SCHOOLS AND HEALTH Syllabus
Course Learning Objectives
Upon successfully completing this course, students will be able to:
- Understand the relationship between the mission, governance and legal contexts of schools, and the history, policies, and interventions to promote health and prevent disease in schools and communities;
- 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 observation;
- Understand the relationship between health care system delivery models and the emerging role of schools in implementing health care delivery reform; and
- Understand the methodological challenges to conducting research and program evaluation in the school setting.
Discusses the relationship between children’s health and educational outcomes using the Centers for Disease Control and Prevention’s eight-component framework for coordinated school health. Uses a site visit experience to expose students to practical program implementation challenges related to provision of health service in a school setting. Examines the research on child health outcomes, the health care system and the impact school health programs have on the health and wellbeing of school age children. 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, opportunities for school health in the implementation of the Affordable Care Act, and the impact of school context on school health research methodology and findings.
This seminar course will use a combination of introductory lectures, discussion, presentations, and a school site visit to help students apply the fundamental concepts of school health to multiple public health and education system issues.
Class meets once per week for 2 hours. In general, the first 60 to 90 minutes will be a discussion of the required readings lead by the students. The remaining class time will be devoted to a discussion of the next session topic as an introductory lecture.
One class sessions will be devoted to school site visits. Visits will be done in groups of 2-4 students and used for the basis of the site visit presentations. Site visit experiences will be integrated into the discussion of the readings when applicable.
One session will be devoted to student presentations on the site visits.
To participate in the site visits, each student must complete a “volunteer” training at http://bcpsvolunteers.md.safeschools.com/register/0c626573 and print a certificate. The training takes approximately 15 minutes and must be completed prior to the second class session. Each student must bring their printed certificate to the second class session on April 4, 2014. In addition, students will need to bring a government-issued photo ID with them to the site visits. You will not be permitted to be on school premises without an ID.
Methods of Assessment
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 (50 points)
The class participation grade will be based on:
1) Demonstrated understanding of the reading assignments based on responses to instructor questions;
2) Questions and comments that indicate thoughtful consideration and integration of class material; and
3) Presentation and leading discussion of journal articles. For each session, one or more students/groups will be assigned to read and/or lead a discussion of one or more article from the readings.
For each session, a student will be assigned to lead the discussion of an article during the class session. The lead reviewer is named next to each reading. All students must read each article assigned to their group and contribute to the discussion regardless of whether they are the lead reviewer. All students must contribute actively to the discussion at each class session, and be prepared to respond to required questions during the class discussion.
1. Give an overview presentation of the article to be discussed (approx. 5 mins)
2. Guide discussion of questions assigned to the article (approx. 10 mins)
3. Provide a final reflection on the article as it relates to the session objectives and the class discussion (approx. 5 mins)
School Site Visit Presentation (20 points)
***PRESENTATION TO BE GIVEN FRIDAY APRIL 25, 2014 ***
Each student will make one (1) school site visits to learn about the school health activities within local schools; both traditional school health services and school based health center will be visited on the same day during one class period based on site availability. Visits will be set up by the instructor. Students will go in groups of two to four (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 on their observations and discussions with school health staff. Presentations must include content from both the school health services and school based health center programs and be organized using the CDC 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. This will be determined before the site visit session.
Presentations should include:
1) A description the program target population;
2) A description of the health challenges faced by the target population;
3) 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;
4) A description the program’s greatest challenges and successes;
5) 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 each program contributes to addressing 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); and
6) How the program observed relates to course readings.
Presentations will be graded based on:
1) Adherence to the specified content areas listed above, including participation by each group member (10 points); and
2) Incorporation of the course readings and materials (10 points).
Public Health Problem Analysis (30 points)
***TOPICS ARE DUE TO THE INSTRUCTOR BY FRIDAY APRIL 25, 2014 ***
***PAPERS ARE DUE TUESDAY MAY 13, 2014 VIA DROP BOX***
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 not to exceed 1½ pages (3 points);
- Discussion of policy and program considerations/recommendations for how schools could address the issue using the CSHP model (15 points)
- Demonstrated understanding of the principles of coordinated school health; and
- Understanding of the importance of coordination between components;
- Inclusion of course readings, class discussions and site visit experiences (10 points).
- Use of a variety of literature to substantiate your discussion and recommendations
The paper should be no more than 10 pages, 12 font, double spaced, 1” margins on both sides.
NOTE---Points may be deducted from the final assignment grade for excessive careless grammar and spelling errors.
Policies Regarding Class Assignments
§ Discussion lead must be done on the assigned date. Requests to change the date will be must be submitted to the course instructor in writing (via e-mail) 2 weeks prior to the due date. The student will be notified in writing (via e-mail) whether or not the request is approved.
§ Final papers are due via Dropbox by May 13, 2014. Faxed and/or e-mailed assignments will not be accepted. 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.
§ Required journal articles and other readings are available on CoursePlus.
§ Optional web resources and readings are available on CoursePlus.
§ Optional text 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 Black, PFRH Senior Academic Coordinator. Her phone number is 410-614-6676 and her email address is email@example.com. Books may be checked out for 48 hours.
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.
Disability Support ServicesIf you are a student with a documented disability who requires an academic accommodation, please contact the Office of Student Life Services at 410-955-3034 or via email at firstname.lastname@example.org.