Queen’s University

School of Kinesiology and Health Studies

HLTH 415A – Program Design and Evaluation

Fall 2018

Instructor: Lucie Lévesque, PhD

Office: 301U
Telephone: 613-533-6000 ext. 78164
E-mail: levesqul@queensu.ca
Office Hours: By Appointment

Teaching and Accommodations Assistant: Brittany McBeath

Office: 402 Telephone: 613-533-6000 ext. 74699
E-mail: 12bmm8@queensu.ca Office Hours: By appointment

Teaching Assistant: Danielle Walwyn

Office: 402 Telephone: 613-533-6000 ext. 74699
E-mail: 0ddw@queensu.ca Office Hours: By appointment

Class Days/Times: Wednesday 10:00-11:30

Location: Dupuis 215
Tutorial Days/Times: Selected Fridays 2:30 p.m. – 4:00 p.m.
Location: Walter Light Hall RM 210

_______________________________________________________________
This document is available in alternate format upon request.
Course Description:

Program design and evaluation are core competencies of health promotion and public health practice.
This course is designed to introduce you to planning, implementing, and evaluating community health
programs. This course uses a combination of lecture, group discussions, and community-based
activities to prepare students with the skills and philosophies used in health promotion. Linkage with
community-based organizations and groups adds a service-learning dimension to the course.

Intended Student Learning Outcomes:

 Understand the importance of settings to health promotion

 Understand key concepts and implications in promoting health from an ecological approach
 Identify sources and resources to construct an organizational / community profile
 Understand ethical issues in health promotion, including the need for developing authentic
partnerships with organizations and communities
 Plan, implement, and evaluate a community-based intervention

Course Notes:

You are responsible for visiting HLTH 415 on OnQ every week for class updates/resources.

Required Readings:

All of the course materials are available through library holdings or on publically accessible websites.
***Note that you are also responsible for all assigned Community Toolbox Readings.***

Identity and Values

Brownell, K. D., Kersh, R., Ludwig, D. S., Post, R. C., Puhl, R. M., Schwartz, M. B., & Willett, W. C. (2010).
Personal responsibility and obesity: a constructive approach to a controversial issue. Health
Affairs, 29(3), 379-387.
Bourke, B. (2014). Positionality: Reflecting on the research process. The Qualitative Report, 19(33), 1-
9.

Ethics

Carter SM, Rychetnik L, Lloyd B, Kerridge IH, Baur L, Bauman A, Hooker C. (2011). Evidence, Ethics, and
Values: A Framework for Health Promotion. American Journal of Public Health, 101(3),465-
472.

Lupton, D. (2014). ‘ How do you measure up? ’ Assumptions about ‘ obesity ’ and health-related
behaviors and beliefs in two Australian ‘ obesity ’ prevention campaigns. Fat Studies, 3, 32 –
44.

2
Massé, R., & Williams-Jones, B. (2012). Ethical dilemmas in health promotion practice. Health
promotion in Canada, 241-253.
Program Planning
Bartholomew, L.K., Parcel, G.S., Kok, G. (1998) Intervention mapping: a process for developing theory-
and evidence-based health education programs. Health Education & Behavior. 25(5):545-63.

Kretzmann, J.P. &. McKnight, J.L. (1993). Building Communities from the Inside Out: A Path Toward
Finding and Mobilizing a Community's Assets. Chicago, IL: ACTA Publications.

Innovation Network Logic Model Workbook

Advocacy

Dorfman, L., & Krasnow, I. D. (2014). Public health and media advocacy. Annual Review of Public
Health, 35.

CTB: Section 1. Overview: Getting an Advocacy Campaign off the Ground

Targeting and Tailoring Interventions

Kreuter, M. W., Lukwago, S.N., Bucholtz, D.C., Clark, E.M., Sanders-Thompson, V. (2003). Achieving
cultural appropriateness in health promotion programs: Targeted and tailored approaches.
Health Education and Behavior, 30, 133-146.
Noar, S. M., Benac, C. N., & Harris, M. S. (2007). Does tailoring matter? Meta-analytic review of
tailored print health behavior change interventions. Psychological bulletin, 133(4), 673.
Gans, K.M., Risica, P.M., Strolla, L.O. et al.(2009). Effectiveness of different methods for delivering
tailored nutrition education to low income, ethnically diverse adults. International Journal of
Behavioral Nutrition and Physical Activity, 6: 24.

Social Interventions

Bakan, J. (2016). Social marketing: thoughts from an empathetic outsider. Journal of Marketing
Management, 1-7.

Cavallo, D.N., Tate, D.F., Ries, A.V., Brown, J.D., DeVellis, R.F., Ammerman, A.S. (2012). A social media-
based physical activity intervention: A randomized controlled trial. American Journal of
Preventive Medicine, 43(5), 527 – 532.
Grier, S. & Bryant, C.A. (2005). Social marketing in public health. Annual Review of Public Health, 26,
319-339.
Korda H, Itani Z. (2013).Harnessing social media for health promotion and behavior change. Health
Promotion Practice, 14(1): 15-23.

3
Course Content:

WEEK CONTENT (Instructor) READINGS

TOPIC: Program Design
FRI Sept. 7 Introduction
WED Sept. 12 Identity and Values Bourke (2014); Brownell (2010)
FRI Sept. 14 Needs Assessment CTB: Section 8. Identifying Community
Assets and Resources
Community Assets
WED Sept. 19 Ethics Carter (2011); Lupton (2014); Massé (2012)
WED Sept. 26 COMMUNITY PARTNER VISITS
FRI Sept. 28 Vision and Mission CTB: Section 1. An Overview of Strategic
Planning or "VMOSA" (Vision, Mission,
Objectives, Strategies, and Action Plans)
VMOSA
WED Oct. 3 COMMUNITY PARTNER VISITS
WED Oct. 10 Program Planning in Health Bartholomew et al. (1998); Kretzmann &
Promotion McKnight (1993), Innovation Network Logic
Model
FRI Oct 12 Professionalism in Community Service-Learning (Michelle McCalpin)
SELECTION OF COMMUNITY PLACEMENTS
WED Oct. 17 Term Test 1
TOPIC: Program Implementation
WED Oct. 24 Advocacy Dorfman, & Krasnow, (2014).
WED Nov. 7 Targeting and Tailoring Gans et al. (2009); Kreuter et al. (2003);
Interventions Noar (2007)
WED Nov. 14 Social Interventions Bakan (2016); Cavallo et al. (2012); Grier &
Bryant (2005); Korda & Itani (2013)
Fri Nov. 16 Guest presentation: Rachel Hayton
Progress Reports
WED Nov. 21 Term Test 2
Fri Nov. 23 Progress Reports
WED Nov. 28 Class Presentations

Evaluation:

Assessment Method (Type of Assessment) % of grade Date / Deadline

415A: FALL TERM
Term Tests (Individual) 20 (10 x 2) Oct 17; Nov 21
Fall Term Paper (Group) 10 Nov. 30
Progress Report and Fall Term Class Presentation 5 Nov 16 & 23

4
 415 B: WINTER TERM
Term Test 10 TBD
Winter Term Paper 15 TBD
Progress Reports and Winter Term Class Presentation 15 TBD
Placement Report
Outline --- TBD
Written Report and Partner Feedback 25 TBD

Expectations and Assessment:

TUTORIAL PARTICIPATION

Attendance and tutorial participation are required. Much of the course will be conducted through
group discussion, and participation will contribute to your learning experience. You are expected to
read the assigned material before coming to tutorial and to complete any mini-assignments related to
course material. You should be prepared to ask and answer questions, share opinions and experiences
about your community work that are related to the topic at hand. You should be prepared to
challenge assumptions and discuss points raised by the authors. You are expected to:

 Attend all tutorials

 Participate in working activities in class, volunteer answers to questions, etc.
 Complete mini-assignments
 Demonstrate familiarity with the readings and thoughtfulness about the issues
 Ask thoughtful questions before, after, or during class

TERM TESTS (2 X 10%)

Term tests will cover material from the previous weeks. The test may comprise a combination of
multiple choice, fill in the blanks, true or false and essay-type questions.

PROGRESS REPORT AND FALL TERM CLASS PRESENTATION (5%)

Groups are expected to attend and participate in scheduled progress meetings as appointed, in
addition to making a brief class presentation about their placement project.

FALL TERM GROUP PAPER (10%)

The purpose of this assignment is to allow you to gain an appreciation for the steps involved in
designing a program that meets the needs of your community organisation partners.
The 5 page (maximum) report (not including references or the logic model) should include:
 Description of the Host Organisation, Program and Promotion Strategies: Briefly describe the
organization’s mandate, program staff, history, physical setting, and current promotion
strategies

5
  Description of the Program Beneficiaries: Briefly describe who the program is for.
 Provide relevant research data/evidence that provides a rationale for engaging this
population. (e.g., approximately 90% of Canadian children and youth are not meeting PA
guidelines)
 Provide an overview of the demographics of this population, drawing on relevant local
data from published and/or public reports (e.g., Kingston Community Wellbeing Report).
o Locate the neighbourhood in which your program is set to obtain specific
demographic details: https://www.cityofkingston.ca/city-hall/neighbourhood-
profiles/profile-maps
o Strength-in-Numbers, a new series of infographics, fact sheets and reports
highlighting community trends across Canada drawing on the Canadian Council of
Social Development constitutes a source of critical evidence for sound decision-
making and program evaluation.
http://www.ccsd.ca/index.php/evidence/strength-in-numbers-series
 Description of Community Engagement: Briefly describe the ways in which you have engaged
your community partners in developing an appropriate program and evaluation plan.
 Brief Literature Review: Complete a brief literature review, identifying evidence-based strategies
to address the needs identified by the community.
 Program Goal: In one sentence, describe what the purpose of your program

Logic Model: Develop a logic model that includes inputs, program activities, outputs, and outcomes.
Briefly describe your logic model, being sure to explain your rationale for including the different
components. The logic model itself can be included in an appendix, but the logic model description
should be included in the text of the paper.

References: You are expected to cite all academic sources used.

A detailed rubric will be uploaded to OnQ at least one month prior to the due date

Note that all assignments are to be typed, double-spaced, with one-inch margins. Be sure to keep a
hard copy and electronic copy of all assignments you hand in.

Grading:
In this course, some components will be graded using numerical percentage marks. Other components
will receive letter grades, which for purposes of calculating your course average will be translated into
numerical equivalents using the Faculty of Arts and Science approved scale (see below). Your course
average will then be converted to a final letter grade according to Queen’s Official Grade Conversion
Scale (see below).

6
 Arts & Science Letter Grade Input Scheme Queen’s Official Grade Conversion Scale
Numerical value for
Numerical Course
Assignment calculation of final Grade Descriptor
Average (Range)
mark mark
A+ 93 A+ 90-100 Truly Exceptional
A 87 A 85-89 Outstanding
A- 82 A- 80-84 Excellent
B+ 78 B+ 77-79 Very Good
B 75 B 73-76 Good
B- 72 B- 70-72 Reasonably Good
C+ 68 C+ 67-69 Acceptable
C 65 C 63-66 Minimally Acceptable
(Hons.)
C- 62 C- 60-62 Minimally Acceptable
(Gen.)
D+ 58 D+ 57-59 Unsatisfactory Pass
D 55 D 53-56 Unsatisfactory Pass
D- 52 D- 50-52 Unsatisfactory Pass
F48 (F+) 48 F 49 and below Failure. No course
credit
F24 (F) 24
F0 (0) 0

Late Policy:

Exams and Tutorials:

Unless exceptional circumstances exist and relevant documents are provided, students who fail to
attend a tutorial and/or examination will not be graded and will be assigned an ‘F’ (0%). Students
failing to complete assignments during tutorials (e.g. progress report) will not be graded and will be
assigned an ‘F’ (0%). Students arriving late to tutorial will lose 0.5% of their tutorial grade.

Assignments:

Unless exceptional circumstances exist and relevant documents are provided, students who fail to
submit an assignment by the agreed-upon due date will lose the equivalent of one letter grade (e.g. A+
B+) per day (including weekends) for the first four (4) days. Assignments submitted more than five
(5) days after the due date will not be graded and will be assigned an ‘F’ (0%).

Students are responsible for keeping back-up copies of all written work and assignments. Invalid or corrupt
files submitted electronically will be subject to the course late penalty.

Citation Style:

All written documents should be prepared according to the style of the Publication Manual of the
American Psychological Association (sixth edition).

7
 REGULATIONS AND POLICIES

Academic Integrity

All courses offered by SKHS that include written assignments

greater than 500 words must use Turnitin to check for
originality.
Academic Integrity is constituted by the five core fundamental values of honesty, trust, fairness, respect and
responsibility (see www.academicintegrity.org). These values are central to the building, nurturing and
sustaining of an academic community in which all members of the community will thrive. Adherence to the
values expressed through academic integrity forms a foundation for the "freedom of inquiry and exchange of
ideas" essential to the intellectual life of the University (see the Senate Report on Principles and Priorities
http://www.queensu.ca/secretariat/policies/senate/report-principles-and-priorities).

Students are responsible for familiarizing themselves with the regulations concerning academic integrity and for
ensuring that their assignments conform to the principles of academic integrity. Information on academic
integrity is available in the Arts and Science Calendar (see Academic Regulation 1), on the Arts and Science
website (see http://www.queensu.ca/artsci/academics/undergraduate/academic-integrity), and from the
instructor of this course. Departures from academic integrity include plagiarism, use of unauthorized materials,
facilitation, forgery and falsification, and are antithetical to the development of an academic community at
Queen's.

The School of Kinesiology and Health Studies policy related to breaches of academic integrity is as follows:
The minimum penalty assessed for such a finding will be a grade of zero on the work in question. At the
School’s discretion a more serious penalty may apply including, but not limited to, an additional
subtraction of the value of the assignment from the student’s final grade.

Turnitin

All courses offered by SKHS that include written assignments greater than 500 words must use Turnitin to
check for originality.

This course makes use of Turnitin, a third-party application that helps maintain standards of excellence in
academic integrity. Normally, students will be required to submit their course assignments to through onQ to
Turnitin. In doing so, students’ work will be included as source documents in the Turnitin reference database,
where they will be used solely for the purpose of detecting plagiarism.
Turnitin is a suite of tools that provide instructors with information about the authenticity of submitted work
and facilitates the process of grading. Turnitin compares submitted files against its extensive database of
content, and produces a similarity report and a similarity score for each assignment. A similarity score is the
percentage of a document that is similar to content held within the database. Turnitin does not determine if an
instance of plagiarism has occurred. Instead, it gives instructors the information they need to determine the
authenticity of work as a part of a larger process.
Please read Turnitin’s Privacy Pledge, Privacy Policy, and Terms of Service
(https://guides.turnitin.com/Privacy_and_Security), which governs users’ relationship with Turnitin. Also, please
note that Turnitin uses cookies and other tracking technologies; however, in its service contract with Queen’s
Turnitin has agreed that neither Turnitin nor its third-party partners will use data collected through cookies or

8
other tracking technologies for marketing or advertising purposes. For further information about how you can
exercise control over cookies, see Turnitin’s Privacy Policy.
Turnitin may provide other services that are not connected to the purpose for which Queen’s University has
engaged Turnitin. Your independent use of Turnitin’s other services is subject solely to Turnitin’s Terms of
Service and Privacy Policy, and Queen’s University has no liability for any independent interaction you choose to
have with Turnitin.

Copyright of Course Materials

This material is copyrighted and is for the sole use of students registered in HLTH 415. This material shall not be
distributed or disseminated to anyone other than students registered in HLTH 415. Failure to abide by these
conditions is a breach of copyright, and may also constitute a breach of academic integrity under the University
Senate’s Academic Integrity Policy Statement.

Accommodations
Queen's University is committed to achieving full accessibility for persons with disabilities. Part of this
commitment includes arranging academic accommodations for students with disabilities to ensure they have an
equitable opportunity to participate in all of their academic activities. If you are a student with a disability and
think you may need accommodations, you are strongly encouraged to contact Queen’s Student Accessibility
Services (QSAS) and register as early as possible. For more information, including important deadlines, please
visit the QSAS at: http://www.queensu.ca/studentwellness/accessibility-services/

Midterms and Course Assignments

Requests for accommodation for midterms and course assignments must be received by the instructor in a
timely manner and must be accompanied by official documentation (e.g. notice from a medical professional).
Requests for computer assisted midterm exams must be arranged through the Student Wellness Centre at least
10 working days in advance of the exam. Requests for an alternative midterm exam time or an extension for
course assignments for the purposes of accommodating travel arrangements for personal reasons will be
automatically denied. Students who are unable to write a midterm exam on the published date for approved
reasons will not be permitted to write in advance of the class.

Location and Timing of Final Examinations

Requests for accommodation for final exams must be arranged through the Student Wellness Centre in advance
of the published deadlines on the Office of the University Registrar’s webpage each term.

As noted in Academic Regulation 8.2.1, “the final examination in any class offered in a term or session (including
Summer Term) must be written on the campus on which it was taken, at the end of the appropriate term or
session at the time scheduled by the Examinations Office.” The exam period is listed in the key dates prior to
the start of the academic year in the Faculty of Arts and Science Academic Calendar and on the Office of the
University Registrar’s webpage. A detailed exam schedule for the Fall Term is posted before the Thanksgiving
holiday; for the Winter Term it is posted the Friday before Reading Week, and for the Summer Term the
window of dates is noted on the Arts and Science Online syllabus prior to the start of the course. Students
should delay finalizing any travel plans until after the examination schedule has been posted. Exams will not be
moved or deferred to accommodate employment, travel /holiday plans or flight reservations. Students
requesting a final exam deferral due to extenuating circumstances must complete a Permission for an
Incomplete Grade form for approval by the course instructor and submit the completed form to the
Undergraduate Office. Exams deferred for extenuating circumstances should be written within the first two
weeks of the subsequent term, if possible.

9
SKHS Communications
The SKHS Undergraduate office sends out a weekly communication called the UG NEWS. It is important that
you read this communication since it is one of the key ways that we distribute program information, key
deadlines, news and opportunities to students. Back issues of the UG NEWS are also posted on the SKHS web
site at https://skhs.queensu.ca/news-events/undergraduate-news/

10