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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%
 
Approved by the Department of Kinesiology and Health on May 5, 2006.

* 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/~wwwcheClick 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.