- Class Number 8903
- Term Code 3060
- Class Info
- Unit Value 6 units
- Mode of Delivery Online
- Dr Merryn McKinnon
- Dr Merryn McKinnon
- Class Dates
- Class Start Date 27/07/2020
- Class End Date 30/10/2020
- Census Date 31/08/2020
- Last Date to Enrol 03/08/2020
This interdisciplinary course examines the ways in which societies attempt to enhance and promote health in a range of settings, while critically assessing the associated risks and barriers. This course will provide a sound theoretical understanding of dominant health promotion and protection theories and models, as they relate to contemporary health issues in Australia and internationally. This course emphasises practical application of theory in problem based learning scenarios. Students will gain a sound conceptual understanding enabling them to develop health interventions and communicate effectively with specialist and non-specialist audiences.
Upon successful completion, students will have the knowledge and skills to:Upon successful completion of this course, students will have the knowledge and skills to
- Critically evaluate and apply dominant models and theories of public health promotion and health protection
- Evaluate and critique health promotion and health protection activities
- Identify, interpret. plan and create relevant information for health promotion and health protection activities for a range of non-specialist audiences
This course encompasses the four main aspects of research-led teaching. There is a focus on research content; the curriculum is structured around the existing body of literature in the field and the core theoretical understandings. Students are encouraged to actively critique and reflect upon the literature in their own analyses of health protection and promotion. This provides students with a sense of the research process and problems as the course examines the implementation of theory and regulations, and how the concept of ‘best practice’ has also evolved. Students are further required to engage in the research process through regular problem-based learning activities.
Students will require access to a computer and the internet
Staff FeedbackStudents will be given feedback in the following forms in this course:
- Written comments
- Verbal comments
- Feedback to the whole class, to groups, to individuals, focus groups
Student FeedbackANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||Introduction and familiarisation; history and philosophy of health promotion||Related to assessment tasks 1, 2, 3, 4|
|2||Health promotion theories||Related to assessment tasks 1, 2, 3, 4|
|3||Health promotion planning models||Related to assessment tasks 1, 2, 3, 4|
|4||Effective communication||Related to assessment tasks 1, 3, 4|
|5||Health Promotion settings and lifespan approach||Related to assessment tasks 1, 2, 3|
|6||Ethics in health promotion||Related to assessment tasks 1, 2, 3, 4|
|7||Interpreting and communicating risk||Related to assessment tasks 1, 2, 3|
|8||Introduction to health protection||Related to assessment tasks 1, 4|
|9||Health protection case study (TBC)||Related to assessment task 1|
|10||New ways of communicating health protection||Related to assessment task 4|
|11||Problem based learning exercise - Global health||Related to assessment task 4|
|12||Last week of semester|
Tutorial registration is required. Tutorials are held face to face on Mondays from 3:30 - 5. Online students have the option to join via Zoom or similar. If Mondays do not suit then an alternate day/time for online students will be determined in week one.
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Online posting, reflections, quizzes||20 %||27/07/2020||25/11/2020||1, 2, 3, 4|
|Behaviour Change Essay||20 %||19/08/2020||02/09/2020||2, 3|
|Health Promotion Grant Application||30 %||08/10/2020||22/10/2020||1, 2, 3|
|Critical Review Paper||30 %||04/11/2020||18/11/2020||1, 2, 3|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
PoliciesANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Policy and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
Assessment RequirementsThe ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.
Moderation of AssessmentMarks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Assessment Task 1
Learning Outcomes: 1, 2, 3, 4
Online posting, reflections, quizzes
Each week the course content will be presented online, either through directed readings, pre-recorded lectures or other means. Along with the readings, students will also be required to complete short quizzes, write reflections or brief critical analyses on specific topics or other activities as directed. Details for each specific online task is listed in the module description for that week on the Wattle course. These online activities may not be completed retrospectively without documented evidence to justify the reason for retrospective participation AND explicit approval of the lecturer or tutor. Please contact the lecturer should your circumstances hinder your online participation in the course at any time.
Quizzes will be graded automatically by the Wattle system. Reflective posts and critical reviews will be graded by the teaching team. They will be assessed using the following guidelines:
• Well written, easy to read, minimal jargon
• Excellent spelling, punctuation, grammar
• The degree to which you have integrated course material, your own opinion and experience, and other references as appropriate to support your position in respect to the assignment question/statement.
• Referencing – it is not important what referencing system you use as long as it is a recognised system that you apply correctly, consistently, and comprehensively.
• Critical thinking – it is not enough to merely repeat or describe what you have read and discussed in POPH8115. The exercises in this course are designed to encourage you to think more broadly and deeply about issues in health promotion and health protection. Critical thinking about the issues is central, as is applying ideas to your own life and communities.
• Clarity of argument with efficiency of word use (i.e. saying what needs to be said, without being verbose). A typical post could be anywhere between five and 15 sentences long and should demonstrate your critical thinking about, evaluation of and/or reflection on the issue.
Students are expected to contribute on an on-going basis throughout the semester. The date range for this task comprises the start of the semester and the date final results are published on ISIS.
Assessment Task 2
Learning Outcomes: 2, 3
Behaviour Change Essay
A range of behaviour change models and theories are presented in class materials. You are required to select a health promotion initiative (from anywhere in the world) and discuss what behaviour change model/s and/or theories are relevant to this initiative. Discuss the appropriateness of the model/s and/or theories to the issue and target audience. Word limit: 1500 words in total (leeway of 10% over limit without penalty)
Grading of the essay is based on the ANU Grading System. In particular, your work will be considered in terms of:
• Clarity and coherence of argument including support from relevant literature
• Demonstrated understanding of the subject matter
• Excellent spelling, grammar and punctuation
• Consistent and accurate referencing
Assessment Task 3
Learning Outcomes: 1, 2, 3
Health Promotion Grant Application
Each year the ACT Government provides grants of up to $15,000 for health promotion projects of up to 12 months that support the ACT Government’s funding priorities. Your task is to develop a health promotion project and write up the grant application. For students who are interested, and dependent upon scheme deadlines, there will be the opportunity to submit suitable applications to the ACT Government scheme.
Grading of this grant application will be according to the ACT Government grant assessment criteria. The full explanation of the criteria is provided on the course Wattle site.
• Contribution to improvement in health and wellbeing
• Evidence of need
• Value for money
• A population health approach
• Evidence of health promotion practices and principles
• Evidence of partnerships
• Evidence of a planned approach
• Capacity to evaluate the project
Assessment Task 4
Learning Outcomes: 1, 2, 3
Critical Review Paper
Identify and critically review a prominent health issue in the country of your choosing. The critical assessment should argue why this health issue is important to address and outline what health promotion and/or health protection activities have been used to do so. Have these activities been successful? Why or why not? What else would you recommend? You must use supporting literature/evidence to support your arguments. You may also wish to consider the health issue you have chosen in the context of some of the course content, for example ethical implications, the role of climate change, the social determinants, overcoming ideological resistance etc. Word limit: 2,000 words in total (leeway of 10% over limit without penalty)
Grading of the essay is based on the ANU Grading System grade range descriptors. In particular, your work will be considered in terms of:
- Evidence of critical evaluation of the issue and its individual and societal implications
- Evidence of critical evaluation of the effectiveness of the solution/s used to address the identified health issue
- Clarity and coherence of argument including support from relevant literature
- Demonstrated understanding of the subject matter
- Excellent spelling, grammar and punctuation
- Consistent and accurate referencing
Academic IntegrityAcademic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.
Online SubmissionThe ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.
Hardcopy SubmissionFor some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Referencing RequirementsAccepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Assignments will be returned via Wattle.
Extensions and PenaltiesExtensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Resubmission of Assignments
Resubmission of assignments is generally not allowed unless under extenuating circumstances and then will only be offered at the discretion of the convenor.
Distribution of grades policyAcademic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for studentsThe University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Dr Merryn McKinnon
Dr Merryn McKinnon