HED 460 Controversial Issues in Health Education Winter 2007 by rar99983


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                       HED 460 Controversial Issues in Health Education
                                       Winter 2007

Critical Thinking ppt
Days & Times: Tuesday and Thursday, 5:30 – 7:00.
Professor: Melody Madlem, Ph.D.
Office: PE Building, Rm 137, phone 963-1971
Office hours: MWF 9:00-12:00, 2:00-3:00; TuTh 4:00-5:30
      Or by appointment.
Website www.cwu.edu/~madlemm & e-mail madlemm@cwu.edu be sure to include “HED 460” in the
subject line
Final Exam Meeting Check Safari for scheduled day and time

Overview and Purpose
Controversy is part of life. Learning to function as a professional in the face of controversy is a skill that
can be learned. This course is designed to give upper division health students a basic set of core skills
from which to draw in order to deal with the myriad of controversies that surround our profession. The
major thrust of the teacher education program of Central Washington University is to prepare committed
individuals as facilitators of learning for a diverse world. Consistent with this all-encompassing purpose
and consistent with the WAC 180-79-131(2) and
WAC 180-79-136(1,2), this course will provide an opportunity to investigate health education theory and
comprehensive health education curricula and methods that are intended to improve the health and well-
being of the school aged child

Prerequisites: You must have completed HED 230 Foundations of Health Education prior to taking this
class. HED 422 Methods and HED 471 & 472 Program Planning are highly recommended. This class is
your senior seminar and you will be expected to combine your well-rounded knowledge of health
education content, theory, and practice in forming your contributions to the discussion and composing
your papers. If you have not taken most of your major courses you will find yourself at a distinct
disadvantage and your grade is likely to reflect it.

Course Structure
This course is designed in a seminar format. There is little formal structure and the environment shall be
relaxed but intellectually challenging
Topics will be explored using a variety of methods and modalities such as reading, AV media,
presentations, guest speakers, discussions, debates, and introspective writings. Please participate in each.

Weekly readings and writings will follow each topic. An explanation of format will be provided. Please
do the required reading each week so that you may be able to contribute to the discussions in an
informed manner.

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Course Philosophy
An awareness of current school and community issues in Health Education is essential to the successful
study in these fields. Likewise, an understanding of the issues enables one to approach them in one’s
career from an informed and educated standpoint. It is my goal to make the learning process valuable,
enjoyable and exciting. Critical and free thinking are the foundations of this course. The activities,
discussions, and guest speakers should help us to achieve these goals.

The classroom environment is one of adult learning and interacting. I teach in a manner that requires
you to be active in class and outside of class. Please do not sit back and let learning pass you by. I
expect you to contribute daily to the learning process.

Your opinions and personal experiences are a valuable part of the learning process for everyone. Some
of the topics are very emotional in nature. Please express yourself freely but of course, be respectful of
others. You may bring a snack or beverage to class but tobacco use of any type, sleeping, reading non-
class materials, and side talking are prohibited.

Course Requirements
Part I Writing Assignments.
a) Following our reading and classroom discussions, each class member will be required to write a one
to three page academic paper discussing a certain aspect or viewpoint related to the topic. The topics
and scope of the writings will be assigned by the professor. Grading will be based on thoroughness,
quality of analysis, and academic quality. Be sure to proofread thoroughly as presentation and
professionalism will be considered as part of the evaluation process. 100 pts each.
b) Website questions. This component involves you visiting assigned websites and answering essay and
short answer questions. More details to come!

Part II Facilitating Discussion Following the first topics presented by the professor, each class member
will be responsible for presenting a controversial issue of their own choosing. Class size may determine
the number of topics and the viability of two persons pairing up for the presentations. Complete details
are given in following pages. A sign-up sheet will be provided in class. 200 pts.

Facilitation will consist of:
1) A reading packet on your topic
       a) an agenda of your session
       b) providing each class member with a packet including a set of either two articles, one on each
       side of the issue, If the textbook is used, references should be made to the text.
       c) providing each class member a synopsis sheet describing the major arguments on each side of
       the issue
       d) ancillary materials such as class or small group exercises, take home guides, etc.
       e) the packet must be provided to the class at least one week prior to your presentation day.
2) Presenting the class with a 15 minute educational Powerpoint, slide, or overhead presentation on the
topic, and leading the class discussions, debates, or activities for the remainder of the 90 minute class

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session. See the evaluation sheet for evaluation criteria.

Part III Participation. The nature of the seminar style requires each person to contribute to the class in a
meaningful manner. You will be graded on your participation. You are expected to use the readings as
support when stating your opinions. 100 pts
Attendance/participation is required for successful completion of this course. More than two unexcused
absences will greatly endanger your grade. Unexcused absences will result in 25 point deduction per day
in addition to loss of any assignment or quiz points for that day.

  The scoring of final letter grades is as follows:
  1) Each assignment/activity will receive a numerical score (explained above)
  2) All scores will be added together and a percentage achieved of the total possible points will be
  3) The resulting percent will be compared to the following chart.

                                    SCORE                GRADE             SCORE                 GRADE
                                    93 - 00%             A                 77 - 79               C+
                                    90 - 92              A-                73- 76                C
                                    87 - 89              B+                70 - 72               C-
                                    83 - 86              B                 60 - 69               D
                                    80 - 82              B-                59 <                  F

Grading Notes: a) I can not give out grades or test scores over the phone. b) Scores will be given out in
class and in person in my office. c) Grading standards for this course may be lowered but will never be
raised. d) If you would like to know your course grade before the official reports are mailed out, please
leave a SASE or postcard with me at the end of the term, e) You may always talk to me privately about
your grade at any point during the course.

   Additional tips and advice (To help you get the most out of this course)
   a) "PASS" rule. If you are asked a question which you find too personal to share with the class for
   whatever reasons, you have the right to say "Pass" and have your privacy preserved. "Passing" does
   not, however, give you or other class members the right to comment further or editorialize on the
   circumstances surrounding your "Pass" option.
   b) Keep up to date on your assigned reading. Don't get caught looking uniformed!
   c) You are solely responsible for keeping up with class notes and assignments. Establish a "buddy
   system" with a classmate so that you may cover for each other in the event of absences.
   d) If you miss more than one class meeting, contact the Office of Student Affairs and ask them to
   notify me officially.
   e) Get the most out of your educational experience--participate, don't vegetate! Please express your
   opinions and experiences openly.
   f) Get an early start on your presentation topic. Don't procrastinate! This advice comes from previous

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   g) Come see me in my office! Take me to coffee, for a walk, a bike ride, a visit! I want to get to
   know each of you individually. Talk to me about your goals, learning styles, feedback on my
   teaching, how the course is going for you, any learning problems or concerns you might have. I
   appreciate your opinions and comments. You may always ask me about your grade at any point in
   the course.

                                              Class Paper Format Guidelines (Title)

                                                                    Jim Shorts

                                              Controversial Issues in Health Education
                                                              HED 460

                                                              Paper presented to

                                                           Your Professor, Ph.D.

                                                                March 28, 2006

The purpose of this paper is to present the students with a brief summary of some specific tips to help
them achieve a moderate degree of professionalism in the presentation of their written assignments. In a
scholarly paper simply state your purpose at the outset, “The purpose of this paper is...” then describe
what the reader should expect to see discussed in your paper.

Cover Sheet
All papers should be accompanied by a simple cover sheet of a design similar to the one included here.
Be sure to include the paper title, your name, the class, and the date. Staple the cover sheet diagonally in
the upper left-hand corner. Never dog-ear your papers.

Sub-headings, such as the ones you see used here, are useful in organizing your paper. It is advisable to
create sub-topics such as introduction, history or background, the main topic or body, conclusions or
recommendations, and references or bibliography if warranted. The use of subheadings helps organize
your thoughts as well as organizing the information found in your paper. Sub-headings are sometimes
inappropriate in papers such as subjective essays.

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If documentation of facts is warranted (as in a research paper) it preferable to use the American
Psychological Association Guidelines 5th edition (APA) for format. A complete guide is available on
Dr. Jenkins’ website. The most common method is to cite your source in one of two ways: At the
beginning of your sentence or paragraph, “Lardbottom (1995) reported that physical exercise was
essential to maintaining wellness.” or at the end of your sentence or paragraph such as, “Nine out of ten
test subjects agreed that exercise made them feel better (Lardbottom, 1995)." The report or article by
Lardbottom would be listed in alphabetical order in your reference section.

    All papers regardless of how big or small, important or triviael should fe proofed for speilling,
       punctuation; and typods. As you can see, proofing errors detract from the content and the
                                         professionalism of the
                       paper as Does sloppy computer work, faint printings, etc.

Miscellaneous Presentation Pointers
Try to "put your reader in a good mood" through your presentation and professionalism. If your paper
"looks good," chances are it will "read good" too. Be prompt since late papers "stand out."

All papers must be typed neatly on clean, white paper. Usually, academic papers are typed double-
spaced with flush left and raged right margins (1 to 1.5 inch is best for RL margins)

Any computer printer errors detract from the quality of the paper. Computer or printer errors are your
errors. Be sure your ribbon is well inked. Never turn in a set of papers with the corner "dog-eared"
rather than stapled. This looks sloppy and very unprofessional (can you imagine your investment broker
handing in your financial statement dog-eared and handwritten??) Buy and use a stapler.

Use computer word processing to embellish your paper with appropriate use of bolding, italics, framing,

                                           Facilitation/Presentation Guidelines

Community and School Health Education are surrounded by controversial issues, problems, and
approaches. The mark of a competent professional is the ability to discuss and debate these issues from
an informed standpoint based on a thorough knowledge of all sides of an issue.

The goal of this course if to increase student awareness, knowledge, and appreciation of the significant
issues facing Health Educators. Various practical applications related to the practice of Health
Education will be explored. This class is intended to give upper-classmen and graduate students a
chance to explore issues and develop and defend their own personal informed viewpoints.

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The format of HED 460 is seminar style. Seminars are mutual exchanges of ideas, opinions, and facts.
The classroom environment is one of adult learning and interacting. This class is presented in a manner
that requires you to be active in class and outside of class. I expect you to contribute daily to the
learning process from an informed standpoint. Substantiate opinions with the literature. Participation is
worth 100 pts toward your final grade. Show your support for your fellow classmates by attending class
and eagerly participating in activities and discussions.

You will be the professor for the day.
Your task is to create a learning environment wherein we will learn about both sides of your issue,
discuss the facts, opinions from an informed standpoint. Personal opinions and experiences have their
place but they should be based on informed analysis. We should be using our critical thinking skills and
approaching your topic from a health education professional standpoint--What implications does this
have for me, as a professional in my chosen field? What implications are there for the profession of
health education?

Presentation and Facilitation
You must provide us with a packet of at least two articles, one on either side of your issue.
You must provide a synopsis sheet of the common arguments for and against your issue in your packet.
Be sure to include references for each fact and point of view.
You must provide an agenda or outline of your session on or before your session.
You must provide a short educational session of 15 minutes on your topic.
You must facilitate discussion of your issues.
Those presenters who have done especially well in the past classes have used a variety of teaching
methods. Select at least three different strategies for the day and perhaps keep one in mind for a reserve
plan in case one activity wanes.

Twelve Examples of HED 460 Learning Strategies

   1) Effective Grabber--It helps to use a grabber or aid to focus the class attention on a certain aspect
   of your topic. It may give the class a point of reference to come back to. Examples: bunnies for
   stress and animal therapy, a news article of an outstanding occurrence, a spinal skeletal model for
   chiropractics, props or artifacts relating to spiritual health.

   2) Small group assignments--assign a task, a problem to be solved, or series of questions to be
   answered within the group. Often, these are shared with the class.

   3) Small group discussions--provide a discussion guide sheet made up of key questions to be
   answered. This works especially well if the groups draw from their readings for the answers.

   4) Round Robin--everyone speaks in turn, keep it moving and keep comments brief, this works well

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   to pull in the wallflowers. It also gets many ideas out in the open quickly. The Talking Feather
   method works well here.

   5) Open discussion--a good place to start or to finish, this method need s a good facilitator to keep
   people on task, try not to allow anyone or two to dominate. Use paraphrasing and key questions to
   keep the group on task and the discussion from waning or straying.

   6) Values Voting--use the Likert scale in the room to present one’s opinions. VV gets people to talk
   and vote out loud, facilitate the discussion from agree to disagree back and forth. This method is
   good for showing opposing viewpoints.

   7) Self tests--these can be knowledge or attitudinal based, do these pre and post presentation. This
   works well with Round Robin.

   8) Video as a trigger film. Show a segment, ask for comments, show a second segment, more
   comments. This works especially well if you prompt the participants by telling them what to look for
   or think about.

   9) Reflections sheet--participants complete a series of open ended items such as, “The most
   important thing about xxxx to me is.....” Usually these are done at the end of a debate, video or panel,
   or activity.

   10) Short assignments in class or out. You can ask participants to do short, one page assignments
   such as, a) find six factual statements in the reading, b) four pro statements and four con statements,
   c) find a major contradiction in one of the articles, or d) critique the reference lists or credentials of
   the authors of the articles. Short assignments such as these help insure that they will do their reading.

   11) Role play--Set a scenario and ask parts to act out and speak from their character’s point of view.
   This works well if people choose the opposite side which they believe--it helps them to consider the
   other’s point of view.

   12) Scenario problem solving--these can be done in small groups, present a scenario or story and ask
   parts to resolve the problem using pro or con arguments related to your topic.

Below is a simple checklist to help you make your presentation a success. Some or all of it may be
applicable to your particular topic.

                                                       Presentation Checklist

   ◊ Name on chalkboard. Practice your introduction of yourself. Tell us a little about what qualifies
   you to speak/lead in this area.

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   ◊ Itinerary/Agenda
   ◊ 3 x 5 note-cards for lecture portion
   ◊ Clear, simple overheads, use 20 font or larger
   ◊ Outrageous teaching aid or effective “grabber”
   ◊ Well-structured & professional handouts (include references for all facts or statistics)
   ◊ Learning activities--must have at least two and keep one as a “spare”
   ◊ Professional dress and appearance.
   ◊ Video or film cued up, ready to start? (Nothing is worse than fiddling with the controls while the
   audience waits)
   ◊ Practice! Does my presentation go smoothly? Minimum of “y’knows” Have I practiced
   responses to possible questions?

Below is a sample lesson plan for a 90 minute class session. Although your topic may require a different
plan, it’s a good idea to create a lesson plan to gauge your timing and to help you practice.

                                           Sample Lesson Plan 90 min. Session

(1 min) Introduce self, background

(2 min) Introduce topic, go over agenda, preview activities, generate excitement/interest

(5 min) Pre-Test (handout) go over instructions and objective

(20 min) Trigger film activity
       Write three discussion questions on board
       Roll film clip
       Discussion of item one
       Roll film clip
       Discussion of item two
       Roll film clip
       Discussion of item three

(15 min) Informative overheads on facts/statistics (explain each item)

(10 min) Values voting--students place themselves in room according to their opinion
       read three statements, ask for 2-3 justifications

(20 min) Small group activity--class into triads, handout scenarios
(2 min) Sharing/problem solving from groups

(3 min) Summarize Pro/Cons on board

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(3 min) Review main points of discussion/readings

(5 min) Open ended sentences: “I changed my point of view on....” “I became more secure with my
value of....”

(1 min) Each student shares open-ended sentences

   ◊     (1 min) Thanks and reminder of next topic. Housekeeping

Course Name: HED 460, PEHLS 510 Issues
Professor: Andrew P. Jenkins, Ph.D.

Student Name__________________________________________________
Student Name__________________________________________________

                              Poor 1                        Fair 2                         Good 3          Excellent 4
*Synopsis sheet
* Introduction of self &
*Education section 15
*Overall Leadership
May have two or more
of these
Small group activity
Self test
Values voting
Reflection sheet
Role play
Round Robin
Open Discussion
Props or teaching aid
Guest speaker

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Overall score


Controversial Issues in Health Education & Graduate Issues in PEHLS
Class Presentation Sample Topics
Prof. Jenkins

Below is a partial list of topics presented in HED 460 and PEHLS 510 in the past. These are meant to
assist you in creating or selecting a topic for your presentation. Remember that you must present both
sides of your issue and each side must have a body of literature supporting it. You may use videos,
guests, or any form of media to enhance your session.

Abortion Education
AIDS/HIV in Athletics
AIDS and Realistic Threat to Heterosexuals
AIDS/HIV Care and Expenditures
Alternative Health Care
Assisted Suicide (physician or family)
Chiropractic: A Legitimate Alternative?
Circumcision of male babies (need for)
Condom Distribution in Schools
Coaching Certification Programs (need for)
DARE : How Effective is it?
Drug Testing for Teachers
DWI and Legal Intoxication Level
Efficacy of Vitamins
English Only in the Classroom
Ethics of Cloning
Federal Regulations and Health Ed. Content
Fetal Tissue Farming
Gambling Addiction (Ethical concerns of)
Gender Concerns in Coaching and PE
Gulf War Syndrome

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Health Advertising and Freedom of Speech
Homosexuality and Biological Causes
Immunization Debates
Inclusion in the Classroom and Special Ed.
Is PE Really Necessary?
Legalization of Drugs
School Discipline or Borderline Abuse
Sex Addiction: Is it Real?
Secondhand Smoke
Sex Ed. in Schools
Sex Education and Pregnancy Rates
Students with HIV/AIDS in Schools
Tourism and Illegal Activities
Values Education Programs

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