Instructor: Dr. James Ruby
Office: EC454
Phone: 657 278-8385
Email:
Office Hours: M/W 10:00am-1:00pm
Course website: login to the student portal (http://my.fullerton.edu) and click into TITANium. If this course does not show up as a link in your TITANium window, check with me. You may not be enrolled.
REQUIRED TEXT:
Wilson, R., & Kolander, C. (2011). Drug Abuse Prevention: A School and Community Partnership. (3rd ed.). Sudbury, MA: Jones & Bartlett.
COURSE DESCRIPTION:
This course will review the history, theories, models and state-of-the art approaches to the prevention field. The theoretical foundations and conceptual frameworks that have been used in the field will be presented and discussed. Major research and evaluation outcomes on epidemiology, environmental risk factors, and the effectiveness of various prevention strategies will be examined.
The course will review the essential components of effective prevention programs. Prevention programs and activities appropriate for the community, school, parents and family, and work-sites will be presented. Strategies such as education, public policies, media/information dissemination, ethnic, cultural, and gender-specific approaches, environmental risk reduction, and alternatives will be presented and assessed for their application to different target populations.
CSHSE ACCREDITATION:
This course partially fulfills the requirements set forth by the Council for Standards in Human Services Education (CSHSE). As such, this course also helps fulfill the requirements for the Human Services-Board Certified Practitioner credential. The specific standards being met are listed below each of the following objectives, as well as the learning activities that help fulfill those standards and learning objectives.
COURSE OBJECTIVES:
The objectives of this course, along with the CSHSE Standards, include:
1. Describe the principles and philosophy of prevention, treatment, and recovery.
Standard 11.1.a. The historical roots of human services.
Standard 11.1.e. The difference between systems of governance and economics.
Standard 11.1.f. Exposure to a spectrum of political ideologies.
Standard 11.1.g. Skills to analyze and interpret historical data for application in advocacy and social change.
Standard 13.c. The major models used to conceptualize and integrate prevention, maintenance, intervention, rehabilitation, and healthy functioning.
Standard 16. a. Theory and knowledge of prevention, intervention, and maintenance strategies to achieve maximum autonomy and functioning.
2. Promote client knowledge, skills, and attitudes that contribute to a positive change in substance use behaviors.
Standard 14.h. Conducting a basic program evaluation.
Standard 18.c. Planning and evaluating programs, services, and operational functions.
Standard 19. a. The least intrusive intervention in the least restrictive environment.
Standard 19. b. Client self-determination.
Standard 19. e., Belief that individuals, service systems, and society can change.
3. Promote client knowledge, skills, and attitudes consistent with the maintenance of good health and resiliency (as defined by both the client culture and the treatment culture) and the prevention of HIV/AIDS, TB, STD’s, and other communicable diseases.
Standard 13.c. The major models used to conceptualize and integrate prevention, maintenance, intervention, rehabilitation, and healthy functioning.
Standard 14.h. Conducting a basic program evaluation.
Standard 15. a. Analysis and assessment of the needs of clients or client groups.
4. Design and provide culturally relevant formal and informal education programs that raise awareness and support substance abuse prevention and/or the recovery process.
Standard 11.1.g. Skills to analyze and interpret historical data for application in advocacy and social change.
Standard 13.a. The range and characteristics of human services delivery systems and organizations.
Standard 13.b.The range of populations served and needs addressed by human services professionals.
Standard 14. i. Utilizing research and other information for community education and public relations.
Standard 15.d. Program design.
Standard 15.e.Program implementation.
Standard 16. a. Theory and knowledge of prevention, intervention, and maintenance strategies to achieve maximum autonomy and functioning.
Standard 18. d. Developing budgets and monitoring expenditures.
Standard 18. e. Grant and contract negotiation.
Standard 20. b. Clarification of personal and professional values.
Standard 20. c. Awareness of diversity.
5. Develop prevention campaigns using various forms of media including print, audio, video, and computer-based learning software.
Standard 13.a. The range and characteristics of human services delivery systems and organizations.
Standard 14.d.1, 2, Disseminating routine and critical information to clients, colleagues, or other members of related services that is provided in written or oral format and in a timely manner.
Standard 14.f. Using technology for word processing, sending email, and locating and evaluating information.
Standard 14.g. Performing an elementary community-needs assessment.
These objectives and these standards are fulfilled through student participation in online discussion boards, webcast/video reviews, class readings, quizzes, and a final project.
COURSE REQUIREMENTS
Students will be evaluated based on their performance and completion of the following:
Assignments and Grading: Discussions/Activities / 100 pointsChapter Quizzes/Final Exam / 300 points
Final Project / 100 points
Video/Webcast/DVD reviews / 100 points
Total Points possible: / 600 points
600 points possible A+ = 99-100% A = 92-98% A- = 90-91%
B+ = 88-89% B = 82-87% B- = 80%-81%
C+ = 78-79% C = 72-77% C- = 70%-71%
D+ = 68 -69% D = 62-66% D- = 60%-61%
F = <59% below 360 points
In order to receive a grade of A in this course the student must submit all assignments ON TIME. Late assignments or Incompletes will result in the loss of one letter grade. 3-unit courses require 9 hours per week of in-class time, reading/studying and assignments.
Assignment Detail
1. Discussion Boards: (100 pts). Active, appropriate and informed participation is expected of each student in the Discussion Board. Participation will include Welcome and Introductions ( points), plus participation in critical thinking forums in the discussion area. Discussions will include your own reflections as well as responses to a minimum of two (2) of your classmates’ entries. The instructor will announce the forum topics in advance. FOR THE SAKE OF YOUR CLASSMATES, PLEASE OBSERVE DISCUSSION BOARD DUE DATES.
2. Webcast/video reviews (100 points): The student will be asked to view a minimum of one (usually two) webcast/video segments for each module. After watching the segments the student will write a summary analysis of the videos/webcasts and post the review in the assignment area.
3. Chapter Quizzes (300 pts). Each quiz will contain multiple-choice, true-false, and short-answer questions.
4. Final Project:
Students will be asked to review two model prevention programs (one from the SAMHSA National Registry of Evidence-Based Programs and Practice and one from California). The outline for this project is posted in TITANium.
**ALL DUE DATES ARE LISTED IN THE TENTATIVE COURSE SCHEDULE BELOW**
You should submit all coursework by midnight of the due dates listed on the syllabus unless otherwise notified by your instructor.
MAKEUP EXAMS, LATE SUBMISSION OF WORK
All papers are to be submitted via the Assignment area in TITANium.
Late work will be penalized one letter grade.
EMAILED PAPERS WILL NOT BE ACCEPTED
ALL Assignments MUST be submitted in TITANium!
GENERAL Remember to keep copies of all papers, discussions, articles, etc. so that any discrepancies can be easily and fairly straightened out. TITANium has been known to “lose” assignments due to server crashes, etc. Except in cases of actual error, final grades are permanent. If you need to drop this course, refer to the class schedule for the deadlines and requirements for dropping or withdrawing from courses.
Dates / Readings / AssignmentsWeek 1
August 22-28 / Introduction to course, syllabus, textbooks / Two (2) Discussion Board forums
Week 2
August 29 – September 4 / Chapter 1: An Introduction to Drug Education / Video review and/or Discussion Board
Week 3
September 5-11 / Chapter 2: Drug Abuse Problems: Background and Setting / Video/webcast reviews and/or Discussion
Week 4
September 12-18 / Chapters 1-2 Quiz / Quiz, Chapters 1-2 due next Monday by midnight
Week 5
September 19-25 / Chapter 3: Alcohol and Tobacco: Fugitives from the War on Drugs
Instructor readings on Electronic Cigarettes / Video/webcast reviews and/or Discussion
Week 6
September 26 – October 2 / Chapter 13: Needs Assessment and Program Evaluation
Samhsa’s National Registry of Evidence-Based Programs http://www.nrepp.samhsa.gov/ / Video/Webcast reviews and/or Discussion
Week 7
October 3 -- October 9 / Chapters 3-13 quiz / Quiz, Chapters 3 & 13, due Monday at midnight
Week 8
October 10-16 / Chapter 4: Other Drugs, Mostly Legal / Video Reviews and/or Discussion
Week 9
October 17-23 / Chapter 5: Other Drugs, Mostly Illegal / Video Reviews and/or Discussion
Week 10
October 24 – 30 / Chapters 4-5 Quiz / Quiz, chapters 4-5 due November 2
Week 11
October 31 – November 6 / Chapter 6: Focus on the Community
Sidewalk Survey
Chapter 7: Focus on the Individual / Sidewalk Survey Discussion
The instructor reserves the right to alter the previous schedule with proper notice to students!
CSUF Policy on Academic Dishonesty: Academic dishonesty will not be tolerated. The University Catalog and the Class Schedule provide a detailed description of Academic Dishonesty under `University Regulations.’ The following is a short summary.
Academic dishonesty includes but is not limited to cheating on examinations or assignments, unauthorized collaboration, plagiarism, falsification/fabrication of university documents, any act designed to give unfair academic advantage to the student (such as, but not limited to, submission of essentially the same written assignment for two courses without the prior permission of the instructor), assisting or allowing any of these acts, or the attempt to commit such acts.
Cheating is defined as the act of obtaining or attempting to obtain credit for work by the use of any dishonest, deceptive, fraudulent, or unauthorized means. Examples of cheating include, but are not limited to, the following: using notes or aides (including electronic devices) or the help of other students on tests and examinations in ways other than those expressly permitted by the instructor, or any acts which defeat the intent of an examination, plagiarism as defined below, and collaborating with others on any assignment where such collaboration is expressly forbidden by an instructor. Violation of this prohibition of collaboration shall be deemed an offense for the person or persons collaborating on the work, in addition to the person submitting the work. Documentary falsification includes forgery, altering of campus documents or records, tampering with grading procedures (including submitting altered work for re-grading), fabricating lab assignments, or altering or falsifying medical excuses or letters of recommendation.
Plagiarism is defined as the act of taking the work (words, ideas, concepts, data, graphs, artistic creation) of another whether that work is paraphrased or copied in verbatim or near verbatim form and offering it as one’s own without giving credit to that source. When sources are used in a paper, acknowledgment of the original author or source must be made through appropriate citation/attribution and, if directly quoted, quotation marks or indentations must be used. Improper acknowledgment of sources in essays, papers, or presentations in prohibited.
For the full details of CSUF policy on academic dishonesty, see
http://www.fullerton.edu/senate/PDF/300/UPS300-021.pdf
CSUF POLICY ON DISABLED STUDENTS:
The University requires students with disabilities to register within the first week of classes with the Office of Disabled Student Services (DSS), located in UH-101 and at (657) 278 – 3112 in order to receive prescribed accommodations and support services appropriate to their disability. Students requesting accommodations should inform the instructor during the first week of classes about any disability or special needs that may require specific arrangements/accommodations related to attending class sessions, completing course assignments, writing papers or quizzes, tests or examinations.
More valuable information about the services provided by DSS to students, and the consultation and assistance available to faculty in making accommodations, may be found at: http://www.fullerton.edu/DSS/dss_student_Handbook.htm
Distance Learning Syllabus Requirements (in order to comply with UPS 411.104)
The course will be offered via distance learning using CSUF’s online system called “TITANium” available through your student portal. All course materials including audio lectures, webcasts and video clips, lecture notes, reading materials, assignments and homework will be posted on-line and available on-line ONLY.
Tracking of Student on-line activities:
Student activities will be tracked by utilizing the following TITANium features: virtual classroom archives, frequency of accessing assigned online reading materials, lectures and webcasts, maintaining a log of discussion board postings. TITANium tracks and reports everything you do while you are logged in (i.e., amount of time online, dates and times you are online, modules you access, discussion board access, etc., etc.).
On-line Availability of the instructor:
The instructor will check course e-mail at least twice a week during specified office hours. The instructor may be on-line during posted office hours and at other times during nights and weekends. Alternative communication options are by phone (6574) 278-7792 (office) or cell (714) 588-1359, or by alternate email at .
Useful Tips for Successful Online Access, Technical Support and Appropriate Netiquette:
Following are some helpful tips for using the TITANium and for getting answers to technical questions.
If the student does not have access to a computer at home, computer labs are available on campus. Please see http://computerlabs.fullerton.edu/ for a list of labs, hours, and locations. The following are the suggested hardware requirements for home computers. CSUF Computer Requirements for Online ClassesRecommended / Minimum
Pentium II or Higher / Pentium or Higher
32MB RAM Memory / 16MB RAM Memory
40MB Hard-drive Free Space / 20MB Hard-drive Free Space
Sound Card and Speakers / Sound Card and Speakers
VGA or better Monitor / VGA Monitor
4X or Higher CD Player / Internet Access
Recommended / Minimum
Mozilla Firefox (download for free at link below)
http://www.mozilla.com/en-US/firefox/personal.html
Technical Support In the event of technical problems, Contact the Helpdesk at http://www.fullerton.edu/helpdesk, or (657) 278-7777.
If the student encounters technical problems in the submission of online coursework, s/he should contact the instructor by phone or email to discuss alternative methods for turning work in. It is preferred that all coursework be submitted online, as per the instructions provided on the course website.
The online student should have a working knowledge of computers/Internet access, email, the ability to create and save documents in MS Word (including copying and pasting text), the ability to send and receive electronic documents, and a general understanding of current technology and appropriate online behavior (Netiquette). SAVE COPIES OF ALL WORK in the event of technical problems when assignments may have to be resubmitted.