: A tool for planning and evaluation. Preventing Chronic Disease. 1(3),
1-6.
Suggested article to read by today’s class
Renger, R. and Hurley, C. From theory to practice: Lessons learned in the
application of the ATM approach to developing logic models. Evaluation and
Program Planning. 29, 106-119.
Jan 30 Models for Program Planning in Health Promotion
Quiz of today’s assigned readings
Overview of Models
PRECEDE-PROCEED Model
Assignment of Groups
Begin thinking about what information you need for your literature review
Required Chapter to read by today’s class
Chapter 2: Pages 16 – 57
Articles to be read by today’s class
Gielen, AC, McDonald, EM, Gary, TL, and Bone, LR. Chapter 18: Using the
PRECEDE-PROCEED Model to Apply Health Behavior Theories. In, Glanz,
K., Rimer, B.K., Viswanath, K. (eds.). (2008). Health Behavior and Health
Education: Theory, Research, and Practice. 4th Edition. Jossey-Bass: San
Francisco.
Feb 6 Library Day – meet in Lab B, Second Floor, Adamany Undergraduate
Library
NO QUIZ today
Searching for relevant literature
How to write a literature review
Here is a map to Lab B http://www.lib.wayne.edu/info/maps/ugl/second.php
Here is a map to the Undergraduate Library http://maps.wayne.edu/view/#undergraduate-library
Required Chapter to read by today’s class
Chapter 4: Pages 94-99
H E 6420 – Winter 2012 Page 11
Feb 13 Theories and Models Commonly Used for Health Promotion Interventions
Quiz of today’s assigned readings
Overview of theories
Application
Required Chapter to read by today’s class
Chapter 7: Pages 159-199 (skim of you have already taken KHS 8540)
Articles to be read by today’s class
National Cancer Institute. (2005). Theory At A Glance Booklet: A Guide for
Health Promotion Practice. 2nd
Edition. USDHHS/NIH. This document can be
found here: http://www.cancer.gov/cancertopics/cancerlibrary/theory.pdf
Lytle, LA, and Perry, CL. (2001). Applying research and theory in program
planning: An example from a nutrition education intervention. 2(1), 68-80.
Due today
Identification of a Health Problem / Development of Committee
Feb 20 Starting the Planning Process / Assessing Needs
Quiz of today’s assigned readings
Rationale
Primary and Secondary Data
Introduction to Focus Groups
Discuss Focus Group Plan and Needs Assessment Assignments
GUEST INSTRUCTOR: Dr. Annie Murphy, Associate Director, WSU Center
for School Health, and Assistant Professor, Research/Grant Writing, WSU
College of Education
Required Chapters to read by today’s class
Chapters 3&4: Pages 58-109.
Articles to be read by today’s class
To Be Determined
Feb 27 Measurement/Measures, Instruments, Sampling AND Mission Statement,
Goals and Objectives
Quiz of today’s assigned readings
Types of Measures
Reliability and Validity
Instruments
Required Chapters to read by today’s class
Chapters 5&6: Pages 110-158
Due today
Literature Review
H E 6420 – Winter 2012 Page 12
Mar 5 Interventions
Quiz of today’s assigned readings
Strategies
Creating Health Promotion/Prevention Interventions
Required Chapter to read by today’s class
Chapter 8: Pages 200-235
Articles to be read by today’s class
TBD
Due today
Focus Group Plan
Mar 12 NO CLASS – Spring Break
Should be working on
Needs Assessment and Goals/Objectives and Intervention
Mar 19 Community Organizing and Community Building AND Identification and
Allocation of Resources
Quiz of today’s assigned readings
Community Organizing Terminology
Gaining Entry
Cultural Competence
Resources and Personnel
Grant Proposals
GUEST INSTRUCTOR
Required Chapters to read by today’s class
Chapters 9&10: Pages 236-285
Articles to be read by today’s class
TBD
Due today
Needs Assessment and Goals/Objectives
Mar 26 Marketing: Making Sure Programs Respond to the Wants and Needs of
Consumers
Quiz of today’s assigned readings
Segmentation
Social Marketing
Diffusion Theory
Naming your Program
H E 6420 – Winter 2012 Page 13
Required Chapter to read by today’s class
Chapter 11: Pages 286-314
Articles to be read by today’s class
TBD
Due today
Intervention (submit your goals/objectives with your intervention)
Apr 2 Implementation: Strategies and Associated Concerns
Quiz of today’s assigned readings
Phases of Program Implementation
Strategies and Concerns
Required Chapter to read by today’s class
Chapter 12: Pages 315-334
Articles to be read by today’s class
TBD
Apr 9 Evaluation: An Overview
Quiz of today’s assigned readings
GUEST INSTRUCTOR: Dr. Annie Murphy, Associate Director, WSU Center
for School Health, and Assistant Professor, Research/Grant Writing, WSU
College of Education
Required Chapter to read by today’s class
Chapter 13: Pages 336-349
Articles to be read by today’s class
TBD
Due today
Implementation Plan
Apr 16 Evaluation Approaches and Designs
Quiz of today’s assigned readings
GUEST INSTRUCTOR: Dr. Annie Murphy, Associate Director, WSU Center
for School Health, and Assistant Professor, Research/Grant Writing, WSU
College of Education
Required Chapter to read by today’s class
Chapter 14: Pages 350-372
Articles to be read by today’s class
TBD
H E 6420 – Winter 2012 Page 14
Apr 23 Data Analysis and Reporting
Quiz of today’s assigned readings
Statistics
Interpreting Data
Writing Reports
Required Chapter to read by today’s class
Chapter 14: Pages 373-389
Articles to be read by today’s class
TBD
Due today
Evaluation Plan
Apr 30 Presentations of Final Program Plans
Course Evaluations
Group Presentations
Peer Assessment
Due today
Compilation of Program Plan – FINAL PROJECT
H E 6420 – Winter 2012 Page 15
COMPUTER SKILLS REQUIRED
1. Back up your work: After class today please create a folder for this class. Call this new
folder HE 6420. Save a copy of every assignment that you give to me in this folder. It is a
good idea to back-up your computer files by saving them to an external drive, the cloud, or
by periodically emailing yourself important files.
2. Ability to access a website and send / download documents: This course is a web assisted
course. You will need to be able to access the course home page via Blackboard and use
various functions within Blackboard. Blackboard will be our channel of communication
between classes. All correspondence, course materials and additional reading, assignments,
and grades will be available through Blackboard. Make sure you know how to send and
receive email messages, attach files, and open files.
3. WSU email address: I will only use your WSU access ID for official communication
(through Blackboard or otherwise). If you do not check your WSU email address, please
forward your WSU emails to an address that you check frequently.
CLASS POLICIES AND PROCEDURES
1. Accommodations for Students: In accordance with university policy, if you have a
documented disability and require accommodations to obtain equal access in this course, or
are a student athlete and need accommodations, please contact the instructor at the
beginning of the semester or when given an assignment for which an accommodation is
required.
Attention Students with Disabilities:
- Wayne State University is committed to providing students with disabilities an equal
opportunity to benefit from its programs, services, and activities. If you have a disability
that limits your participation in class in any way, please inform the professor and alterations
in the course will be made. All printed materials are available in alternative formats.
- If you feel that the limitations imposed by your disability will interfere with your ability
to successfully fulfill the requirements of this course, you are strongly encouraged to
contact Educational Accessibility Services (EAS) in room 583 Student Center Building to
request an accommodation. Phone number: (313) 577-1851.
- The EAS Student Handbook, found online at the link below, includes departmental
procedures and policies, in addition to the many forms that may be used to request the
services and accommodations that you desire.
http://www.eas.wayne.edu
2. University Policies and Student Handbook: As a student at Wayne State University, you
are required to know the policies described in the Student Bulletin. The policies in this
course are guided by the policies described in the student handbook. You may access the
WSU Graduate Student Bulletin at: http://www.bulletins.wayne.edu/gbk-output/index.html
3. Enrollment: It is the student’s responsibility to ensure proper enrollment in classes. You
are advised to review your official class schedule during the first two weeks of the semester.
Should you identify an error in your class schedule, you have until Monday, January 23,
2012 to correct it with the registrar. If registration errors are not corrected by that date and
H E 6420 – Winter 2012 Page 16
you continue to attend and participate in classes for which you are not officially enrolled,
you are advised now that you will not receive a grade at the end of the semester.
4. Withdrawal Policy: Students who withdraw from a course after the end of the 4th week of
class will receive a grade of WP, WF, or WN.
WP will be awarded if the student is passing the course (based on work due to
date) at the time the withdrawal is requested
WF will be awarded if the student is failing the course (based on work due to
date) at the time the withdrawal is requested
WN will be awarded if no materials have been submitted, and so there is no basis
for a grade
Students must submit their withdrawal request on-line through Pipeline. The
faculty member must approve the withdrawal request before it becomes final, and
students should continue to attend class until they receive notification via email
that the withdrawal has been approved. Withdrawals can be requested at any point
from the fifth week of class through the 10th week (Saturday, March 24th).
5. Academic Dishonesty: Academic dishonesty of any type will not be tolerated. (See WSU
Student Code of Conduct). Students are responsible for knowing what constitutes academic
dishonesty. If there is any question, it is better to ask me for an opinion in advance.
Examples of academic dishonesty include, but are not limited to, giving or receiving aid
during an exam (i.e. cheating), giving or receiving unauthorized information prior to an
exam regarding the content of that exam, stealing a copy of the exam, having another
student assist you during an on-line or take-home exam, deceiving the professor by
representing the work of another as your own, plagiarizing the words or ideas of another
person, submitting the same written work to fulfill the requirements of more than one
course. Should cases of academic dishonesty be found, I reserve the right to impose the
following sanctions:
Assign the student an “F” for the assignment, project, paper, or exam in question.
Assign the student an “F” for the entire course.
Recommend the student be placed on probation or suspended for a period of time.
Recommend that the student be expelled from the university (repeated offenses.)
Anyone with specific questions regarding academic misbehavior should consult the
source documents at http://www.otl.wayne.edu/wsu_integrity.php
6. Plagiarism: The definition of plagiarism is "to use/steal the language, ideas, or thoughts
from another and to represent them as your own original work." If you use another
person's words, ideas, or thoughts in your papers, you must cite the author(s) in your paper
using APA style. I can check for plagiarism by running your papers through a software
application that instantly detects papers with unoriginal material. In addition, if you can
Google it, so can I. For your own sake, please avoid the temptation to use someone else's
words as your own. Any cases of detected plagiarism will result in an "F" on the
assignment. A second offense will result in an "F" for the course.
7. Professionalism/Attendance: It is my expectation that you will act, perform, and conduct
yourself as a true professional. This includes the content and style of your in class
H E 6420 – Winter 2012 Page 17
communications, online communications and the nature of communication with me. As a
future professional, I expect you to exhibit professionalism in all areas including honesty,
integrity, industry, and reliability. I view class attendance as an outward sign of how much
you value your education and personal growth. If you do not attend class, I will assume
that you do not care about your development as a professional. True professionals in any
field are prompt, reliable, and report to work when scheduled. Therefore, it is my
expectation that you will be prompt, reliable, and faithful to attend class. If you must be
absent from class, I expect the professional courtesy of a telephone call or email notifying
me in advance. Your attendance and participation will be logged and recorded.
Excused absences constitute the following:
Medical excuse with documentation
Funeral of immediate family (parent, sibling, grandparent)
You are responsible for ALL work missed during your absence. Please write down the
name and phone number of two classmates you can contact in case of your absence to get
missed notes, handouts and/or assignments. I will not give private lectures for individuals
who miss class. It is your responsibility to attend class and receive the information.
_______________________________ _______________________________
_______________________________ _______________________________
8. Late Work:
Late work will not be accepted since most of your assignments are group assignments.
If there are going to be known extenuating circumstances that conflict with a due date,
please contact me at least one week prior to the due date.
If an emergency arises, please bring doctor’s note or some other appropriate form of
verification. If the excuse is due to a family member passing away, please email me
BEFORE the assignment is due and inform me of the situation with the name of the
person, your relation to them, and the location of the funeral or other service. Then when
you are able to make up the exam or turn in the assignment, please make sure that you
bring some sort of documentation.
9. Feedback from the Instructor before Grading: If you desire feedback on an assignment
before I grade it, you must submit it to me at least one week prior to the due date. This
feedback is not for grammatical corrections, please use the writing center available to
students. This general feedback is for content and organization of the assignment. This will
allow me time to review the assignment and you enough time to make revisions by the due
date.
10. Communication with instructor: Communication between instructor and student is very
important. If you are having problems in the course, with the group project, or personally
that may affect your participation or grade in the course, please see me as soon as possible.
DO NOT wait until the end of the semester or until you have missed classes or assignments
to talk with me. I will attempt to respond to emails within 24 hours Monday – Friday. I
only check email once per day on Wednesdays and will respond only if urgent.
H E 6420 – Winter 2012 Page 18
11. Final Grade Changes: If you believe that I have made an error or misjudgment in grading,
you may request that I review the grade and consider a grade change. All grade change
requests must be put in writing and include a written rationale as to why the grade should be
changed. Verbal requests to change a grade will not be accepted. I reserve the right to make
all final decisions regarding grades. However, if you believe there is an error on an
assignment, please see me as soon as possible so that the error can be corrected.
12. Incomplete/Drops/Withdraws: An “Incomplete” or “Drop” will only be given if there is
some type of serious medical or personal problem that has been discussed in person with the
instructor. Please make an appointment and see me about these issues. Instructors cannot
withdraw students from a course. It is up to you as a student to withdraw yourself by the
university deadlines. Students who disappear after the mid-point of the semester will be
given an “F.”
13. Bumping Borderline Grades: At the end of the semester, I reserve the right to give an
extra percentage point or two to students who have demonstrated excellent attendance and
leadership within the class.
14. Use of electronic devices: Please turn off or set your cell phones or electronic devices to
vibrate when you enter the classroom. It is a distraction for both the instructor and your
fellow classmates. If there is a reason that you might have to answer your phone or check
messages during a class (i.e., children or emergencies), please let me know at the beginning
of the class. If you do have to answer it (only after informing me at the beginning of the
class), please leave the classroom before answering the call. Refrain from texting, tweeting,
facebooking, checking email, web browsing and other non-essential electronic activity
during class.
15. Religious Observance Policy: Because of the extraordinary variety of religious affiliations
represented in the University student body and staff, the Wayne State University calendar
makes no provision for religious holidays. It is University policy, however, to respect the
faith and religious obligations of the individual. Students who find that their classes or
examinations involve conflicts with their religious observances are expected to notify their
instructors well in advance so that alternative arrangements as suitable as possible may be
worked out.
16. Extra Credit: No extra credit projects will be permitted unless the instructor offers it to all
students.
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