Syllabus
KH
3270( #85933)
Full Online Course
Fall, 2009
Orientation session, August 19, 2009 Room 137, Sports Arena
Session 1:
10:30am-12 noon
Session 2: 2:00-3:30pm
Concluding Session, December 2, 2009 Room 137, Sports Arena
Session
1: 10:30am-12 noon
Session 2: 2:00-3:30pm
Instructor:
Sandra Owen
Office:
Room
171, Sports Arena Building
Office Hours: By appointment
Telephone: 404 - 413-8367
E-mail: sowen2@gsu.edu
Web site: http://www2.gsu.edu/~wwwche
The orientation and final sessions are mandatory. Any student missing the
orientation session
due to late registration is
responsible for scheduling an
individual orientation with the course instructor within the next five
working
days.
CONCEPTUAL FRAMEWORK:
Scholarship and leadership focused on learning
and development.
PROGRAM THEME: Teaching for Learning
COURSE
DESCRIPTION: This course is an elective for HPE majors and
undergraduate
students throughout the University seeking to meet the
elective requirement of
their specific major. The online course explores
prevention and intervention
strategies effective in promoting comprehensive
school health and safety of
children and youth interacting within schools
and communities. The course is
based on a model developed by the Division
of Adolescent and School Health of
the Centers for Disease Control and
Prevention. This comprehensive model
promotes coordination of family,
school, and community resources for prevention
and reduction of child
and adolescent health risk behaviors.
COURSE GOAL:
The School Health and Safety Course challenges students to apply
critical
thinking and problem-solving skills to on-line discussions and written
responses
to assigned readings and simulations specific to the:
1. effect of health and safety risk behaviors on child and adolescent
growth,
development,
and learning; and
2. prevention/intervention strategies which are available to
parents, educators,
health
practitioners, and communities.
COURSE OBJECTIVES:
The student will demonstrate the ability to:
1. accurately respond to a conscious and unconscious
choking victim;
2. establish and manage peaceful environments
including classrooms
and community programs;
3. communicate the health impact of alcohol and
other drug use, early
sexual activity, and teen
pregnancy;
4. relate knowledge about communicable disease
and immunity to the
importance of
immunizations
through the life span;
5. explain regulations concerning blood borne
pathogens (HIV and
Hepatitis B) and the
handling
of contaminated materials;
6. create a safe play environment for children
and youth lowering the
risk of injury: and
7. follow the CDC guidelines for reducing the
"contagion effect"
of
youth suicide.
ASSESSMENT:
Each assignment grade is calculated as a percent of the total possible
points for the assignment (Points earned/total possible points for the specific
assignment).
The final grade is calculated by averaging grades from all
assignments
equally weighted.
Eleven on-line assignments
4 points/assignment
Critical Questions assignment( individual) 32 points
One Simulation Activity (individual) 24 points
Reflection Paper 26 points
Grading Rubric for Reflection paper
Reflection paper
Department of
Kinesiology and Health
Plus-Minus Grading Policy
The Department of Kinesiology and Health will use Plus-Minus Grading, effective
Fall, 2006.
The percentage score for each letter grade will be as follows:
| Letter Grade | Percentage Score |
| *A+ | 97 – 100% |
| A | 93 – 96% |
| A- | 90 – 92% |
| B+ | 87 – 89% |
| B | 83 – 86% |
| B- | 80 – 82% |
| C+ | 77 – 79% |
| C | 73 – 76% |
| C- | 70 – 72% |
| D | 60 – 69% |
| F | < 60% |
* Added by the
University Senate to go into effect Spring, 2009.
Plus-Minus Grading Policy
Starting Fall 2006, all instructors
at Georgia State University will have the option to award grades on a plus/minus
scale. If a course requires a prerequisite of a “B” or “C”, a grade of “B-“ or
“C-“ will not meet that prerequisite. The following quality points will be used
to calculate your GPA:
| *A+ | 4.30 | B+ | 3.30 | C+ | 2.30 | D | 1.00 | |||
| A | 4.00 | B | 3.00 | C | 2.00 | F | 0.00 | |||
| A- | 3.70 | B- | 2.70 | C- | 1.70 | WF | 0.00 |
Email Communication: All email communication must originate from the GSU student email address. Any messages received outside of the GSU email address will not be read and will be deleted. This is being done for university security reasons.
Late Assignments: Each late assignment will receive a 10% point deduction from the total points assigned the assignment. A late assignment is defined as being submitted to the course instructor after 11:30pm on the date the assignment is due.
ASSIGNMENTS
ON LINE READINGS: Responses to required on-line
readings will be due weekly. Go to http://www2.gsu.edu/~wwwche.
Click on School Health and Safety under Pre-service course section. Next click on the red button labeled "readings" in the left
panel. Read instructions for the completion of this portion of the course and due dates
for the reading
assignments. Each reading assignment includes four questions.
Each of the question responses
is worth one(1) point for a
possible total of 4 points per assignment. You can complete assignments
early, however, the instructor will only accept completed assignments in the
assigned sequence and on the assigned due date. Further description of this
assignment appears online on the "readings" page.
CRITICAL QUESTIONS: Due date is Sept.25,2009. The completed
assignment is to be e-mailed to the course instructor no later than 11:30 p.m.,
Sept. 25, 2009.
Process for selecting health topic area
for critical question development: Students are to identify a first, second,
and third choice of topic area (from the list of eleven assigned health content readings)
and provide this information to the instructor through their GSU student email
address by
11:30pm, Aug. 21, 2009. Topic areas can not be duplicated so get your choices in
early on Aug.21,2009. The instructor will reply to each email with the
assigned topic area by late afternoon, Aug. 28, 2009.
Instructions for developing the four
critical questions: Each student is to write four new questions for
the health topic area they have selected. Questions will be graded as to degree of difficulty. Review the five types of questions and examples provided below. The
four questions you develop are to represent any combination of these five
question types. Questions are to cover information read in the links provided in the
current reading assignment for that health area. Questions are to challenge the reader's critical thinking and problem-solving skills.
Each developed question is to be followed by its answer and the link or links,
currently part of the
reading
assignment, in which the information is found. Additional professional links
must be approved by the course instructor if these link(s) are to replace the
exisiting one (s).
Five specific types of questions:
1. Inference question: Review the facts, find and examine the
clues, and justify
what inferences can be made.
Example: What
do you know by looking at your three day food record?
2. Interpretive question: Justify the consequences of a
behavior.
Example:
How likely are you to put unnecessary stress on your
legs if you fail to warm-up or cool down for a thirty minute jog?
3. Transfer questions: Personal application of new knowledge.
Example:
You have learned the five components of fitness. What would you
include in your personal fitness plan?
4. Hypothesis
questions: Predictive thinking generating from a
situation.
Example:
While at a party, you are aware that a female friend has had three
beers in the past hour. What alcohol
related social behaviors
do you predict your friend will encounter?
5. Reflective questions: Justify assumptions made concerning
past experience.
Example: While taking the SAT, you noticed a student nervously
looking
at the inside of his palm. What caused
you to
report this incident
after the testing session?
Grading criteria for the assignment: (1)
Each of the four written questions is worth 4 points (2) Each of the four answers (all
possible criteria for response) is worth 3 points (3) existing links related to each
question is worth 1 point for an assignment total of a possible 32 points.
SIMULATIONS: The simulation assignment will be an individual
assignment. The on-line
simulation assignment is due October 30, 2009. To
access the simulation and instructions , go to http://www2.gsu.edu/~wwwche. Click
on School Health and Safety under the Pre-service course section. Next click on the red button labeled "lab works" in
the left panel. The simulation assignment will not be accepted until its due
date.
Grading criteria for the assignment: The simulation is
worth 24 points distributed so that (1)the final written response is worth 18 points (2)
the newly identified professional links which provided information for the solution is worth
6 points.
REFLECTION PAPER:
This final assignment is worth 26 points and is to be completed as an
individual rather
than a group assignment. The written reflection should be at least 3 pages
and no longer than 5 pages, single spaced, and include at least three professional
references
(cited in the text of the reflection and appearing in a reference list at the
end of the paper). Each student will informally present a discussion of his/her
reflection paper during the December 2 session, room 137, Sports Arena. The student
is to submit the paper to the course instructor at the end of the December 2
session for a grade. Each student is responsible for attaching (using a staple)
the reflection paper grading rubric to his/her paper when it is submitted to the
instructor. The student 's name should appear on the attached rubric.
Grading criteria for the assignment: Refer to the
grading rubric provided in the assessment
section of the syllabus.