Eastern Illinois University
Department of Health Studies
2200G — Health Citizenship
Fall 2006

Instructor:	Dr. Richard E. Cavanaugh	Office:  Pemberton Hall Dining	
Phone:	581-6205				Email:  recavanaugh@eiu.edu

Office Hours: M&W 3:3004:30, T&R 11AM-12PM

Course Description:  This course will examine the concept of health citizenship in contemporary society and global context.  Special attention will be given to the health-related entitlements and responsibilities inherent in citizenship and the examination of individual and social roles in contemporary health issues affecting the global society.

Course Objectives and Competencies:  
Upon completion of this course, students will be able to:
•	Identify and analyze the relationships between and among health status/health issues and the following: culture, government, economics, and citizenship.
•	Synthesize and evaluate the relationship of health to human rights, equality, and citizenship.
•	Identify, describe, and analyze health citizenship beliefs and values within a cultural context.
•	Increase their level of cultural competence utilizing Stages of Change Theory and the Cultural Competence Continuum as a framework for analysis.
•	Identify, describe, and evaluate the effects individuals have on the community’s health, and the effects the community has on individual’s health using Diffusion of Innovation and Cultivation Theory.

Required Texts:  	
Taking Sides: Clashing Views on Controversial Global Issues, Harf & Lombardi, 2005.

Tentative Schedule:  
Week	Topic	Readings	Assignments 	
1	Introduction and overview of the course; evaluation procedures; class policies.
Citizenship in historical perspective.
“Paths” to global citizenship.	Issue 19: Are Cultural and Ethnic Rivalries the Defining Dimensions of 21st Century Conflict? P. 322	1st and 2nd journal entry	
2	Basic health concepts.
Health citizenship and the changing/evolving perceptions of entitlements and responsibilities.
History of social institutions.	Issue 13: Is the World a Victim of American Cultural Imperialism? P. 237	3rd and 4th journal entry
	
3	Cost of health benefits to individuals and communities versus individual civil liberties.	TBA	5th and 6th journal entry	
4	Expansion of the bureaucratic state with regard to public health and health care delivery system.	Issue 1: Should the international Community Attempt to Curb Population Growth in the Developing World? P. 2	7th and 8th journal entry	
5	Public health advocacy
	TBA	9th and 10th journal entry	
6	Health enforcement and the challenge to civil liberties.
Social engineering.
Mandatory health campaigns.	TBA	11th and 12th journal entry	
7	Oral reports and discussion of first paper.
		13th and 14th journal entry	
8	Collectivism and social welfare in the public health arena.
Social programs designed to target health issues.
Medicalization of health issues previously considered social issues.	Issue 3: Is Global Aging in the Developed World a Major Problem? P. 47	15th and 16th journal entry	
9	Personal responsibility and victim blaming.
	TBA	17th and 18th journal entry	
10	Health-related race, socioeconomic status, and social class issues.	Issue 7: Will the World Be Able to Feed Itself in the Foreseeable Future? P. 120	19th and 20th journal entry	
11	Health-related race, socioeconomic status, and social class issues (continued).	TBA	21st and 22nd journal entry	
12	Health-related entitlements and responsibilities in a post-9/11 world.	Issue 18: Are Civil Liberties Being Compromised in the War Against Terrorism? P. 311	23rd and 24th journal entry	
13	Using health information to assess/evaluate citizenship status.	TBA
	25th and 26th journal entry	
14	Future directions
	TBA	27th and 28th journal entry	
15	Oral reports on second research paper.
		29th and 30th journal entry	
16	Oral reports on second research paper.
			
Note: Some of the required readings will be web-based and will be assigned through the instructors’ websites.

This course is designated as a writing intensive course.  You will be required to write two research papers, as well as maintain a journal across the course of the semester.  Both research papers will be returned with suggestions for final revision.  The journal will consist of daily written reflection/comment on assigned readings and class discussion. 

Assignments

Journal entries:
Consult journal guidelines handout for specifics regarding journal entries and instructor assessment of this assignment.

Research Paper 1:
Students will identify and describe the interaction of individuals and their community in reference to a specified health issue by utilizing Diffusion of Innovation and Cultivation Theory.

Oral Report 1:
Students will present an oral report based on Research paper 1.  Presentation guidelines and the assessment format will be provided later.

Research Paper 2:
Students will prepare a “citizenship autobiography” in which they will evaluate how their perception of citizenship has changed over the course of the semester.  Additional instructions will be provided later.

Oral Report 2:
Students will prepare an oral report based on Research Paper 2.

Assignment descriptions and instructions are available at my website, as are the grading rubrics.

Attendance

As there are no exams in this course, attendance can have a substantial impact on your final grade.  
Two (2) instructor approved absences are allowed.  Beginning with the third absence, 20 points will be deducted from your final point total for each absence (approximately one third a letter grade for each absence).  If there are emergency circumstances that necessitate your absence, please discuss them with me.  Do not assume that I will automatically excuse you.  I will be giving time during class for group work, so you MUST be in attendance.

Evaluation

My grading scale is consistent with that of the University.  To earn an “A” on an assignment, a student must do EXCEPTIONAL work demonstrating truly mature skills and not merely competence.  This will be discussed in more detail in class as it relates to each assignment.  The grading rubrics which will be used to evaluate the assignments in this course will be available to students so they are clear about how each will be evaluated.

Grading Scale:		369+      = A
			328-368 = B
			287-327 = C
			246-286 = D
			<246      = F

Referencing Style and Plagiarism

You must use a referencing style (i.e. MLA, APA, Chicago) and use it consistently.

Research papers will be submitted through Turnitin to very that you have properly attributed your sources.  Only papers with “green” score from Turnitin will be accepted, so I encourage you to use Turnitin throughout the semester to make sure you are properly referencing your work.  I will set up a “Draft” folder in Turnitin so you may check your papers as many times as you wish.

The Student Learning objectives will be assessed in the following manner:

Grade Summary:
Journal Entries:			30 @ 3  points each =		 90 points
Class participation:       			                                     60 points
Research Paper 1:         						100 points
Oral Presentation 1:             		         		                         30 points
Research Paper 2:        						100 points
Oral Presentation 2:     						 30 points
TOTAL 								410 points

Assignment	Due Date	
Research Paper 1 Draft	Sept. 26	
Research Paper 1 Final Version	Oct. 17	
Research Paper 2	Due the date of student’s presentation	
Journals	Due each Thursday by 4:30 pm	
Oral presentations	See Schedule for which week.  Sign up in class.	

XI.  Competencies Summary:  

Competency Area	Assignment	
I.A-B	Journal 
Class participation and activities
Research Paper 1	
I.C	Research Paper 2
Oral Presentation 2	
IV.B, E, F
VII.A	Research paper 1 
Oral Presentation on Research Paper 1	
VII.A	Research Paper 2
Oral Presentation on Research Paper 2	

Disabilities Accommodation:

If you have a disability and would like accommodation in the classroom, you must first contact:
 
Office of Disability Services
Eastern Illinois University
600 Lincoln Avenue
Charleston IL 61920-3099
217-581-6583 (Voice/TTY)
217-581-7208 (Fax)
http://www.eiu.edu/~disablty/

I will provide whatever accommodation they deem appropriate.

•	Distractions/Disruptive Behavior
•	A recent article in the Chronicle of Higher Education (8-8-03) cited current research that indicated that distracting and disruptive behavior is considered insulting and a barrier to a productive classroom environment.  Students from the University of Arizona, the State University of New York, and the University of Oklahoma, among others, held stronger attitudes toward classroom respect and civility than even the professors!  Disruptive behavior is defined as repeated, continuous and/or multiple student behaviors that hamper the ability of instructors to teach and students to learn.  Common examples of disruptive behaviors include, but are not limited to: Eating in class, constant questions or interruptions that interfere with the instructor or others presentation, entering class loudly or late, loud gum chewing and popping, audible yawning, pen and pencil tapping, packing up while the professor is still speaking, body odor, skimpily clad individuals, off-topic discussions, overt inattentiveness (sleeping or reading papers in class), use of pagers or cell phones in the classroom and inappropriate demands for time and attention.  To insure an overall positive class environment, any such disruptive behavior will be dealt with appropriately as per university policy.