SCHOOLS AND HEALTH Syllabus
Course Learning Objectives
Course DescriptionExamines the relationship between children’s health and their K-12 school experience using the eight components of the CDC/DASH coordinated school health program model as the organizing framework. Topics include history and development of school health, relationship of in-school interventions to students’ health, health care access and academic outcomes, school health policy and politics, and the impact of school context on research methodology and findings. Research to promote health and prevent disease is incorporated into the course.
Additional Faculty Notes:
This course examines the relationship between children’s health and their pre-K through 12thgrade school experience. The eight components of the CDC’s Division of Adolescent and School Health (DASH) coordinated school health program model is the organizing framework. Topics include history and development of school health, relationship of in-school interventions to students’ health, health care access and academic outcomes, school health policy and politics, and the impact of school context on school health research methodology and findings.
The course will use a combination of lecture, discussion, and school site visits to help students apply the fundamental concepts of school health to multiple public health and education system issues. Students will connect course material to current events through discussion of newspaper articles.
Methods of AssessmentClass participation, field reports from two required field visits to local schools, and a short paper based on observations made during the visit.
Additional Faculty Notes:
This course is offered for grade only. All assignments will receive written feedback along with the grade.
There are 100 points available. A 90-100 points
B 80-89 points
C 70-79 points
D 60-69 points
F 59 or below
Class participation (30 points)
All students are expected to complete all the readings prior to class and to contribute actively to the discussion at each class session. Students must come prepared with questions or points to discuss during the class session. The class participation grade will be based on:
- Frequency of comments;
- Demonstrated understanding of the reading assignments based on responses to instructor questions;
- Questions and comments that indicate thoughtful consideration and integration of class material; and
- Presentation and participation in discussion of newspaper articles. Choose one article per week that is or can be related to schools and health and post it on the BBS for the course. The posting should also include a 1-2 sentence statement about its relevance to the class material. Posting should be 24 hours prior to a Wednesday or Friday session with the exception of site visit sessions, the site visit presentation session, and the final class session. The instructor and/or the students will choose which article to use for class discussion.
- 5) Participation in discussion of journal articles. For each session, one of the articles from the readings (highlighted in yellow) for the session will be discussed as a class. The class discussion will be lead by the lecturer for that session. Each student is expected to contribute to the discussion. one Presentation and discussion of final session journal article. Each student will be assigned/choose one journal article to read for the final class session. Each student will present a 1-2 minute summary and analysis of the article and lead a discussion of the article. The discussion should include how the school context affects the research methodology, findings, and how methodologic challenges could be over come.
School Site Visit Project(30 points)
***PRESENTATION TO BE GIVEN FRIDAY APRIL 26, 2013***
Each student will make two (2) school site visits to learn about the school health activities within local schools. One visit will be to a traditional school health services program and the other to a school based health center. Visits will be set up by the instructor to be done during two class periods based on site availability. Students will go in groups of 2 to 4 (depending on the number of enrollees in the class and the availability of transportation). The schools represent a variety of elementary, middle and high schools in Baltimore County.
Each group will develop and give a presentation based ontheir observations and discussions with school health staff. Presentations must include content from both the school health services visit and school based health center visit and be organized using the CDC/DASH Coordinated School Health framework. Groups are required to use power point slides and each group member must participate in the discussion/presentation. Each presentation should be no more than 10-15 minutes depending on time availability and class size.
Presentations should include:
- A description the program target population;
- A description of the health challenges/issues faced by the target population;
- A description of the program’s components, administration, staffing and funding. When describing the program components, be sure to include activities that show evidence of coordination with other school health components;
- A description the program’s greatest challenges and successes, and
- An analysis of your group’s observations about the two programs in the context of the class material, including but not limited to a comparison of how the two types of health service programs differ or are similar, how they contribute to meeting the health needs of the school population, how educational achievement is supported by the program activities, and the role the school health services staff play in program development (program development priorities).
Presentations will be graded based on:
- Adherence to the specified content areas listed above (15 points);
- Overall organization (5 points); and
- Individual student’s contribution/participation in the presentation. (10 points).
Public Health Problem Analysis (40 points)
***TOPICS ARE DUE TO THE INSTRUCTOR BY APRIL 26, 2013 ***
***PAPER DUE WEDNESDAY MAY 15, 2013 AT THE BEGINNING OF CLASS***
Select a public health/health or educational issue of interest to you and use the CDC/DASH Coordinated School Health model to discuss how schools could address the issue. The problem analysis will be graded based on the following criteria:
- Description/analysis of the public health problem (5 points);
- Discussion of policy and program considerations/recommendations for how schools could address the issue using the CSHP model
- Consideration of all 8 components of coordinated school health (10 points);
- Coordination/collaboration between the components (10 points);
- Demonstrated understanding of the principles of coordinated school health (10 points);
- Inclusion of course readings, class discussions and site visit experiences (3 points); and
- Use of a variety of literature to substantiate your discussion and recommendations (2 points).
- Points may be deducted from the final assignment grade for careless grammar and spelling errors.
The description of the health problem is not to exceed 1½pages. The paper as a whole should be no more than 15 pages, 12 font, double spaced, 1” margins on both sides.
Policies Regarding Class Assignments
- Assignments are to be turned in at the beginning of class on the day they are due. Assignments which are received after that time will be subject to an automatic 5% point deduction unless prior arrangements have been made with the course instructor. Requests to turn in assignments at times other than the due date must be submitted to the course instructor in writing (via e-mail) prior to the due date. The student will be notified in writing (via e-mail) whether or not the request is approved.
- Only original hard copies of written assignments will be accepted. Faxed and/or e-mailed assignments will not be accepted.
Communication with Instructor
The preferred method of communication is via email. You should receive a reply to your email within 24 hours.
Additional Faculty Notes:Readings§ Health is Academic: a Guide to Coordinated School Health Programs. Marx and Wooley, eds. (1998). Two copies of the book are on reserve in room E4039 by Lauren Ferretti, PFRH Academic Coordinator. Her email address is email@example.com.§ Required journal article and other readings are available on CoursePlus.§ Optional web resources and readings are available on CoursePlus.§ Either the Baltimore Sun or the Washington Post, print or on-line version. Other newspapers or older articles are alsoacceptable.
Please see the course Session for a full list of dates and items for this course.
Academic Ethics Code
Students enrolled in the Bloomberg School of Public Health of The Johns Hopkins University assume an obligation to conduct themselves in a manner appropriate to the University's mission as an institution of higher education. A student is obligated to refrain from acts which he or she knows, or under the circumstances has reason to know, impair the academic integrity of the University. Violations of academic integrity include, but are not limited to: cheating; plagiarism; knowingly furnishing false information to any agent of the University for inclusion in the academic record; violation of the rights and welfare of animal or human subjects in research; and misconduct as a member of either School or University committees or recognized groups or organizations.
Course topicsRELATIONSHIP BETWEEN SCHOOLS AND HEALTHSCHOOLS, HEALTH CARE, AND PUBLIC HEALTHUNDERSTANDING THE SCHOOL CONTEXTLEGAL CONSDERATIONS IN SCHOOL HEALTHHISTORY & DEVELOPMENT OF SCHOOL HEALTHHEALTH SERVICES: School Health NursingSERVICES FOR SPECIAL POPULATIONSHEALTH SERVICES: School-Based Health CentersSCHOOL NUTRITION SERVICESSCHOOL WELLNESS POLICIESHEALTH EDUCATIONPHYSICAL EDUCATIONCOUNSELING & PSYCHOLOGICAL SERVICESHEALTHY SCHOOL ENVIRONMENTFAMILY & COMMUNITY PARTNERSHIPSSTAFF WELLNESSRESEARCH IN SCHOOLSEVALUATION OF SCHOOL HEALTH PROGRAMS
Course Objectives(from old syllabus)By the end of the course, students will be able to:
- Understand the relationship between schools and their mission, and the history, policies, and interventions to promote health and prevent disease in schools;
- Describe the structure and function of coordinated school health programs and the social, health, and academic benefits of these programs to schools, families, and communities;
- Analyze how each coordinated school health program component contributes to the social, health, and academic outcomes of students, schools, families, and communities using a combination of current literature and in-school observations; and
- Apply the principles of coordinated school health to a specific public health problem to develop a set of policy and program recommendations for school health programs to address this problem.
Disability Support ServicesIf you are a student with a documented disability who requires an academic accommodation, please contact Betty H. Addison in the Office of Student Life Services: firstname.lastname@example.org, 410-955-3034, or 2017 E. Monument Street.