HEALTHY COMMUNITIES SPRING 2006
SEM 2 B2109 Mondays 6-10 PM
This 4 Credit course offering is open to current MPA students, special students and upper division undergraduate students.
Joan Bantz, Member of the Faculty
LAB I, 3011
Healthy Communities collaborative premise moves beyond changing one behavior or person at a time, isolated from family, neighborhood, and work. Systemically, ecologically, multidisciplinarily, multisectorily, utilizing leaders(plural) it acknowledges health vectors outside traditional healthcare, e.g., despair, inequality, education, unemployment, domestic violence, lack of connection – lack of community – that huge knot of problems society pushes from hand to hand, seeking easy, one-shot solutions. Students will select local collaborative projects working to build a healthy community. They will be asked to test their own assumptions and move theory to practice by doing participatory research and action learning, practice social-ecological and inter-sectorial options and reporting regularly to the class on their efforts. The class is being coordinated with Department of Health, Masters in Environmental Studies and Masters in Public Administration.
Lappe, Frances Moore (2006) Democracy's Edge: Choosing to Save Our Country by Bringing Democracy to Life (Hardcover). Jossey Bass, Wiley Imprint: San Francisco, CA. ISBN:0787943118
Durning, Alan (June 10, 1999) Green Collar Jobs: Working in the New Northwest (New Report, 8) Pub: Northwest Environment Watch. ISBN: 1886093083
Minkler, Meredith (October 25, 2004) Community Organizing and Community Building for Health (Paperback) ISBN: 0813534747 Rutgers University Press; 2nd edition
building our own definition of a Healthy Community with one the
Ontario Healthy Communities Coalitionâ€™s uses in their work with the diverse
communities of Ontario to strengthen their social, environmental and
economic well-being. By the end of the quarter students will
create their own definition.
Healthy Communities are
based on the following principles:
Healthy Community process
Qualities of a Healthy Community include:
B. Develop an understanding of international, national, state and local efforts to build healthy communities.
C. Learn effective ways to move theory to practice locally.
D. Participate directly with an organization building healthy communities.
E. Refine skills of critical thinking, writing, speaking across differences, active listening, and building a healthy learning community.
1. Intellectual Journals. 20 minutes weekly
we will write in class after our guest speakers have left. Turn in the
journals during the fifth and ninth week of class to faculty.
Posting. The Wednesday before
class you will post 1-2 page overview of your community
explorations. These papers should reflect academic work and
provide your readers a glimpse into how the theory of the course work
relates to practical application. As well you will respond with a
paragraph to one peer a week with constructive insight that will
support their success, lessons you took away from their posting, etc.
by the Saturday before class.
Preparation. Credit in this class will
weigh heavily on seminar participation. The course is similar to
a senior seminar, where deep learning is sought through meaningful
dialogue. We will review building learning communities the first
week of class.
Your definition of healthy communities will be developed this quarter
and posted during week 8.
The entire quarter you will work directly with an organization in a
manner that allows you to better understand different ways to build
healthy communities. We will discuss options the first night of
class. You will teach one another weekly by
exploring your lessons learned and progress on WebCrossing.
Preparation. Although the speakers
are of course entertaining, they have been selected for their expertise
in differing areas of healthy communities. You will be expected
to research their areas of expertise before they speak in class, and be
prepared to interact appropriately. Some will wish to wait until
they have finished for questions, others will offer to respond during
IV. EXPECTATIONS AND EVALUATION
Students will receive 4 graduate or undergraduate credits based upon
satisfactory and on-time completion of all course requirements and
assignments. The seminar faculty will make credit denial
decisions. Partial credit will be awarded. Plagiarism,
failing to complete one or more assignments, completing one or more
assignments late (without having made special arrangements in advance
of the due date) or two non-excused absences, may constitute automatic
denial of credit.
B. Evaluations: Each student is expected to write a self-evaluation and participate in the end of quarter evaluation conference with faculty, unless they are in an MPA Core program. Students are expected to provide a written evaluation of their faculty member. If you are not required a face-to-face evaluation, your self and faculty eval are due the last day of class.
Students can expect the faculty member to be prepared for classes and seminars, to be available for office hours as posted and for scheduled meetings outside of office hours, to respond to telephone or email messages in a timely manner, and to provide timely feedback on assignments. All students will receive a written evaluation of their academic performance by their faculty.
· Act in accordance with the Evergreen Contract and Student Conduct code.
· Promote a cooperative, supportive atmosphere within the community; give everyone opportunity for self-reflection and expression.
· Use high standards in reading the text and preparing papers, lectures, and comments in seminar.
· Handle all disputes in a spirit of goodwill.
Both students and faculty agree to discuss any problems involving others in the learning community directly with the individuals involved, with the right to support from other course members during those discussions, if that seems helpful. For example, students must first discuss any problems involving a student member directly with the person in question; others will refrain from discussing details of any such problem except in the above format.
V. TENATIVE SCHEDULE:
Building the learning community
Guest Speaker: Victor Colman,
Community and Family Health, DOH
Community Work Posted by April 5th and response by April 8th
Guest Speaker: Lin Nelson, PhD and Anne
Community Work Posted by April 12th and response by
Guest Speaker: Peter Guttchen,
Northeast Neighborhood Association
Community Work Posted by April 19th and response by April
Henderson, PhD, TESC MES
Journal to Faculty
Community Work Posted by April 26th and response by April
Frey Constance, LM, CPM
Community Work Posted by May 3rd and response by May 6th
Invited Guest Speaker:
Community Work Posted by May 10th and response by May 13th
DUE: Journal to Faculty
Community Work Posted by 17th and response by May 20th
Class Memorial Day
Postings: Project and
peer responses due)
Due if no
Our Agreements (an example only)
We show up to all classes
We are prepared, listen,
and share our views.
What is said in this
room, stays in this room.
We respect others.
We disagree with ideas,
We do no harm as we
engage in the learning process.
We are honest.
We do our best work.
We turn work in on time.
We actively and
enthusiastically engage in learning.
We invest in ourselves.
We create a safe place.
We have fun.