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Department of Public Health, Food Studies & Nutrition
Fall 2016
Professor: Najah Zaaeed, MSW, MPA
(doctoral candidate, Public Health)
Office Location: Room 443, White Hall

Credits: 3

Contact Information:

Office Hours: 10:50-11:50, Tuesdays &
Thursday. Confirm in advance. Other times
may be available, by appointment.
Pre-requisite: HTW 221

Class Format: Flexible Format class meets 2 times per week (80 minutes each session) for a
total of 25 classes. 15 hours of community-based academic service learning required.
Catalogue Description: Roles, responsibilities, competencies, and ethics of community health
education and population level health promotion practices. 15 hours of community-based
learning experiences required.
Course Outcomes: At the completion of this course, the student will be able to:
1. Summarize the roles & responsibilities required for the community health educator
2. Analyze competencies and sub-competencies required for community health education
3. Consider ethical principles and legal considerations applicable to community health
4. Demonstrate effective oral and written communication using a variety of formats
5. Analyze community planning frameworks (models) in community health education
6. Use a community planning framework (model) to assess, plan, implement and evaluate a
community health education program.
7. Examine a variety of methods and tools for assessing community populations
8. Develop a personal philosophy statement of community health education
9. Appreciate the value of the community health educator in developing healthy local and
global communities
10. Assess future trends in health education and health promotion
Required Text:
Gilbert, G., Sawyer, R., & McNeill, E. (2015) Health education: Creating strategies for school
and community health. Jones & Bartlett.
Additional Readings (accessed via BB):
Beery, W. L., Senter, S., Cheadle, A., Greenwald, H. P., Pearson, D., Brousseau, R., & Nelson,
G. D. (2005). Evaluating the legacy of community health initiatives: A conceptual
framework and example from the california wellness foundation's health improvement

initiative. American Journal of Evaluation, 26(2), 150-165.
Bergstrm, H., Elinder, L. S., & Wihlman, U. (2014). Barriers and facilitators in health education
for adults with intellectual disabilities--a qualitative study. Health Education
Research, 29(2), 259. doi:10.1093/her/cyt111
Cantrell, J., Vallone, D. M., Thrasher, J. F., Nagler, R. H., Feirman, S. P., Muenz, L. R.. .
Viswanath, K. (2013). Impact of tobacco-related health warning labels across
socioeconomic, race and ethnic groups: Results from a randomized web-based
experiment. PLoS One, 8(1), e52206. doi:10.1371/journal.pone.0052206
Carter, S. M., Cribb, A., & Allegrante, J. P. (2012). How to think about health promotion
ethics. Public Health Reviews, 34(1), 1. Link
Carter, S. M. (2012). What is health promotion ethics? Health Promotion Journal of Australia:
Official Journal of Australian Association of Health Promotion Professionals, 23(1), 4.
Chou, Y., Chang, P., Yeh, C., & Wu, H. (2015). A case study of evaluating the effectiveness of
oral health education program implementation. Journal of Statistics and Management
Systems, 18(3), 251. doi:10.1080/09720510.2014.914293
Cohen, A. K., & Schuchter, J. W. (2013). Revitalizing communities together: The shared values,
goals, and work of education, urban planning, and public health. Journal of Urban
Health, 90(2), 187-196. doi:10.1007/s11524-012-9733-3Link
Finlay, W. M. L., Rohleder, P., Taylor, N., & Culfear, H. (2015;2014;). 'understanding' as a
practical issue in sexual health education for people with intellectual disabilities: A study
using two qualitative methods. Health Psychology : Official Journal of the Division of
Health Psychology, American Psychological Association, 34(4), 328-338.
Freedman, A. M., Simmons, S., Lloyd, L. M., Redd, T. R., Alperin, M. (., Salek, S. S.. . Miner,
K. R. (2014). Public health training center evaluation: A framework for using
logic models to improve practice and educate the public health workforce. Health Promotion
Practice, 15(1), 80S-88S.
Neurology, T. L. (2015). Increasing the power of public awareness campaigns. The Lancet.
Neurology, 14(7), 669. doi:10.1016/S1474-4422(15)00105-2
Fuller, F. T., Johnson-Turbes, A., Mary Ann K. Hall, & Osuji, T. A. (2012). Promoting brain
health for african americans: Evaluating the healthy brain initiative, a community-level
demonstration project. Journal of Health Care for the Poor and Underserved, 23(1), 99113. doi:10.1353/hpu.2012.0012
Ganapathi, A. K., Namineni, S., Vaaka, P. H., K, V., Das, R., Devi, M.. . Kumbakonam, A.
(2015). Effectiveness of various sensory input methods in dental health education among
blind children- A comparative study. Journal of Clinical and Diagnostic Research :
JCDR,9(10), ZC75. doi:10.7860/JCDR/2015/15499.6686
Gorham, R., Carter, L., Nowrouzi, B., McLean, N., & Guimond, M. (2012). Social media and
health education: What the early literature says.Journal of Distance Education
(Online), 26(2), 1.
Herr, S. W., Telljohann, S. K., Price, J. H., Dake, J. A., & Stone, G. E. (2012). High school
HealthEducation teachers' perceptions and practices related to teaching HIV

prevention. Journal of School Health, 82(11), 514-521. doi:10.1111/j.17461561.2012.00731.xLink
Kapp, J. M., LeMaster, J. W., Lyon, M. B., Zhang, B., & Hosokawa, M. C. (2009). Updating
public health teaching methods in the era of social media. Public Health Reports (1974
-), 124(6), 775-777.Link
Magaa, S., Li, H., Miranda, E., & Paradiso de Sayu, R. (2015). Improving health behaviours of
latina mothers of youths and adults with intellectual and developmental disabilities:
Health education for latina mothers. Journal of Intellectual Disability
Research, 59(5),
397-410. doi:10.1111/jir.12139
Minkler, M. (2012). Community organizing and community building for health and
welfare (3rd;3; ed.). New Brunswick, N.J: Rutgers University Press.
Ononokpono, D. N. (2015). Maternal health care in nigeria: Do community factors moderate the
effects of individual-level education and ethnic origin? Etude De La Population
Africaine, 29(1), 1554. doi:10.11564/29-1-702
Robinson, J. K., Joshi, K. M., Ortiz, S., & Kundu, R. V. (2011). Melanoma knowledge,
perception, and awareness in ethnic minorities in chicago: Recommendations
education. Psychooncology, 20(3), 313-320. doi:10.1002/pon.1736
Schlenker, E. C., & Kerber, C. H. S. (2006). The CARE case study method for teaching
community health nursing. The Journal of Nursing Education, 45(4), 144.
Shrivastava, S., Shrivastava, P., & Ramasamy, J. (2015). Application of social marketing in
assisting program managers to tackle public health concerns. Iranian Journal of
Public Health, 44(9), 1301.
Tan, E. J., Tanner, E. K., Seeman, T. E., Xue, Q., Rebok, G. W., Frick, K. D.. . Fried, L. P.
(2010). Marketing public health through older adult volunteering: Experience corps as a
social marketing intervention. American Journal of Public Health, 100(4), 727-734.
Trochim, W. M. K., Milstein, B., Wood, B. J., Jackson, S., & Pressler, V. (2004). Setting
objectives for community and systems change: An application of concept mapping for
planning a statewide health improvement initiative. Health Promotion Practice, 5(1), 819. doi:10.1177/1524839903258020Link
Zani, B., & Cicognani, E. (2009;2010;). Evaluating the participatory process in a communitybased health promotion project. Journal of Prevention & Intervention in the
Community, 38(1), 55-69. doi:10.1080/10852350903393459
Helpful Links:
The Community Guide:
Healthy People 2020:
Initiatives -
Wellness and Health Fair Planning Guide:

Suggested Readings: To be listed on BB

Learning Activities: Various participatory learning activities are included with most classes
Course Evaluation:
Service Learning
Description of agency and program
Reflective journal
Student Performance
Exam #1
Exam #2
Final Exam
Health Education Project
Class Participation and/ Activities


Grading system: The grading system used by faculty is described below:


Percentile Grade
Grade points per Credit

Description of Evaluation Elements:

1. Class Participation (5%): Students are expected to actively participate in class, by
engaging in classroom discussions and activities and ability to demonstrate critical
thinking on an array of public health issues and solutions. Students may be randomly
selected to contribute to class discussions.
Students are expected to have completed the weekly readings, before class, as
information from the textbook and assigned literature will be referred to for the class
discussions. During class, students may listen to guest speakers, be asked to engage in
class activities or watch short video clips relevant to the topic discussed; therefore, it is
recommended that students familiarize themselves with current public health trends; this
can be achieved by reading news articles, peer-reviewed literature or health-related
magazines. It is important that students demonstrate the ability to relate assignments and
lectures to current public health trends and health education responsibilities and

2. Academic Service Learning (20%):

a. The course requires students to participate in a 15-hour community based
academic service learning experience. This is a mentored experience in which
students will assist community members in the planning, implementation or
evaluation of health education. The course faculty meets with agency supervisors
each semester to discuss service learning objectives and any necessary revisions
in the service placement guidelines.
b. Three elements contribute to the overall service learning grade:
i. one page report describing the agency, agency mission, program goals,
program elements/components, and population served.
ii. Reflective journal: This is an opportunity for you to express your feelings,
regarding your service learning experience. You are required to write at
least one page, single spaced, for each visit. The reflection should include
an observational assessment, critical thinking and potential solutions.
iii. Student performance: Agency supervisors & course faculty utilize the
following evaluation criteria to assess the students service performance:
Quality of Engagement, Initiative, Attendance/Punctuality and Overall
Contribution to the Teaching and Learning Environment. If warranted,
mid-semester progress reports are issued by the agency supervisor with
notification to the student via course faculty.
c. Course policies and standards for academic service learning for this course and
the public health major are outlined in the course policy section of this syllabi (pp.
3. Exams (exam 1 is 10%, exam 2 is 15%, final is 20%):
The exams will be based on lectures, videos, textbook readings and class handouts. The
exams will be a combination of multiple choice, true/ false and short answer questions.
The final exam will be cumulative, assessing the students understanding of all course
materials. Information regarding the exams will be provided, before the test dates.
4. Health Education Project (30% total):
Students will choose a health education topic & submit a formal written paper
demonstrating beginning level skill in the following Health Educator competencies

Assess needs for health education (10%)

o Define priority population
o Access existing information and data related to the health topic
Includes a focused, brief review of the literature
o Propose methods to use to collect primary data to determine needs
o Based on defined population, examine factors that influence processes by
which people learn

Plan & implement health education (10%)

o Identify potential partners and other stakeholders
o State a primary program goal
o Describe approaches/strategies to reach goal
Outline elements to be included in your program: how many
sessions, title/focus of each session, length of each session

Develops a timeline for implementation of the health program
o Develop a teaching plan for one session of the plan
Identify session by title
State learner outcomes
Include educational materials specific to the session focus
These may be original (designed by you) or from a public use,
published source
Identify delivery methods and settings to facilitate learning
o Propose marketing approaches for your overall program

Evaluation of health education (10%)

o Develop an evaluation plan for health education program.
How will you know if your program goal has been met?
Writing format:
1. Assignment shall be 8 to 10 pages, double spaced. Font shall be Times New Roman with
a 12 font size and one inch margins.
2. You are to use the American Psychological Association (APA) 6th edition style manual
format, for citing and listing references. If you do not have access to an APA manual, you
may find helpful resources online.
3. If you are need of assistance, the writing center is available to help you. The writing
center offers multiple methods to assist students. You can visit the writing center website
for detailed information
Health education topics: Students choose (1) topic as the focus for the health education
1. According to the Orkin Pest Control Bed Bug list published in 2016, Syracuse, NY
ranked 46th in their Bed Bug Cities List. Although this is an improvement from the
previous years, bed bugs continue to be a problem for Syracuse residents. This is a
greater issue for new Americans (ie; refugees and immigrants), as many may have never
been exposed to bed bugs, in their native country. You have been employed by the local
health department to design a seminar for bed bug awareness and control measures.
Because the new American population is diverse, you have the option of focusing on a
specific population.
2. You are employed as a health educator at a community health center. The pediatric
service is concerned that few parents are able to identify whether or not their child(ren)
has head lice and how to treat lice infestation. You are asked to investigate this further
and propose a plan to increase the lice awareness.
3. You are employed as a health educator the local governmental office that assists persons
with disabilities. A growing number of parents of adolescents with disabilities have
contacted your department for information regarding sexual health for persons with
disability. You have been asked to design a health education program to help parents and
caregivers identify and support the childs healthy sexual development.

4. You are employed as a health educator at a local health department. Since the issue of
lead contamination in the water system of Flint, Michigan arose earlier this year, your
supervisors became concerned about lead contaminated housing in your area. Many
homes in the city are old and lack adequate maintenance. Approximately 70% of the
homes in the city are rental properties. You have been asked to investigate tenants rights
and landlord obligations regarding lead. You have also been tasked to design a lead
awareness campaign, specifically for tenants.
5. You are employed as a health educator at a local non-profit organization that serves the
local refugee populations the current predominant refugees are Congolese, Nepali and
Syrian. Your supervisor asks you to select one of these populations as your target group
and design a plan to create a diabetes awareness and prevention program.

This course exposes students to the following undergraduate public health domains. The related course outcome, learning activities and
assessment/evaluation approaches are identified for each domain.
Overview of Public Health:
Address the history &
philosophy of public health as
well as its core values,
concepts, and functions across
the globe & in society

Project Implementation:
Address the fundamental
concepts and features of project
implementation, including
planning, assessment, and

Health Communications:
Address the basic concepts of
public health-specific
communication, including
technical and professional
writing and the use of mass
media and electronic

Course Outcome(s)
Develop a personal philosophy
statement of community health
Summarize the roles &
responsibilities of the
community health educator
Analyze competencies and
sub-competencies required for
community health education
Appreciate the value of the
community health educator in
developing healthy local and
global communities
Examine a variety of methods
and tools for assessing
community populations
Use a community planning
framework to assess, plan,
implement and evaluate a
community health education
Analyze community Planning
Frameworks (models) for
community health education
Demonstrate effective oral and
written communication using a
variety of formats

Learning Activities
Lecture/discussion /readings:
Developing a personal philosophy of
community health education

Reflective journal
Class Participation

Lecture/discussion /readings:
Community Planning Frameworks
Academic Service Learning Experience

Service learning
Class discussions
Health Education Project

Listening to guest speakers feedback

regarding health initiatives, experience
and communication methods.


Lecture/discussion /readings: Proposal

Lecture/discussion /readings:
Instructional strategies including the
use of technology to implement
community health education project
Academic Service Learning

Health Education Project

Academic Service Learning

Listening to guest speakers feedback

regarding health initiatives, experience

and communication methods.

Class Schedule (tentative)
Note: Readings are from course texts and publications, which can be accessed via blackboard
Class Topics
Due Dates
8/30 Orientation
Course syllabus
Course expectations
Introductions/ Ice breaker
Service Learning
Historical perspectives;
CHE responsibilities,
Visit the National Commission for Health Education
competencies and subCredentialing website
competencies; Certification
CHE: Settings, Formats
Public Awareness Campaigns Cohen, A.K et al (2013)
Enabling Communities
Neurology, T.L (2015)
Ononokpono (2015)
9/13 Planning for Health
Determining need
Identifying target populations
9/15 Planning for Health
Readings: Minkler & Wallerstein (2012), Ch 3.
Perspectives from Health Education and Social Work
Martinson & Su (in Minkler & Wallerstein) Ch 4 The
Alinsky Tradition and Freirian Organizing
9/20 Planning cont
Reading: Trochim, Milstein, Wood, Jackson &
Program Goals and
Pressler (2003)
Learner Outcomes
9/22 Planning Models
pp. 51- 74
9/27 Service Learning/ group
9/29 Contextual considerations:
pp. 75-93
Educational principles
Cantrell, Vallone, Thrasher, Nagler, Feirman, Muenz,
Characteristics of learner and Viswanath, K. (2013).
Robinson, Joshi, Ortiz & Kundu, R. V. (2011).
The learning environment
10/4 Exam #1
Exam #1
10/6 Methods of Instruction &
Exam #1
(such as brainstorming, social
media and guest speakers)







Methods of Instruction &


Readings: Schlenker, E. C., & Kerber, C. H. S.

Herr, Telljohann, Pric., Dake, & Stone, (2012).

Methods of Instruction &

Introduction to Evaluation
Developing questions to be
answered by evaluation
Were program outcomes met?

Readings: Kapp, J. M., LeMaster, J. W., Lyon, M. B.,

Zhang, B., & Hosokawa, M. C. (2009).
Readings: Freedman, et al (2014) Beery, et al (2005),
Fuller, Johnson-Turbes, Hall & Osuji (2012), Zani &
Cicogani (2010). Chou, Chang, Yeh & Wu (2015)
Framework for program evaluation in public health

Presentation & Unit Plan

Unit Plan Development, cont
Implementing: Technology &
Health Education
Implementing: Use of Media
Implementing: Use of Media
Implementing: Marketing

Due Dates

Gorham, Carter, Nowrouzi., McLean, & Guimond,
Reading, Tan (2010), Saurabh, Shrivastava &
Ramasamy (2015)

Service Learning/ Group

11/15 CHE: Advocacy
11/17 Exam 2
Thanksgiving Break (no classes 11/20-11/27)
11/29 Implementing: Challenges
Special Populations
Bergstrm, Elinder, & Wihlman (2014).
Finlay, Rohleder, Taylor & Culfear,(2015;2014;)
Ganapathi, Namineni, Vaaka. Das, Devi,
Kumbakonam (2015).
12/1 Implementing: Challenges
CHP 10
Controversial Topics
12/6 Ethical and Legal Issue
The Belmont Report
Carter, Cribb & Allengrante (2012)
Formal class ends
12/8 Service Learning Site Review (includes submitting signed time sheet & reflection journal)
12/13 Health Education Projects Due
12/16 Final Exam (Note exam time is 5:15 - 7:15pm, FALK 401)

Syracuse University Policies and Procedures


Office Hours- I have dedicated at least 2 hours/week to meet with students about course
related concerns or other issues and/or interests. I welcome you to visit me during my office
hours; if this is not possible we can schedule a mutual time and day to meet. If possible, I
encourage you schedule an appointment in advance, as I may be assisting other students.


Class Attendance Class attendance is expected in all courses at Syracuse University.

Class attendance requirements and policies concerning non-attendance are established by the
instructors of each course and are detailed in the course syllabus
a. Health Center Policies, Medical Excuse from Class: Student Health Services will
only provide medical excuses to students for medical conditions that meet the
following conditions:
- A Student Health Center provider is involved in the medical care
- The condition is deemed significant by a medical provider in Student Health
- Based on examination by a Student Health Center provider, the student is advised
not to attend class
- The student has proof of a documented hospitalization
b. SU religious observances policy, found at, recognizes the diversity
of faiths represented among the campus community and protects the rights of
students, faculty, and staff to observe religious holidays according to their tradition.
Under the policy, students are provided an opportunity to make up any examination,
study, or work requirements that may be missed due to a religious observance
provided they notify their instructors before the end of the second week of classes for
regular session classes and by the submission deadline for flexibly formatted classes.
For fall and spring semesters, an online notification process is available in
My Slice / StudentServices / Enrollment / MyReligiousObservances / Add a
c. Participation in University Other Required Activities: Faculty will make appropriate
accommodations for students absent from class due to participation in university
required activities (including athletic participation) or other required activities
(military duty, jury duty) . Students are expected to give the course professor a
statement before the absence signed by the responsible official specifying the specific
dates of absence.


Grades of Incomplete are granted only at the students request and with the instructors
approval. Grades of incomplete are granted only when exceptional circumstances prevent
the student from completing the course within normal time limits. Circumstances that may
warrant the consideration of an incomplete grade include personal illness or personal and/or
family crisis. Late assignments, missed exams and unsatisfactory grades do not warrant
consideration of an incomplete grade. The student must formally request an incomplete

using the form mandated by the University.

Disability Related Accommodations: If you believe that you need accommodations for a
disability, please contact the Office of Disability Services (ODS),, located in Room 309 of 804 University Avenue, or call
(315) 443-4498, TDD: (315) 443-1371 for an appointment to discuss your needs and the
process for requesting accommodations. ODS is responsible for coordinating disabilityrelated accommodations and will issue students with documented Disabilities
Accommodation Authorization Letters, as appropriate. Since accommodations may require
early planning and generally are not provided retroactively, please contact ODS as soon as


Syracuse Universitys academic integrity policy reflects the high value that we, as a
university community, place on honesty in academic work. The policy defines our
expectations for academic honesty and holds students accountable for the integrity of all
work they submit. Students should understand that it is their responsibility to learn about
course-specific expectations, as well as about university-wide academic integrity
expectations. The university policy governs appropriate citation and use of sources, the
integrity of work submitted in exams and assignments, and the veracity of signatures on
attendance sheets and other verification of participation in class activities. The policy also
prohibits students from submitting the same written work in more than one class without
receiving written authorization in advance from both instructors. The presumptive penalty
for a first instance of academic dishonesty by an undergraduate student is course failure,
accompanied by a transcript notation indicating that the failure resulted from a violation of
academic integrity policy. The presumptive penalty for a first instance of academic
dishonesty by a graduate student is suspension or expulsion. SU students are required to
read an online summary of the universitys academic integrity expectations and provide an
electronic signature agreeing to abide by them twice a year during pre-term check-in on
MySlice. For more information and the complete policy,

Public Health Program Policies and Procedures

1. Late Assignments - If an assignment will be late, the student must notify the professor prior

to the due date to request an extension. At the discretion of the professor, late assignments
may be accepted with no late penalty applied or with late penalties applied (to be discussed at
the time of the request)
2. Missing Exams: Students who cannot take an exam on the scheduled day/time must inform

the professor prior to the time of the exam. Make-up exams are scheduled at the discretion of
the course professor and are generally offered for University accepted excused absences only.
It should be noted that rescheduling of exams should be completed within one week of the
original exam date.
3. The public health program intends to use academic work that students complete this semester

in subsequent semesters for educational purposes. Before using student work for this
purpose, the work will be rendered anonymous be removing personal identification from the
Course Policies and Procedures
1. Communication Email and Blackboard will be used for communication purposes. Emails
will be sent to the students S.U. email address. It is your responsibility to check your S.U.
email and respond to those emails, in a timely fashion, if necessary.
2. Blackboard- If you are new to Blackboard or not familiar on how to use this tool, please
make sure you view the Blackboard tutorials or contact the Falk College computer and
support services department, for assistance. Course information, announcements and grades
will be posted in Blackboard.
3. Attendance: Students are expected to attend and actively participate in all classes.
Attendance will be taken. Students missing more than five (5) or more classes will be
subjected to a half-grade deduction, from the final course grade. Absence from a class does
not excuse the student from responsibility for class content or assignments. It is your
responsibility to contact a classmate for any missed content, assignments, etc. Missed classes
will result in the loss of a considerable amount of information and skills required for
completion and success in the course.
If the student is unable to attend class, s/he must inform the instructor via email. Preferably
the student will contact the instructor prior the scheduled class.
4. Classroom Etiquette: The use of cell phones, texting, and personal computers are
distracting to the professor and fellow students. Therefore, cell phones and personal
computer use in the classroom is prohibited during lecture. However, classroom application
exercises will utilize on-line data bases. The classroom computer will be used for
demonstration. Personal computers, tablets or smartphones may be used during these times.
Cell phones should be off (not in vibrate mode).
5. Faculty and Student Responsibilities: University courses are necessary preparation for a
professional career. Therefore, students are expected to treat all courses in a professional
manner. Professional behavior includes attending class on time, meeting deadlines, taking
responsibility for your own learning, and respecting others. Faculty will provide learning
experiences related to the knowledge, skills and attitudes expected for a foundation in public
health. I will be available during office hours and by appointment for questions, information
and assistance required for course related activities.
6. Submitting Assignments: This class will use the plagiarism detection and prevention
system Turnitin. You will have the option to submit your papers to Turnitin to check that all
sources you use have been properly acknowledged and cited before you submit the paper to
me. Instructions for submitting draft papers may be found at

15 Based on the originality report, students may
elect to revise their paper before submitting the final assignment.
Students will submit all written assignments to BlackBoard > Turnitin Assignments.
Turnitin compares submitted documents against documents on the Internet and against
student papers submitted to Turnitin at SU and at other colleges and universities. I will take
your knowledge of the subject matter of this course and your writing level and style into
account in interpreting the originality report. Keep in mind that all papers you submit for this
class will become part of the reference database solely for the purpose of
detecting plagiarism of such papers.
Service Learning Standards and Policies:
Standards: Academic Service learning is a supervised and evaluated experience. As such,
regular attendance is expected and related assignments/performance are graded and included in
the evaluation component of the course.
Grading standards
Students who complete <80% of the required hours (< 12 hours) will receive a
grade of F for the service learning component of the course
Students who complete 80-90% of the required hours (12 13.5 hours) will
receive a grade no greater than C for the service learning component of the
course. Grades will be lower if assignments and/or performance do not meet
course expectations.
Termination from site
Students who are dismissed for reasons of unprofessional conduct will receive a
grade of F and will not be assigned to another site
On occasion, sites may not be able to accommodate the student for the full hour
requirement. In these situations, students will be assigned to another site to
complete the service requirement.
Policies: Students must adhere to the public health program placement policies.
Community sites are identified, arranged, and confirmed by course faculty
Students may not change their placement site without course faculty approval
Placement sites are selected for their specific fit with the course outcomes and
may not be shared between two courses. Service requirements must be met for
each course (no double counting).


Professional Attire: Students will adhere to the professional attire policies described
below, unless directed otherwise by their placement site.


Pants: full length or Capri length; no

Shirts: collared polo shirts or button
shirts; no t-shirts or tank-tops;
midriff must be fully covered
Skirts/dresses: must be professional
Shoes: dress sandals, sneakers in
good conditions or shoes; no
flip flops or platform shoes
No sweatshirts
No shorts

Pants: should be worn at the waist, and be

belted; no denim
Shirts: collared polo shirts or button
shirts; no t-shirts
Shoes: sneakers in good condition or
shoes; no sandals,
No sweatshirts
No shorts