Advancing Health Education Pedagogy Through Life-Enhancing and Life-Saving Perspectives,and Backward Design

Abstract

Fulfilling a growing need to address the spectrum of problems, perceptions, and practices compromising students’ wellness, and as a tool for health promotion, new approaches to health education can enhance life quality, reduce health costs, and save lives. As one component to the broader area of health promotion, health education provides a valuable contribution to improved individual and community health. The health education course featured in this article approaches health from both life-enhancing and life-saving perspectives, integrating active learning as its primary methodology. Featured course framework, student learning outcomes, assignments, and learning activities may be adopted or refined by faculty and curriculum designers who provide students with community health education experiences including health promotion, disease/injury prevention, and sudden illness response. Course design was informed by Wiggins and McTighe’s Backward Design, national health education and American Red Cross standards, and Centers for Disease Control and Prevention recommendations. Course learning activities use health education as a strategy in health promotion and disease/injury prevention, and CPR (cardiopulmonary resuscitation)/AED (automated external defibrillator)/first aid skills to potentially sustain life, reduce pain, and minimize consequences of injury or sudden illness. Throughout the course, students review and interpret emerging research and services relevant to contemporary health concerns. Subsequently using this knowledge in ways to educate and encourage healthy practices, students design and convey health-promoting messages enhanced by various media. Students attain essential skills by using health education strategies. Additionally, American Red Cross certification may be earned through this course, further developing capacities and skills needed to build a healthier campus community.

Keywords

community health curriculum design health education

The resources we need in order to grow as teachers are abundant within the community of colleagues . . . Good talk about good teaching is what we need—to enhance both our professional practice and the selfhood from which it comes.

—Palmer (1998, p. 144)

Health education curricula at universities across the United States promote good health practices; support academic success, productivity, and student retention; and advance attainment of high-quality lives free of preventable disease, disability, injury, and premature death. Whether framed by national, state, institutional, or accreditation standards, effective health curricula and pedagogy reflect a growing body of research that emphasizes (a) teaching functional health information, (b) shaping personal values and beliefs supporting healthy behaviors, (c) shaping group norms valuing a healthy lifestyle, and (d) developing essential health skills necessary to adopt, practice, and maintain health-enhancing behaviors (Centers for Disease Control and Prevention [CDC], 2015). We must therefore design learning to maximally engage students in “worthy intellectual effort centered on big ideas and important performance challenges” as they develop “greater skill and understanding, greater intellectual power and self-reflection, and reach identified goals” (Wiggins & McTighe, 2006, p. 195).

So crucial is health education that the 2015 International Conference on Health Promoting Universities and Colleges/VII International Congress asserted, “Health promoting universities and colleges transform the health and sustainability of our current and future societies, strengthen communities and contribute to the well-being of people, places and the planet” (American College Health Association, 2015, p. 3). Long ago confirming that “health is a state of complete physical, mental and social well-being; not merely the absence of disease or infirmity” (World Health Organization [WHO], 2015), higher education communities have joined forces through Healthy Campus 2020 and similar initiatives and designed engaging, effective curricula to advance wellness and save lives.

Various pedagogies encourage lifestyle behaviors preventing the “looming epidemics of heart disease, stroke, cancer and other chronic diseases” (WHO, 2014a) associated with the principle modifiable risk factors: unhealthy diet and excessive energy intake, physical inactivity, tobacco use (WHO, 2014b, 2014c), and excessive alcohol consumption (CDC & National Center for Chronic Disease Prevention, 2009, 2012). Health education specialists address a vast spectrum of problems, perceptions, and practices compromising students’ health, such as their notoriously poor sleep habits and a host of mental health issues (American College Health Association, 2013a, 2013b). Taken together, health-minded university communities have the potential to influence and motivate students to avoid perilous behaviors and embrace a wellness approach to learning and living, by taking responsibility for their optimal health and vitality.

Our challenge however, is to adopt pedagogies that optimize student learning, neither by teaching everything we want learned or “covering” increasingly more health material, nor by teaching intellectually defensible key facts, but by grounding learning in student research, discussion, and performance (Wiggins & McTighe, 2006). Beginning with the end in mind, we design courses by determining the desired understandings, acceptable assessment evidence, and what is in our students’ best interest (Wiggins & McTighe, 2006). We guide students’ attainment of essential skills that build personal competence, social competence, and self-efficacy by (a) discussing each skill’s importance, relevance, and relationship to other learned skills; (b) presenting steps for skill development; (c) modeling the skill; (d) practicing and rehearsing it using real–life scenarios; and (e) providing feedback and reinforcement (CDC, 2015).

Therefore, seeking to advance pedagogy, this article shares the framework, student learning outcomes, assignments and learning activities from a community health education course that approaches health from both life-enhancing and life-saving perspectives.

Saint Leo University is a health-promoting university of international consequence. Its main campus in Florida is strengthened by the global reach of regionally accredited online programs and more than 40 teaching locations located in seven states, including many military bases. The university enrolls more than 16,000 students in undergraduate and graduate degree programs. It offers a number of health courses including Choosing Wellness, a required course taught through the School of Education and Social Services Education Department. The university ascribes to six core values: respect, community, excellence, responsible stewardship, personal development, and integrity. Every course embeds one or more of these as environments that manifest these values, including the elective course featured in this article: Community Health Education and First Aid/CPR.

Saint Leo University remains dedicated to student-centered liberal arts education and balanced growth in mind, body, and spirit for all members of its community. As such, the Community Health Education and First Aid/CPR course approaches health from both life-enhancing and life-saving perspectives. Course learning activities use health education as a strategy in health promotion and disease/injury prevention, and cardiopulmonary resuscitation (CPR)/first aid skills to potentially sustain life, reduce pain, and minimize consequences of injury or sudden illness.

Throughout the course, students review and interpret emerging research and services relevant to contemporary health issues and concerns. Subsequently using this knowledge in ways to educate and encourage healthy practices, students design and convey health-promoting messages enhanced by technology tools. Additionally, American Red Cross First Aid/CPR/AED (automated external defibrillator) certification may be earned through this course, further developing capacities and skills needed to build a healthier campus community. Given that cardiovascular disease remains the number one cause of death in the United States, is a major cause of disability, and is the leading cause of cardiac emergencies (American Red Cross, 2014), learning to respond to these and other emergencies is prudent. This elective course has been of particular interest to the university’s Pre-Med, Biology, Education, Health Care Management, and Criminal Justice majors.

Curriculum Design

“The bottom-line goal of education is transfer . . . not to simply excel in each class, but to be able to use one’s learning in other settings” (ASCD, 2012). Accordingly, “effective curriculum is planned backward from long-term, desired results through a three-stage design process” (p. 1). Therefore, the three stages of Wiggins and McTighe’s (2006) “backward design” guided the course’s design: “Stage 1: Identify Desired Results. Stage 2: Determine Acceptable Evidence. Stage 3: Plan Learning Experiences and Instruction” (p. 17).

Course Design

Student Learning Outcomes

Following Wiggins and McTighe’s Stage 1 (Identify Desired Results), three national health education standards and American Red Cross certification standards clarified priorities and guided development of the student learning outcomes: students will comprehend concepts related to health promotion and disease prevention to enhance health; students will demonstrate the ability to access valid information, products, and services to enhance health; and students will demonstrate the ability to advocate for personal, family, and community health (National Health Education Standards, 2007).

Ultimately, the course’s student learning outcomes became the following:

Review multiple types of health resources, research, and strategies.

Interpret evidence-based health research and services, using them in ways to both educate and encourage healthy practices.

Design relevant, targeted, health-promoting messages.

Use varied strategies and appropriate technology tools to convey health-promoting messages.

Develop skills to recognize and respond appropriately to cardiac, breathing, and first aid emergencies until advanced medical personnel arrive and take over.

Earn American Red Cross First Aid/CPR/AED certification.¹

Demonstrate the Saint Leo University Core Values of “Community” and “Personal Development.”

It is possible to pass the course without earning American Red Cross certification. Conversely, it is possible to earn certification and not pass the course.

Assessment Evidence

In keeping with Wiggins and McTighe’s (2006) Stage 2 (Determine Acceptable Evidence), substantive evidence includes “performance tasks through which students apply their learning to new and authentic situations” along with quizzes, demonstrations, and so on. Assessment therefore centers on appraising students’ “understanding and ability to transfer their learning” (ASCD, 2012).

Assessment evidence was guided by these questions: Through what authentic performance tasks will students demonstrate the desired understandings? By what criteria will performances of understanding be judged? Though what other evidence will students demonstrate achievement of the desired results? How will students reflect on and self-assess their learning?

Table 1, included in the course syllabus, provides an at-a-glance overview of assignments/point values/due dates/corresponding learning outcomes and specifies “collegial contributions” for which students are also responsible.

Table 1.

Assessment Table.Each assignment will be accompanied by a rubric. Students are expected to use rubrics to prepare each assignment, and as instructive feedback of their assessed work.

Assignment (The assignments contribute to the final course grade, which is based on 100 points)	Points	Date due	Learning outcomes measured
First Aid/CPR/AED quizzes and skills tests including the following: removing gloves; recovery positions; emergency and nonemergency moves; checking an unconscious adult, child, infant; CPR: adult, child, infant; using an AED: adult, child, infant; conscious choking: adult, child, infant; responding to shock, stroke, anaphylaxis; controlling external bleeding; splinting	35	Weeks 1, 3, 5, 7, 9, 14	5, 6, 7
Health Education Project 1: PSA proposal/project/presentation			1, 2, 3, 4, 7
PSA proposal	7	Proposal week 4
PSA project/presentation	8	Project/presentation week 6
Health Education Project 2: LEO S.H.A.R.E. (student health education annotations and resource exchange) project/presentation	30	Week 12	1, 2, 3, 4, 7
Collegial contributions	10	Every class	1, 2, 3, 4, 5, 6, 7
Final exam	10	See exam schedule	2, 5

Note. CPR = cardiopulmonary resuscitation; AED = automated external defibrillator; PSA = public service announcement. Collegial contributions include the following: readings, daily learning activities, project workshops, reflections, Centers for Disease Control and Prevention certificate.

Learning outcomes

Explore multiple types of health resources, research, and strategies.

Interpret evidence-based health research and services, using them in ways to both educate and encourage healthy practices.

Design relevant, targeted, health-promoting messages.

Use varied strategies and appropriate technology tools to convey health-promoting messages.

Develop skills to recognize and respond appropriately to cardiac, breathing, and first aid emergencies until advanced medical personnel arrive and take over.

Earn American Red Cross First Aid/CPR/AED certification.

Demonstrate the PSEUDO University Core Values of Community and Personal Development.

In addition to American Red Cross certification demonstrations, quizzes, and skills tests, the course features two major health education projects. These are located in the Learning Management System for easy access and use. Analytic rubrics accompany the projects, and students are directed to use them to prepare each assignment, and as instructive feedback of assessed work. Among their advantages, analytic rubrics provide diagnostic data about students’ performance and learning, and useful information that may influence assignment, lesson, or assessment refinement (Popham, 2006).

Students also earn a CDC Concussion in Sports Certificate available through a free webinar. Extra credit assignments include taking self-photos aside campus AED units, attending health events on campus, and writing reflections prompted by the What, So What, Now What model (Toole & Toole, 1995).

Learning Activities

Per Wiggins and McTighe’s (2006) Stage 3 (Plan Learning Experiences and Instruction), learning activities and lessons were next designed. These include a wide range of daily activities, collaborations, workshops, demonstrations, reflections, multimedia presentations, and so on. Guest speakers include public safety communications training specialists, firefighters/EMTs, registered nurses, and a diabetes educator.

Health Education Project 1: Public Service Announcement Proposal/Project/Presentation

Table 2 depicts the Public Service Announcement (PSA) proposal/project/presentation.

Table 2.

Health Education Project 1: PSA Proposal/Project/Presentation.

Requirements/indicators	Type your answers here	Points/comments
At a glance
This project will provide you with opportunities to demonstrate student Learning Outcomes 1, 3, 4, 7. It will contribute up to 15 points toward your final grade.
You will produce a 2- to 3-minute PSA relative to a national health observance, using information from the provided resources, and your knowledge of persuasive techniques and rhetorical strategies. The purpose of the PSA is to persuade Saint Leo University students to take health-promoting action associated with the topic you choose. You will select your topic from The National Health Observance (NHO) Calendar. See http://healthfinder.gov/NHO/ and click on NHO Calendar at a Glance.
Resource links are provided for each topic. After reviewing the resources, you will select information to support your persuasive message. For example, learn how to take action during Sexual Assault Awareness and Prevention Month, or create a family health history on National Family History Day, or get a friend to stop vaping during the Great American Smoke out.
To plan your PSA, and prior to filming it, you will complete a PSA proposal. Remember: The proposal must be approved prior to your filming. You will present your filmed PSA in class and we will explore various ways to share it with the larger university community.
This project may be completed individually or in teams of two. If a team approach is selected, the project will be graded collaboratively. However, the professor reserves the right to grade individually if necessary.
Project/presentation components
1. Sign up for topic as directed.
2. PSA proposal—Complete and submit the PSA proposal template as directed.
3. PSA—Use feedback from the PSA proposal and the PSA rubric to guide your planning and filming. Present your PSA to the class and submit a link to the PSA as directed.

PSA proposal

Reminder: The proposal must be approved prior to filming your PSA

Name and date(s) of national observance	Name and date(s) of national observance	Required
Persuasive purpose: Specify what you want the audience to do after viewing your PSA.	Persuasive purpose	Required
Audience analysis/motivation/persuasive techniques: Your target audience is Saint Leo students. Please further describe this audience as follows:		2, 1, 0
Audience type: With reference to your topic, do you think the audience is hostile, friendly, neutral, apathetic, mixed? Why?	Audience type
Audience motivation: After viewing your PSA, what thought process might your audience use to take the health-promoting action you are advocating? Will they be motivated by peer pressure, fear, pride, guilt, social responsibility, religious belief, sympathy, discovery? Combinations?	Audience motivation
Persuasive techniques: Consider ethos, pathos, and logos. Which techniques will you use? Why?	Persuasive techniques
Tagline/slogan: Original, memorable, catchy phrase	Tagline/slogan	1, ½, 0
Music: Select music appropriate for the target audience, university, and the message. You may add sound effects.	Music (song and artist)	1, ½, 0
Visuals: Briefly describe people, places, things you will include in your PSA. Use orienting shots of the campus.	Visuals	1, ½, 0
Narrative/script: Write the PSA narrative/script that clearly expresses health-promoting action for the audience to take, relevant to the topic.	Narrative script	2, 1, 0
Uses persuasive techniques suited to the audience, university, and message
Includes researched facts/statistics to support position of PSA (2 resources)
Uses the tagline/slogan
Includes citation of two resources in APA format, and credits to narrator/videographer at the end (not included in time limit)
		_____/7 Points

PSA rubric

Professionalism, organization, and delivery
PSA and narrator establish and consistently maintain credibility and professionalism.
If narrated, narrator was articulate, spoke up, and varied vocal inflection; and avoided vocal pauses/idioms (“um,” “uh,” “like” “you guys” unless pertinent to the persuasive tactics).
Language is professional, grammatically correct, and appropriate for the target audience, university, and message.
Music is appropriate for the target audience, university, and message.
Images/pictures are appropriate for the target audience, university, and message, include orienting shot of campus.
Music and visual accompaniment occur at optimal times and are easy to hear and see.
The student/team narrated the message and are shown in the video.
The content is logically ordered and easy to understand.
Editing is smooth.
_____/4 Points
Content
Clearly expresses health-promoting action for the audience to take, relevant to the issue
Uses persuasive techniques suited to the target audience, university, and message
Includes researched facts/statistics to support position of PSA (2 resources)
Effectively uses the tagline/slogan
Message and tagline are memorable
Message is effective, focused, and persuasive
Length meets/does not exceed the required time limit (2-3 minutes)
Includes references cited in APA format, and credits to narrator/videographer at the end (not included in time limit)
_____/4 Points
_____/8 Points total

Note. PSA = public service announcement; APA = American Psychological Association. Assessment: highest level points = meets or exceeds requirements and indicators; secondary-level points = meets requirements and indicators with minor omission, or need for breadth/depth of detail, or need for improvement as indicated in comments; 0 points = not included, without support, and/or contains or is based on major errors of information or fact, and/or is largely unreadable/difficult to understand.

Source. Project informed by http://www.duluthhigh.org/users/210MyDocs/FINAL%20copy%20of%20PSA%20for%202012.pdf

In preparation for their PSAs, students collaboratively view and critique health PSA examples to learn about persuasive purpose, audience type, audience motivation, persuasive techniques, tagline/slogan, and so on. The class next reviews the PSA assignment/rubric. Their charge is to apply persuasive techniques and rhetorical strategies to persuade college students to take health-promoting action associated with a selected issue. Students not only learn about the particular health issues but also come to “understand which persuasion techniques work and why . . . the subtleties in roles that audience, topic and medium play in effective persuasion . . . and the strategies most likely to work in persuading specific audiences” (Wiggins & McTighe, 2006, p. 77). In this case, the audience is college students who may have friendly, neutral, apathetic, hostile, or mixed interest in the selected health issue.

Next, students form teams (2-3 per), and collaboratively review the National Health Observance Calendar found at http://healthfinder.gov/NHO/. Teams select a health issue of interest or particular concern on campus. Content for the PSA is derived from the calendar, which features links to a variety of outreach materials and resources.

After reviewing these resources, students further focus their persuasive message. For example, “check your spots” during National Healthy Skin Month or persuade a roommate to stop vaping during the Great American Smoke Out.

To plan the PSA, and prior to filming it, students complete a PSA proposal. This includes the following: name and date(s) of national observance, persuasive purpose, audience type, audience motivation, persuasive techniques, tagline/slogan, music (song and artist), description of visuals, and narrative/script. Depending on feedback provided within this graded proposal, students then begin filming.

Students present their recorded PSAs to the class first by showing it once, discussing their intentions, and then showing it a second time. The class briefly discusses the PSA’s effectiveness and the health issue itself, and the PSA team shares outreach materials and resources provided through the National Health Observance Calendar links. When possible, invited guests (health professionals) also critique the PSAs, and three winning teams earn extra credit. Some top-scoring PSAs represented “Hand Hygiene Day,” “Juvenile Arthritis Awareness Month,” “National Preparedness Month,” and “Distracted Driving Awareness Month.” In future iterations of this project, such PSAs may be linked to the university’s Health and Wellness Center Web page.

Health Education Project 2: LEO S.H.A.R.E. (Student Health Education Annotations and Resource Exchange) Project/Presentation

Working individually, students select a high-priority college health issue such as prevention of a specific illness, injury, disease, or condition, or a social health issue. For example, sexually transmitted infections, stalking, sleep deprivation, or problem gambling. They next decide on a specific purpose/theme/main idea important to the selected issue. This will become the focus of a project, test questions, and a presentation. Students explore their selected health issue by consulting multiple print, digital, and/or primary resources. In the future, this LEO S.H.A.R.E. project may be linked to the university’s Health and Wellness Center Web page.

Depicted in Table 3, the LEO S.H.A.R.E. project requires students to consult and review various types of resources.

Table 3.

Health Education Project 2: LEO S.H.A.R.E. (Student Health Education Annotations and Resource Exchange) Project/Presentation.

LEO S.H.A.R.E. project/presentation rubric
At a glance
This project will provide you with opportunities to demonstrate student Learning Outcomes 1, 2, 3, 4, 7. It will contribute up to 30 points toward your final grade.
You will select a high-priority health issue for college students such as prevention of a specific illness, injury, disease, or condition. Or you may choose to focus on a social health issue or one relevant to diversity or inequity. Decide on a specific purpose/theme/main idea emanating from your selected issue.
Next, you will explore the topic by consulting multiple print, digital, and/or primary resources. You will interpret health information and critique various health resources and write brief, cited annotations. Finally, you will communicate your work in contribution to LEO S.H.A.R.E.
Deliverables
Cover page: Name, date, topic
Hard-copy typed annotations per requirements
Hard copy of the associated resources per requirements
(If conducting an interview rather than resource No. 1, deliverable is complete interview transcript (written with pictures, or video of the interview) per requirements
Hard copy of slides or media presentation (if slides, 3 per page) per requirements
Hard copy of 2 LEO S.H.A.R.E. questions AND answers (see template)

Project/presentation components

Step 1. Explore health topics directly relevant to Saint Leo University students as follows:
Go to http://slulibrary.saintleo.edu/friendly.php?s=library_home
Under Find Info, click Databases, scroll to Sage Premier and click link, sign in
At Sage Journals See box Search and Browse Journals by Discipline, click Advanced Search
On the Advanced Search page, type in key words college and health
Select Sage Journals Available to Me
Select Date Range of January 2014 to the most extended date offered
Select Format Results showing 40 per page
Read abstracts of interest to you and select an issue to research
Then sign up. No duplicate topics please
Step 2. Research your selected issue, annotate, and cite 4 resources as follows: (Be sure to adhere to the annotation requirements for each resource type)
Resource types
Resource 1
One research-based article from Sage Journals directly relevant to your health issue OR an interview and pictures with a Saint Leo University health professional. Interview questions must be directly relevant to your health issue found in the Sage Journal search. The interview questions must be preapproved by professor.
Resources 2 and 3
Select any 2 additional resources and further research your selected issue. Research must be current—not prior to 2012:
Community health organization (i.e., hospital, health center, insurance provider, or local professional health organization). Consult its website for community outreach/education services, or health information/research. Provide direct link. Do not contact anyone at the organization.
Consult the Centers for Disease Control and Prevention social media tools, guidelines and best practices http://www.cdc.gov/socialmedia/tools/guidelines/socialmediatoolkit.html
Healthy Campus 2020 http://www.acha.org/HealthyCampus/HealthyCampus/Healthy_Campus_Partners.aspx
Click on any nationally accredited college. Consult its website for community outreach/education services, or health information/research. Provide direct links. Do not contact anyone at the college.
Consult America’s Health Rankings http://www.americashealthrankings.org/
Resource 4
Select 1 associated national organization. Provide name/link to its home page.
Annotation Requirements (How to write the annotations)
Health Article Annotation Requirements
Succinctly, clearly, and correctly summarize the central theme or findings from the article. Provide specific examples of how/why the findings illuminate/are relevant to the issue. Explain specific ways college students could apply this information to enhance/maintain health. The annotation must be TYPED, 100-125 words in length, not including citation. The resource must be correctly cited in APA format.
Or
Health professional interview annotation requirements
Provide complete interview transcript (written with pictures) or video interview. Succinctly, clearly, and correctly summarize the central theme or findings from the interview. Provide specific examples of how/why the findings illuminate/are relevant to the issue. Explain specific ways college students could apply this information to enhance/maintain health. The annotation must be typed 100-125 words in length, not including citation. Cite with date, interviewee’s title, and interviewee’s contact information. Include a photo of the interviewee.
And
Annotation requirements for Resources 2, 3, and 4 (write 3 separate annotations here)
Succinctly, clearly, and correctly summarize each resource’s central theme or purpose. Provide specific examples of how/why the resource illuminates/is relevant to the topic. Explain specific ways college students could apply the resource itself or the information it provides to enhance/maintain health. The annotation must be TYPED, 100 to 125 words in length, not including citation. The resource must be correctly cited in APA format.
Step 3. Organize project components into one coherent, easy to navigate presentation using relevant technology tools to enhance the content. Include a creative title for project. Consider these web 2.0 tools http://edjudo.com/web-2-0-teaching-tools-links#anchor9
The medium you select must add value to the presentation, and enhance the content of your annotations. Your goal is to demonstrate your knowledge and to share it with your colleagues. Use technology tools to communicate what you have learned in a way that is interesting and easy to understand.
Step 4. Complete the LEO S.H.A.R.E. test questions/answers template.
Step 5. Submit typed project in hard copy, in a folder: Be sure your name and topic are on the cover page. Include hard copy of 4 resources along with their annotations. Correctly cite each annotation per APA format. Include the completed LEO S.H.A.R.E. test questions/answers template.
Step 6. Present project: Introduce yourself when presenting the components of your project. Begin with a slide depicting your test questions. Print out a hard copy of the presentation visuals (i.e., slides or other media) and submit them with the typed project. Cite resources.

LEO S.H.A.R.E. test questions/answers

Use this template (template available in the LMS). Type all information.
Remember: All students need to take notes during each LEO S.H.A.R.E. presentation. Your careful note-taking will allow you to answer test questions (final exam) about these projects.
Please
1. Review your LEO S.H.A.R.E. project/presentation.
2. Write 2 test questions about very important information from your research findings.
Do Not ask number, percentage, T/F, multiple choice, or fill in the blank questions.
i.e., Do Not ask “How many people in FL are obese?”
i.e., Do Not ask “What percentage of drunk drivers will kill pedestrians this year?”
i.e., Do Not ask “STIs are dangerous T/F?”
i.e., Do Not ask “Which of is not part of the cardiovascular system? Aorta, Tibia, Ventricles.”
i.e., Do Not ask “If you observe someone being verbally abused ____ and ____”
Do ask thoughtful questions that when answered correctly demonstrate that your classmates learned from your LEO S.H.A.R.E.
Do ask compare/contrast questions such as “Compare common signs/symptoms of heart attack for men and for women as described in the presentation.”
Do ask recommendation/explanation questions such as “Describe 2-3 recommended actions for xxxx and explain the intended purposes of them as relevant to xxxx.”
Do ask students to present and defend their opinion on your topic by using your examples, and justifying their alternative suggestions.
Do ask questions that require your audience to explain “Why.”
Do ask questions that require your audience to consult the notes they take from your presentation.
3. Type 2 clear, concise questions. Answer each question fully and completely. Include the questions/answers in your project. Your audience’s answers will vary, of course, but your answers must fully, completely, and reasonably respond to the questions you have created. Your questions will become part of the final exam.
4. Begin your presentation with a slide that depicts your two questions (no answers).
Use the following template (template is available in the LMS).
LEO S.H.A.R.E. test questions/answers
Name:
LEO S.H.A.R.E. topic:
Question 1:
Answer 1:
Question 2:
Answer 2:
Requirement/indicator	Points/comments
Purpose/theme/main idea and Impact on Community and LEO S.H.A.R.E. test questions/answers	2, 1, 0
There is a clear statement of purpose/theme/or main idea for the project. It is evident that all parts of the project are unified, and point back to this purpose/theme/main idea. It is clear that the project/presentation could make a useful educational contribution to the student community.
Wrote and answered 2 questions representing important information from project research findings and included these with written project.
Annotation: Health Article	5, 4, 3, 2, 1, 0
Succinctly, clearly, and correctly summarized the central theme or findings from the article. Provided specific examples of how/why the findings illuminate/are relevant to the issue. Explained specific ways college students could apply this information to enhance/maintain health. The annotation is typed, 100-125 words in length, not including citation. The resource is correctly cited in APA format. Resource met the established criteria.
Or
Annotation: Health professional interview
Provided complete interview transcript (written with pictures), or video interview. Succinctly, clearly, and correctly summarized the central theme or findings from the interview. Provided specific examples of how/why the findings illuminate/are relevant to the issue. Explained specific ways college students could apply this information to enhance/maintain health. The annotation is typed, 100-125 words in length, not including citation. Cited with date, interviewee’s title and contact information. Resource met the established criteria.
Annotation: Resource 2	4, 3, 2, 1, 0
Succinctly, clearly, and correctly summarized the resource’s central theme or purpose. Provided specific examples of how/why the resource illuminates/ is relevant to the topic. Explained specific ways college students could apply the resource itself, or the information it provides to enhance/maintain health. The annotation is typed, 100-125 words in length. The resource is correctly cited in APA format. Resource met the established criteria.
Annotation: Resource 3	4, 3, 2, 1, 0
Succinctly, clearly, and correctly summarized the resource’s central theme or purpose. Provided specific examples of how/why the resource illuminates/ is relevant to the topic. Explained specific ways college students could apply the resource itself, or the information it provides to enhance/maintain health. The annotation is typed, 100-125 words in length. The resource is correctly cited in APA format. Resource met the established criteria.
Annotation: Resource 4	4, 3, 2, 1, 0
Succinctly, clearly, and correctly summarized the resource’s central theme or purpose. Provided specific examples of how/why the resource illuminates/ is relevant to the topic. Explained specific ways college students could apply the resource itself, or the information it provides to enhance/maintain health. The annotation is typed, 100-125 words in length. The resource is correctly cited in APA format. Resource met the established criteria.
Use of relevant technology tools to communicate message	5, 4, 3, 2, 1, 0
Project components were organized into one coherent, easy to navigate presentation using relevant technology tools.
The medium (media) added value to the presentation, and enhanced the content of the annotations. The technology tool(s) supported/facilitated demonstration of the student’s knowledge and sharing with colleagues. The student used the technology tools in communicating what they learned and in ways that made information interesting and easy to understand.
Presentation	6, 5, 4, 3, 2, 1, 0
Speaker introduced themselves and displayed their test questions on an easy to see slide at the onset of the presentation.
Presentation had a clear and consistent focus, was logically ordered, and easy to understand.
Presentation included ample supporting information, evidence, and images to reinforce the purpose/theme/main idea.
Presenter established and consistently maintained credibility and professionalism.
Presenter was articulate, spoke up, and varied vocal inflection; avoided vocal pauses/idioms (“um,” “uh,” “like” “you guys”).
Presenter/presentation used professional, grammatically correct, and appropriate language.
Presenter consistently looked at audience, did not read to them, and did not maintain downcast eyes/head.
Presenter did not diminish or block audience’s view of visual aids.
Visual accompaniment was presented at optimal times.
Left the audience assured the project and presentation were well researched and well planned.
It is clear that the project/presentation could make a useful educational contribution to the student community.

Note. APA = American Psychological Association. LMS = Learning Management System .Assessment: highest level points = meets or exceeds requirements and indicators; secondary-level points = meets requirements and indicators with minor omission, or need for breadth/depth of detail, or need for improvement as indicated in comments; 0 points = not included, without support, and/or contains or is based on major errors of information or fact, and/or is largely unreadable/difficult to understand.

Resource 1

Select one current research-based article directly relevant to the health issue, OR an interview and photo taken with a Saint Leo University health professional. Interview questions must be directly relevant to the student’s health issue and must be preapproved by the professor.

Resources 2 and 3 (see Table 2 for details): Two additional, current resources selected from among the following five choices, and directly relevant to the selected issue

Community health organization (i.e., hospital, health center, insurance provider, or local professional health organization)

CDC social media tools, guidelines and best practices

Healthy Campus 2020

A nationally accredited college. Consult its website for community outreach/education services, or health information/research.

America’s Health Rankings

Resource 4

Select 1 associated national health organization. Provide name/link to its home page.

Students annotate each of the four resources, as directed in the assignment and rubric. The project includes the annotations/citations and the hard copy of the corresponding resources, interview questions/answers, and interviewee photo. Students are also required to write and answer two questions to pose to the class, relevant to their LEO S.H.A.R.E. Some are selected as final exam questions.

With the intention to promote deep thinking about health issues rather than factoid recall, effective questioning techniques are modeled throughout the semester. Because “wait time” before calling on a student to respond to a question is typically less than 1 second, few students participate, and the quality of their responses is lowered. Moreover, if the professor’s reaction to a student’s answer (“Wait Time 2”) is also instantaneous, it may be merely an insipid, imprecise, or ineffective comment, further impeding scholarship (Sadker & Sadker, 2006). Well–thought out questions, especially probing and delving questions, can move students to a higher level of thinking as can convergent and divergent questions having multiple possible answers (Sadker & Sadker, 2006). Therefore, guidelines are provided for students as they prepare questions for the class regarding their projects (see Table 3 “Test Questions/Answers”). These guidelines also inform students’ design of interview questions, which have become increasingly more insightful.

Finally, students present their work as directed, and with the assistance of relevant technology tools (see Table 3 project/presentation). Students display their test questions at the beginning of their presentations, the audience takes notes, and the presenter facilitates a brief discussion on completion.

Student Feedback and Teaching Reflection

The following are students’ reviews from reflections and end-of-course evaluations regarding their satisfaction and perceptions of the benefits of undertaking the course: “Mandate it so that everyone can gain a general understanding of how to respond in an emergency setting.” “Learned a lot of skills I feel are necessary to help save a life.” “The professor did an excellent job providing thorough and applicable information throughout the course.” “The guest speakers and group projects really hammered home the subject matter.” “This course is well organized and very useful.” “The assignments helped me learn the course content.” “We could use more first aid practice.” “The strength of this course was hands on of course, and working with a group of people to practice.”

Of 31 prompts posed on students’ end-of-course evaluation, 7 are dedicated to students’ perception of learning, of which 6 are the following: I have become more confident in this area because of this course; I gained an excellent understanding of the concepts in this field; I gained significant knowledge about the course subject matter; I learned something valuable in this course; I learned to analyze and critically evaluate ideas, arguments, and points of view; and I learned to apply course concepts to solve problems and make decisions. On a 5-point Likert-type scale, the average rating for these six, over a 2-year period was 4.83. The seventh prompt, The course challenged me to perform to the best of my abilities, averaged 4.58. Two prompts regarding learning activities garnered 4.83 and were Instructional activities were relevant to the course content and The instructor gave assignments that helped me learn the course content.

Moreover, students reported investigating health issues that were both important to them and that they would likely not have otherwise researched. Those who interviewed athletic trainers, nurses, coaches, residential life staff, campus safety and security staff, and so on learned to ask probing questions, and discovered pragmatic information about their topics.

Most students commented positively about collaborating and the variety of learning activities and resources; “hands-on” activities were best received. They learned how disparities influence knowledge, experiences, and perceptions about health. Students conveyed an increased confidence in consulting and interpreting evidence-based research and health services and using them to educate and promote healthy practices.

Students reported increased ability to recognize and give care in an emergency or sudden illness situation and to provide essential information to emergency personnel. The benefits of all these experiences were also reflected in esprit de corps, resource sharing, and good grades.

The course learning activities, rubrics, and resources will be continually reviewed and refined toward improved teaching and learning. Reflections and feedback will guide planning, implementation, and assessment strategies for future iterations of the course.

Conclusion

Ultimately, health education influences and motivates students to learn and adopt behaviors that promote and maintain health. Through active learning, this course teaches students how to live healthy lives, use health resources, avoid costly diseases and medical procedures by taking responsibility for their optimal health and vitality, and become better health professionals by using health education strategies. The first aid/CPR/AED components advance knowledge and skills necessary in emergency situations to help sustain life, reduce pain, and minimize consequences of injury or sudden illness. Collectively, this course approaches community health education from both life-enhancing and life-saving perspectives. The student learning outcomes are achieved, core values are practiced, and the university’s dedication to balanced growth in mind, body, and spirit is realized.

Footnotes

Declaration of Conflicting Interests

The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author received no financial support for the research, authorship, and/or publication of this article.

Notes

References

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American College Health Association. (2013b). American College Health Association—National College Health Assessment II: Undergraduate students reference group executive summary spring 2013. Retrieved from http://www.acha-ncha.org/docs/ACHA-NCHA-II_UNDERGRAD_ReferenceGroup_ExecutiveSummary_Spring2013.pdf

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