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CH570/ Educating for the Future


Canyon College
Master in Community Health Eduacation
Capstone Course - Synthesis and Application


Syllabus

CH570
Educating for the Future
This course is intended as the culminating experience for future educators and instructional designers in the field of community health in the Masters in Community Health Education degree program. As the final course in the degree curriculum, students are expected to demonstrate content knowledge and principles of instruction, prevention, and community interventions as applied to an innovative project or curriculum designed for a selected educational setting.


Your instructor welcomes you to this course! Please print and save this information!
 Dale Mueller, EdD, RN, NHA
dmueller@canyoncollege.edu
http://www.love2learn.com

office 909.920.5854

fax 909.920.6046


I. Course Description

This course is intended to provide evidence of content mastery and integration of the courses within this degree program at the graduate level through application toward practical and innovative solutions to a selected problem, program or issue with unmet need within a selected population or setting. The project scope and setting are to be selected by the student with input from the course instructor. Upon satisfactory completion of the course project, the student will become eligible for matriculation from this graduate program. Granting of the degree will be contingent upon the satisfactory fulfillment of all requirements of the school.

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II. Course Project Desciption

Acceptable types of course projects are listed below. The student is asked to pick one category as the focus of their work for this class. Should the student have a project, proposal or research activity in mind that is not listed here, please contact the instructor for approval of alternative proposals. Note that only approved projects will be accepted for a grade in this course.
  1. Design a university degree curriculum for health care educators for the future (next 20 years - including new courses, new delivery methods and trends of community health as you know it to be or predict it to become in the next 20 years)
  2. Design a program for education services for a specific population where needs are unmet currently (include proposed sources of funding and proposed program outcomes)
  3. Evaluate current prevention and health status for a particular population and describe where improvements could be made if funding and resources were not a barrier. Include a description of the roles of agencies, programs, community health educators and community leaders.
  4. Prepare a manual for educational program delivery for a course that does not exist currently - design it for use by others on your team - including lesson plans that are age-appropriate, measures of learning outcomes, and suggested activities.
  5. Student option other than what is listed here - please provide a description to your instructor for approval
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III. Course Policies

On-Line Participation. Since this course is offered over the Internet, which allows students to participate at "any time, any where," it is important to plan your time carefully. Students are expected to pace themselves to access assignments, prepare their work and necessary research, and submit assignments to the instructor by the established due dates. Students are expected to make use of local resources as well as required readings.

Course Week and Due Dates. Generally, Monday is the first of the course week, and Sunday is the last day of the course week. Assignments scheduled for completion during a class week should be sent to the instructor via email or fax by end of the day Sunday, determined by your own time zone. If a student is sending assignments through the postal service, please make prior arrangements with instructor, as there is no postal delivery on Sunday. Given that this is a graduate level course, and that some community contact and independent research is necessary to fulfill assignments, some flexibility regarding due dates may be granted by mutual agreement between student and instructor.

Submitting Assignments - Instructions.

Students may submit work in MSWord (any version) or Excel (any version) or HTML and send as an email note or file attachment. If you use another word processing program (such as Works), please save as an .rtf file.

Formats for files received other than those specified here that your instructor cannot open using MSWord or a Word converter program for PC or Macintosh will be returned to you for reprocessing, and will be considered late. Any questions on formatting of your file attachment documents, please Email your instructor with any questions now and we can find a format that will work for your particular needs. Thanks in advance on this matter.

Please include name, reply address, title of assignment, title of course, and date submitted on the document itself, in addition to the email text. Please indicate "HS570" in the subject line of your email.



Late Assignment Penalties. Weekly assignments must be received by the instructor not later than Sunday midnight (your time zone) of the week assigned. Students who anticipate that their schedule may cause assignments to be out of compliance are advised to contact instructor at least one week in advance, as an extension may be permitted with prior mutual agreement. Instructor discretion regarding point penalties for any late work will be considered final.

Absentee Policy. While this course is designed to be completed through independent study, "attendance" is recorded through assignment submissions in a timely manner to the instructor's email address (or via post or fax). However, please note that any student who has not participated (completed assignments) for 14 consecutive days without prior discussion with the instructor regarding such absence shall be recommended for administrative withdrawal. The school shall make recommendations to the instructor as to what action will be taken.

Academic Honesty. Canyon College policies are in effect. All work must be your own. Presenting as one's own the words, ideas, or expression of another in any form is cheating through plagiarism, and will not be tolerated.

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IV. Grading

Assignments will be graded based on completeness, correctness and timeliness of submissions.

Given that graduate courses are designed to support development of competencies and integration of theory with practical applications, the following criteria will be used by your instructor to assign both midterm and final letter grades based on assignments in aggregate. Please note that there are no letter or point grades for weekly assignments, as the learner's work is assessed in aggregate based on demonstrated achievements toward the course project fulfillment and compliance with writing style requirements.

Categories for assessment by the instructor of the graduate student's work are as follows:

UNDERSTANDING
Content of graduate curriculum materials should be reflected by critical analysis and choices of application in work submitted. Intellectual depth of understanding also applies, by evidence of advancing the solution of a selected pervasive problem or issue through content knowledge designated for student competency throughout this graduate program. Innovation and accountatilbity in a leadership role is also a factor in evaluating student work.

APPLICATION
Selection of course materials to solutions of a pervasive problem in a seleted area of health care, and choices of appropriate, responsible, and innovative means to solve problems given graduate level knowledge and sophistication of approach. Application should demonstrate integration of concepts and methodologies from course curriculum, including but not limited to systems and dynamics, leadership initiatives, diversity and cultural competence, strategic planning, and principles of organizational sustainability present in health care today.

CLARITY OF EXPRESSION
Written work should be presented in a scholarly manner, with evidence of logic and coherence, including introduction and conclusion as appropriate. Mechanics of writing, such as spelling, grammar, and citations should also be evident.

RESEARCH and SUPPORTING MATERIAL
Examples or evidence as requested should match the level of the assignment, level of inquiry, and depth of investigative endeavor as requested. Textbooks from prior courses may be uses as sources, as well as other secondary sources, and primary sources such as information from a current job setting or personal interview.

Letter grades will be assigned according to the following definitions:

A = Excellent
Work that may be described as superior, excellent, or outstanding. The student demonstrates accuracy, depth of understanding and illustration, and provides original thought and analysis beyond the basic information requested in the assignment.

B = Very Good
Demonstrates high level of competence relative to the assessment criteria, but falls short of the consistent excellence required for A/Excellent category. The B/Very Good category allows for some minor weaknesses in presentation but the content is effectively demonstrated.

C = Satisfactory
Demonstrates the information requested in the assignment, but less completely than B/Very Good work. The major points are expressed, but less complete topic development, and minimal original thought and analysis. Work that contains significant issues with spelling or grammar may fit this category even though development of ideas are of higher levels of synthesis.

D = Flawed
Information digresses and is not adequately focused. Persistent work of D/Flawed level may indicate the student is not ready for graduate level work.

Midterm and Final Weeks.
The Midterm grade is determined by aggregate point performance of work submitted for assignments designated in weeks 1-4.

The Final point allocation is determined through aggregate performance on assignments submitted for all weeks of the course.

Final Letter Grade.
Letter grades will be assigned at the conclusion of the eight weeks based on cumulative points achieved over the entirety of the eight week course. The grading scale based on 100 possible points is as follows:

A = 95 - 100%
A- = 90 - 94.5%
B+ = 86 - 89.5%
B = 83 - 85.5%
B- = 80 - 82.5%
C+ = 76 - 79.5%
C = 73 - 75.5%
C- = 70 - 72.5%
D = 60% to 69.5%
F = below 60%

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