COURSE SYLLABUS
HPA 3995 “Special Topics”
EVIDENCE-BASED LIFESYLE PROGRAM DESIGN AND EVALUATION
2016 FALL SEMESTER
On Campus: 9/10, 10/8, 11/5, 12/4
Room: 4300 WWPH
Instructor………………………Sharon Ross
Email…………………………
Office…………………………..32 Oak Hill Court, Room #206
Office Hours…………………....By Appointment Only
Telephone Conversations……....By Appointment Only
I. COURSE DESCRIPTION
This course studies evidence-based physical activity and nutrition program design and evaluation for diverse priority populations in homes, workplaces, schools, communities, and healthcare institutions. In the course, students will analyze the evidence-based physical activity and nutrition research for its application and utilization in the provision of higher quality, more efficient, and less expensive health promotion and health care to individuals and populations. The course examines the intersection of the physical activity and nutrition evidence informing changes in health programs with how practitioners, institutions, and organizations make programmatic decisions.
II. COURSE OBJECTIVES
This course is the first of four HPA ARCO courses required in the EdD program of study. This course is designed to provide you with requisite tools and analytical constructs to use evidence to design healthy lifestyle programs and evaluate them based on evidence. The course is intended to develop basic skills related to healthy lifestyle, specifically physical activity and nutrition, program design and evaluation. As a result of taking this course, students will be able to:
- Gain knowledge of evidence-based healthy lifestyle, specifically physical activity and nutrition, program design and evaluation across levels of the Social Ecological Model (individual/interpersonal, organizational, community)
- Conduct relevant literature searchesusing key search terms
- Read and synthesize research articles to populate evidence tables
- Weigh/grade the evidence according to set/standardized criteria
- Understand how to use evidence from the published literature to informhealthy lifestyle program design
- Evaluatehealthy lifestyle programs based on evidence of what works in the published literature
III. STUDENT EVALUATION CRITERIA
Course Requirements and Evaluation Criteria
1. Student Participation in Class: (25% of grade)
Class participation online and in-person is mandatory, and will allow students an opportunity to test ideasand provide feedback in an open forum. Each student is expected to fully participate both individually and asa member of a group. Students are expected to come to class and participate in online modules having completedall readings and assignments by the deadlines set forth onCourseweb. This is an advanced-level course and you are expected to evidence willingness to demonstrate that level of commitment.Minimal engagement will not be sufficient at this level of study. Students will also be required to respond to instructor-led prompts related to the readings and post subjects, comment, and discuss accordingly on those posted by peers on Courseweb. Specific due dates will be posted on CourseWeb. The instructorwill observe the quality and quantity of student participation in class and online, and will offer feedback as appropriate.
Students unable to participate in a face-time class session or face an unavoidable delay in posting online areexpected to notify the instructor in advance and make alternative arrangements. In all cases, students mustkeep up with their individual and group assignments in ways both substantive and timely.
2. Group Work: (50% of Grade)
Students will be assigned to physical activity-focused groups no later than August 30, and nutrition-focused groups no later than October 4. Group work will be a critical component of thelearning experience. Members are held to a high standard of performance, as identified below and within thesection on final presentations. Groups may be asked to participate by means of providing written or verbal feedback to other group members on assignments, in-class presentation of evidence tables,and end-of-semester written assignmentsrelated to group projects. Provisions will be made for periodic breakoutsessions in which study group members may discuss course readings, group assignments, critique memberassignments, and prepare for group assignments and the end-of-semester presentations.
Group segmentation for both the Physical Activity and Nutrition Modules:
- Group I – Children/Youth
- Group II – Young Adults/Middle-Aged Adults
- Group III – Older Adults
The group project provides students with an opportunity to further develop team-building skills in an institutional, analytical, and strategic context. Each group will complete a “scholarly synthesis and critique” of published andInternet-accessible studies in the form of an Evidence Table focusing on: (1) physical activity and (2) nutrition. Group assignments (summary of the PA and Nutrition Evidence tables, Final Group Evidence Statements) will be evaluated based upon the quality of research and literature review, evaluation of the body of evidence,conclusions consistent with an evaluation of findings, recommendations as may be appropriate, and the clarity ofwritten and verbal presentations. Each member of the group will be identified as to their individual contributionsto the oral and written presentations. Individualcontributions, with attribution, are expected in the final Evidence Statements. Grades will be reflective of individual and group oral and written contributions. Hence, it is conceivable that a group grade may be higher orlower than the individual grade.
Group assignments are to reflect:
- An examination of relevant, recent literature (since January 2014).
- A critical analysis of the evidence.
- Conclusions and recommendations aligned with the body of evidence.
- Quality, organizational coherence, and effectiveness of written and verbal presentations.
- Evidence of teamwork in developing and presenting the final product.
- Ability to focus on key issues within the time parameters allotted.
3. Final Presentation/Summary of Literature: (25% of grade)
Individual final presentations will be given on the last Saturday meeting of the semester (December 3). Each student will be responsible for giving two separate presentations related to their own summary/evidence statements surrounding their physical activity- or nutrition-related health outcome for their specific population (determined by group assignment). Each presentation should not to exceed 10 minutes. Power-Point is encouraged as a discussion guide to accompany verbal presentations.This final presentation will synthesize evidence surrounding physical activity and nutrition for a given disease state in selected populations. The focus will be on identifying and presenting gaps in the evidence-base using the information gathered throughout the semester in the evidence tables. These presentations will be supported by individual physical activity and nutrition evidence summaries (~500 words) that will be drafted and revised by the students throughout the semester.
Student responsibilities:
As an adult learner, you have multiple roles and commitments. As your instructor, I too have many responsibilitiesand multiple roles. For my part, I have provided a syllabus with a schedule listing class sessions anddue dates for assignments and assessments. I will work to keep the course on the published schedule. If Imake adjustments in the schedule, I will provide written notice explaining the change. We need to work togetherto accomplish the intended learning outcomes for this course. Student responsibilities include:
- Notify the instructor if you drop the course and formalize this procedure with student enrollment services.Students who fail to do so are subject to receive a failing grade for the course.
- Satisfactory completion of all assignments on or before the due dates noted on the syllabus or CourseWeb.
- Checking Pitt email accounts or forwarding email to their Pitt email accounts by going to:
- Attending all course sessions and participate in discussions, whether in class or during online sessions. All session absences must be approved prior to the class session. If you miss a class session, you are responsible for meeting individual and study group assignments, initiating contact with the instructor to identify what you have missed, and for obtaining handouts or other learning materials that were distributed during your absence. If you know you will miss a class session, plan ahead to submit assignments or complete assessments that will be due during your absence prior to your absence (refer to the syllabus schedule).
- Contact group members or the instructor in advance in the event that questions arise about assignments.
- Application of scholarly writing style and research standards to include adhering to academic writingguidelines set forth by the University of Pittsburgh and the American Psychological Association.
- Respectful discourses as differing opinions are vetted in class or during team discussions.
Grading
Foreachofthecourseassignments,the instructorwillprovidedetailed gradingrubrics. The instructorwillusethegradingrubricstodeterminepointvaluesandtofacilitatecommunicationaboutthestrengthsandimprovementareasofyourwork. Pointvaluesonindividualassignmentswilldetermineyourfinalgradeinthecourse.Rubricsareintendedtofacilitatecommunicationandgradingratherthantodirectordetermineyourperformance.
GradingScale:
IV. ADDITIONAL INFORMATION
CommunicationwithInstructor
Sendingemails: Becauseoftheonlinenatureofthecourse,I amsettingupspecificguidelinesforemail communication.
- Posenon-personalquestionsofgeneralinterestandinformationviathe“CourseQuestions”BlogonCourseweb. Answerswillbepostedthere.
- Contactinstructorbyemailonlywithquestionsofspecificinterestthatcannotbesharedwiththewholeclass.
- Whenemailing,pleaseuseyourpitt.eduemailaddress. mail. Pleasebecarefulaboutthis;Pitthasanaggressivespamfilteringsystem,andmanystudentsemailingfromgmailaccounts,etc.,findtheiremailsdonotreachfaculty.
- Tellmewhoyouareandhelpmefigureoutwhatyouneed:Inthesubjectline,indicatethecoursenumber (HPA 3995).Bedescriptive. Toavoidconfusion,signyouremailwithyourfirstandlastname.
Telephonecallsorofficeappointments: Youmayneedtohaveaconversationaboutsomethinginthecourse.Iwillarrangeeitheratelephone“officehours”oran in-personmeeting,asneeded.Emailmeandletmeknowyouravailabletimeanddays. Iwillbegladtoscheduleaconferencebetween9amand5pm MondaythroughFriday,atamutually-convenienttime.
Writing resources:
Students should pay close attention to their oral and writing clarity and style. Students should outline theirwritten analysis in advance, compose multiple drafts, and proofread their papers before submission. Beloware a few resources on good writing that students may find helpful. Students are also encouraged to visit theWriting Center for additional writing resources.
- Pitt Writing Center:
- Woe is I and Words Fail Me by Patricia O’Connor
- Patricia O’Connor’s website:
- Elements of Style by Strunk and White
- The Craft of Research by Booth, Colomb & Williams
Required text:
Required Textbook:
Fertman, C. I., Allensworth, D. D. (2010). Health Promotion Programs: From Theory to Practice.San Francisco, CA: Jossey-Bass.
Additional assigned readings will be posted on Courseweb within weekly Classroom folders.
Note: The course instructor may elect to modify certain content or student assignments for specific modules based upon the perception of student needs related to the subject matter.
IV. UNIVERSITY POLICIES
G and I Grades
A student may be graduated without removing G and/or I grades from the record provided all degree requirements have been met and the student's department recommends graduation. The individual school's grading policy should be consulted for regulations dealing with the removal of I grades.
Students assigned G grades are required to complete course requirements no later than one year after the term in which the course was taken. Once the deadline has passed, the G grade will remain on the record, and the student will be required to re-register for the course if it is needed to fulfill requirements for graduation.
Department of Health and Physical Activity Grievance Procedures
If a student feels that they have been treated unfairly by the instructor with regard to their grade or other aspects of their course participation there are a series of steps that should be taken in an attempt to resolve this matter. These include the following:
The student should first inform the instructor of the course of the issue in an attempt to resolve this matter. If the course is taught by a Teaching Assistant, Graduate Student, or Part-Time instructor, their faculty supervisor should also be informed of this matter. The student should bring this issue to the attention of the instructor in a timely matter and should maintain a record of interactions that occurred with the instructor regarding the matter in question. The course instructor should take necessary steps to address the concern raised by the student in a timely matter and should maintain a record of the interactions that occurred with the student regarding this matter.
If, after reasonable attempts to resolve the matter, the matter is not resolved in a manner that is deemed to be acceptable to the student, the student retains the right to file a grievance. This grievance is to be filed with the Department Chair in the form of a written document that can be submitted via email or campus mail. This document should include the following:
Student’s name
- Student contact information (email, address, telephone number)
- Information on the course for which the grievance applies (course title, course number, instructor name)
- A copy of the course syllabus that was provided to the student by the instructor
- Detailed description of the grievance and additional information the student feels is pertinent to this matter.
After receiving this information the Department Chair will inform the student if additional information is needed, as appropriate will discuss this matter with the student and the instructor, and will issue a decision in a timely manner.
If the student is not willing to accept the decision of the Department Chair, the student will be informed that they can request an additional review of this matter through the Office of the Dean of the School of Education. If the student decides to pursue this, the student should contact the Associate Dean for Student Affairs & Certification in the School of Education at the University of Pittsburgh.
Academic Integrity
All students are expected to adhere to the standards of academic honesty. Any student engaged in cheating, plagiarism, or other acts of academic dishonesty would be subject to disciplinary action. Any student suspected of violating this obligation for any reason during the semester will be required to participate in the procedural process, initiated at the instructor level, as outlined in the University Guidelines on Academic Integrity. This may include, but is not limited to the confiscation of the examination of any individual suspected of violating the University Policy.
Disability Services
If you have a disability that requires special testing accommodations or other classroom modifications, you need to notify both the instructor and Disability Resources and Services no later than the second week of the term. You may be asked to provide documentation of your disability to determine the appropriateness of accommodations. To notify Disability Resources and Services, call (412) 648-7890 (Voice or TTD) to schedule an appointment. The Disability Resources and Services office is located in 140 William Pitt Union on the Oakland campus.
Statement on Classroom Recording
To ensure the free and open discussion of ideas, students may not record classroom lectures, discussion and/or activities without the advance written permission of the instructor, and any such recording properly approved in advance can be used solely for the student's own private use.
V. COURSE SCHEDULE
This course is divided into two modules (physical activity and nutrition). The modules are described briefly below, and more details will be posted online in the upcoming weeks. Each module will include a schedule for reading, written work, and online work to support your learning.
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WEEK / DATE / TOPIC / ASSIGNMENT1 / August 29 /
- Health Promotion Theory and Planning Models
Readings:Ch 3 Fertman & Allensworth; “How to read a paper” series
2 / September 5 (Labor Day) / Saturday Sept 10 - CLASS /
- Constructing Evidence Tables
- Evidence-based PA programs
Readings:IOM Clinical Practice Guidelines;PA Guidelines Summary
3 / September 12 / Assignments:How to Do a Search Videos;Post key search terms; Building PA Evidence Tables
4 / September 19 / Assignments:Building PA Evidence Tables; Discussion Board;
Readings: PA Guidelines Intro
5 / September 26 / Assignments:Building PA Evidence Tables
6 / October 3 / Saturday Oct 8 - CLASS /
- Evidence-based PA programs, continued
- Introduction to Evidence-based Nutrition programs
Readings: Dietary Guidelines Summary
7 / October 10 / Assignments: Building Nutrition Evidence Tables; Peer feedback on PA Evidence Statement
8 / October 17 / Assignments:Building Nutrition Evidence Tables; Discussion Board; ;n
Readings: Dietary Guidelines Intro
9 / October 24 / Assignments:Building Nutrition Evidence Tables
10 / October 31 / Saturday Nov 5 – CLASS /
- Evidence-based Nutrition programs, continued
11 / November 7 /
- Program Design
Readings: Ch 5 Fertman & Allensworth
12 / November 14 /
- Program Measurement/Evaluation
Readings: Ch 10 Fertman & Allensworth
13 / November 21 / Thanksgiving November 24 /
- Programs Targeting Health Disparities
Readings: Ch 2 Fertman & Allensworth
14 / November 28 / Saturday Dec 3 - CLASS /
- Weighing the Evidence – Gaps and Next Steps
15 / December 5 / Assignments: Final Group PA Evidence Tables and Statements (2 pages)
16 / December 12 / Friday December 16 - End of term / Assignments: Final Group Nutrition Evidence Tables and Statements (2 pages)
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