COMM 5115-090
Health Communication (Online)
Spring 2021
Health Communication (Online)
Spring 2021
Prof. Ye Sun | Associate Professor | Dept of Communication | University of Utah
ye.sun@utah.edu | Virtual Office Hours: by appointment
Course Outline
This is an asynchronous online course. Health communication is a growing specialty in the field of communication. It is an area of study concerned with communication as it affects health, broadly defined. It is informed by theories and methods from the two major branches of the communication field: interpersonal and mass communication. It is an interdisciplinary field and one that is informed by disciplines such as psychology, public health, medicine and information and library science.
In this course we will learn about effective ways to communicate with individuals and populations to improve health and reduce the burden of disease. In particular, students in the course will learn frameworks for analyzing the basic components of communication; identify theory-based principles and approaches for health communication messages and campaigns; study and critique the application of these principles with real-world examples; and learn research methods unique to health communication research and practice.
This course is designed to provide students with a solid understanding of social scientific theories that are applicable to the design, implementation, and evaluation of health communication messages. Theories of persuasion, media effects, and behavior change will be examined, and their applications to mediated communication-focused solutions to public health problems will be discussed. The ultimate goal of the examination and discussion are to help students develop perspectives about the role of messages and the media in behavior change and social change processes.
By the end of this course, students should:
- Understand and be able to explain how to use theory and research to improve health communication;
- Understand the mechanisms through which communication messages affect health behaviors;
- Apply theory and research findings to more effective message design in health promotion contexts.
To succeed in this class, log into the course regularly, complete and submit work in a timely manner, and ask questions if you need help.
Required Text and Readings
Cho, H. (Ed.). (2012). Health Communication Message Design: Theory and Practice. Thousand Oaks, CA: Sage.
Additional readings (on Canvas)
A website with resources you will find useful throughout the semester: https://www.cdc.gov/healthcommunication/index.html
- The textbook is available through the Inclusive Access program, which provides you with digital access to the textbook via Canvas at a reduced price. You can access the book from the “Bookshelf” tab on the Canvas course page. More information on the Inclusive Access program can be found here.
- You may opt out of the Inclusive Access program here by Jan 29, 2021. However, the textbook is required, and you are expected to have it even if you opt out of this program.
Technical Requirements
To ensure that you have full access to the course, you will need:
- Reliable access to a laptop or desktop computer.
- Internet access fast enough to stream videos and connect to online meetings.
- A working webcam and microphone for online Zoom meetings.
- An Internet browser compatible with Canvas. For more information, see this page.
You will need access to Canvas and Zoom. I expect you to check the course Canvas website regularly. Announcements, assignments, readings, etc., will be posted there. You should be familiar with and comfortable using Canvas and Zoom. If you need help with Canvas, visit the Canvas Getting Started Guide for Students. If you need help with Zoom, check out these tutorials.
Course Policies
By enrolling in this course, you agree to:
- respect all members of the course;
- engage with the online content meaningfully;
- meet the requirements of this course; and
- abide by the course policies outlined below.
Email Policy
It is critical that you check your University email account frequently and that you use your University email account to contact me.
Using a non-University account runs the risk of your message being diverted to Spam and your message may not reach me in a timely fashion, if at all. Emails should be written clearly and professionally with correct spelling and grammar. Emails that do not conform to these rules will not receive a response.
When you contact me, I expect you to be professional in your communication. This includes:
- Providing a relevant description or statement in the email subject line. Do not leave the subject line blank or simply write, “Hi.”
- Providing your full name, uNID, and class section in the message.
- Using appropriate salutations (e.g., Dr. or Prof. Sun).
- Using paragraphs, not just long blocks of text.
- Proofreading your writing.
- Providing a clear description of your problem and all relevant information.
- Being polite in your emails. For example, you should end your messages with a signature, such as “sincerely,” “regards,” or “thank you.”
Course Civility
Communication allows us to engage with others and broaden our perspectives. How we discuss concepts, in the physical or virtual classroom, is part of that process. Our diverse perspectives and experiences will inform and enhance those discussions. Each member of the class is expected to foster a respectful, generous, and supportive online environment that makes room for productive difference and reasoned debate. Spirited discussion is encouraged. However, incivility is a different story entirely. Here is the basic netiquette that will be expected in the course:
- Always address your classmates by name. There is a human being on the other side of the screen who also has struggles, doubts, and bad days.
- Disagreement is encouraged! Approach differences in a manner that seeks clarity and better understanding by asking productive questions and by providing counterarguments that are supported with evidence.
- Anytime you have a strong emotional reaction to something, pause before responding. Always seek to provide an argument that is supported by credible evidence based on the theories we discuss in this course.
Academic Misconduct
Academic misconduct will be punished to the fullest extent possible.
You are responsible for understanding what constitutes academic misconduct (see Policy 6-400). Anyone found guilty of academic misconduct should expect to fail this course. In addition, academic misconduct may result in other penalties deemed appropriate by the university. Your rights and responsibilities are outlined in Policy 6-400, the Code of Student Rights and Responsibilities. You are responsible for obeying Policy 6-400. Ignorance of the policy is not an excuse.
Curriculum Accommodations
Curriculum accommodations take two forms—scheduling and content accommodations. I will consider scheduling accommodations on a case-by-case basis for those who have conflicts that involve religious observances, University-sanctioned activities, and personal or medical emergencies, if you submit the appropriate documentation in advance of the conflict. If you anticipate a scheduling conflict, please speak with me as soon as possible. Without exception, it is your responsibility to plan for any scheduling conflict.
There will be no content accommodations in this course. The material has been selected for its pedagogical value in relation to the concepts we are engaging. It is your responsibility to review the course materials to be sure that this is a course you wish to take. More information on the University’s accommodation policy can be found in Policy 6-100.
Emergency Plan
In the event of a University-wide emergency which prevents us from meeting face-to-face, students should continue to stay current with our schedule as posted in this syllabus and to attend to the course website on Canvas. Information about the status of assignments and other course work due during this period will be addressed on Canvas and, if necessary, by way of email.
Course Requirements
Course grades will be based on the following (200 points total):
- Quizzes (80 points)
- Group project (110 points)
- Group Code of Conduct (5 points)
- Topic and Message analysis assignment (30 points)
- Message design assignment (30 points)
- Final project paper (45 points)
- Group member peer evaluations
- Discussion board participation (10 points)
Quizzes (80 pts)
Quizzes will be administered on Canvas. All quizzes will be based on assigned readings and lectures. There are 10 quizzes, each worth 10 points. You will have 15 minutes to complete your quiz. Note that you only have one attempt at each quiz—please do not start a quiz unless you are ready to complete it. Under no circumstances will make-up or late quizzes be administered but I will drop your two quizzes with the lowest scores. Each quiz will be available from 8 am Thursday through 11:59 pm Friday.
Group Project (110 pts)
You will conduct a group project that focuses on a health communication problem of your choice. You will review the relevant research on a health concern/issue and analyze the existing gaps or barriers in effectively communicating this health issue to the public. Using the theoretical knowledge from this class as well as additional relevant research, you will develop a proposal of a theory-based intervention to address the identified problem. For this project, you are to work in teams of 3-4 individuals. Additional information about the project will be provided later in the semester.
The final group paper, which is to be 10-12 pages, should include the following:
- Statement of problem
- Description of specific health issue of choice and population of interest
- Proposed approach to addressing the problem
- Why is your approach useful, novel, or an improvement over existing approaches? Your answer to this question should be based on the review of the literature.
- Theoretical basis of the approach
- Outline of the implementation aspects the approach: message design and evaluation plans for an intervention, etc.
Message Analysis and Design Assignments. These two assignments help you build toward your final project paper. For these two assignments, you are expected to analyze an existing health communication message of your choice and design your own message respectively, based on the theoretical frameworks covered in this course. Information will be provided on Canvas. Late assignments will not be accepted.
Cross-group peer review. You will be paired with another project group in class to offer feedback on their group work. More information will be provided on Canvas.
Peer Evaluations (individual submissions). At the end of the semester, you will evaluate the other people in your project team. Any student who does not submit complete peer evaluations by the deadline will be penalized 5 points. It is imperative for team members to be well prepared, willing to participate, respectful, and friendly. Peer evaluations indicate how well the members of the team contribute high-quality work, respect each other, and so on. The peer evaluation will determine what percentage of the team grade should be awarded to each team member. For example, if the team earns 50 points, and you score an 80% on peer evaluations, you will receive 80% of the 50 points.
Discussion board participation (10 points)
Your participation in the Discussions on Canvas will be part of your overall course grade. You will be assessed based on the quality and professionalism of your interactions with your peers and instructor. Be sure to check the discussions frequently and ask and/or respond to questions as appropriate. You are part of a learning community in this course and are expected to be an active participant in this community.
Course Grading
Information on the grade points assigned to letter grades and how to calculate your GPA can be found here.
If you wish to dispute your grade on any assignment or quiz, you must put your concerns in writing (as a Microsoft Word document or PDF attached in an email), clearly outlining your rationale. These concerns must be presented to your instructor within one week of receiving your grade.
You can and should check your grade regularly on Canvas. You can also use Canvas to calculate “what-if” scores and determine the score you need to get to do well in this class.
On Learning Strategies
One of the best ways to understand any subject is to actively try to make connections between a new topic and information you already have stored in memory. The more connections you can make between new material you encounter in this class and what you already know, the better you will be able to remember and apply it. Our goal is “knowledge integration,” connecting the dots between what might appear to be disparate concepts but are ideas that fit together into a bigger picture thereby providing a broader context for understanding. The best way to achieve knowledge integration is to:
- Make sure you complete the readings, actively drawing out the implications of the texts by connecting them to things you already know, have read in the news, or are learning in other classes.
- Actively engage with the content and ask questions about things you do not understand.
University Policies
The Americans with Disabilities Act
The University of Utah seeks to provide equal access to its programs, services, and activities for people with disabilities. If you will need accommodations in this class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building, (801) 581-5020. CDS will work with you and the instructor to arrange accommodations. All written information in this course can be made available in an alternative format with prior notification to the Center for Disability Services.
University Safety Statement
The University of Utah values the safety of all campus community members. To report suspicious activity or to request a courtesy escort, call campus police at 801-585-COPS (801-585-2677). You will receive important emergency alerts and safety messages regarding campus safety via text message. For more information regarding safety and to view available training resources, including helpful videos, visit safeu.utah.edu.
Addressing Sexual Misconduct
Title IX makes it clear that violence and harassment based on sex and gender (includes sexual orientation and gender identity/expression) is a civil rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, color, religion, age, status as a person with a disability, veteran’s status or genetic information. If you or someone you know has been harassed or assaulted, you are encouraged to report it to the Title IX Coordinator in the Office of Equal Opportunity and Affirmative Action, 135 Park Building, 801-581-8365, or the Office of the Dean of Students, 270 Union Building, 801-581-7066. For support and confidential consultation, contact the Center for Student Wellness, 426 SSB, 801-581-7776. To report to the police, contact the Department of Public Safety, 801-585-2677 (COPS).
Schedule
The schedule is subject to change. Any changes will be announced on Canvas. Your continued enrollment in this course constitutes an agreement to abide by the policies and procedures in this syllabus.
Week 1 (19-Jan)
Course introduction
Readings:
- Course Syllabus
- Previewing Week 2’s readings to get a sense of the course readings
Week 2 (25-Jan)
Theory and research | Quiz 1
Readings:
- Theory Guide: Part I and Part II
- Watts, D. J. (2011). Everything is obvious once you know the answer: How common sense fails us. New York, NY: Crown Business. Preface: “A Sociologist’s Apology”
- Berry, T. R., Wharf-Higgins, J., & Naylor, P.J. (2007). SARS Wars: An examination of the quantity and construction of health information in the news media. Health Communication, 21(1), 35-44.
- DeSantis, A. D., & Morgan, S. E. (2003). Sometimes a cigar [magazine] is more than just a cigar [magazine]: Pro-smoking arguments in Cigar Aficionado, 1992-2000. Health Communication, 15(4), 457-480.
- Cialdini, R. B. (2003). Crafting normative messages to protect the environment. Current Directions in Psychological Science, 12(4), 105-109.
Week 3 (1-Feb)
Extended Parallel Process Model (EPPM) | Quiz 2
Readings:
- Chapter 3
- Botta, R. A., Dunker, K., Fenson-Hood, K., Maltarich, S., & McDonald, L. (2008). Using a relevant threat, EPPM and interpersonal communication to change hand-washing behaviours on campus. Journal of Communication in Healthcare, 1(4), 373-381.
Week 4 (8-Feb)
Emotion | Quiz 3
Readings:
- Chapter 4
- Bleakley, A., Jordan, A. B., Hennessy, M., Glanz, K., Strasser, A., & Vaala, S. (2015). Do emotional appeals in public service advertisements influence adolescents’ intention to reduce consumption of sugar-sweetened beverages? Journal of Health Communication, 20, 938-948. doi: 10.1080/10810730.2015.1018593
Assignment:
Group Assignment (I): Group Code of Conduct due
Week 5 (16-Feb)
Attitude-behavior models | Quiz 4
Readings:
- Chapter 2
- Robbins, R., & Niederdeppe, J. (2015). Using the integrative model of behavioral prediction to identify promising message strategies to promote healthy sleep behavior among college students. Health Communication, 30, 26-38.
Week 6 (22-Feb)
Narrative persuasion and entertainment-education | Quiz 5
Readings:
- Chapter 6
- Murphy, S. T., Frank, L. B., Chatterjee, J. S., Moran, M. B., Zhao, N., Amezola de Herrera, P., & Baezconde-Garbanati, L. A. (2015). Comparing the relative efficacy of narrative vs nonnarrative health messages in reducing health disparities using a randomized trial. American Journal of Public Health, 105, 2117-2123. doi: 10.2105/AJPH.2014.302332
Week 7 (1-Mar)
Group project work
Week 8 (8-Mar)
Framing | Quiz 6
Readings:
- Chapter 1
- Detweiler, J. B., Bedell, B. T., Salovey, P., Pronin, E., & Rothman, A. J. (1999). Message framing and sunscreen use: Gain-framed messages motivate beach-goers. Health Psychology, 18(2), 189-196
Assignment:
Group Assignment (II): Topic and Message Analysis due
Week 9 (15-Mar)
Message sensation value; Inoculation | Quiz 7
Readings:
- Chapter 13 & 5
- Stephenson, M. T. (2003). Mass media strategies targeting high sensation seekers: What works and why. American Journal of Health Behavior, 27 (Supp. 3), S233-S238.
Week 10 (22-Mar)
Tailoring and targeting; Stages of change | Quiz 8
Readings:
- Chapter 12
- Glanz, K., Steffen, A. D., Schoenfeld, E., & Tappe, K. A. (2013). Randomized trial of tailored skin cancer prevention for children: The project SCAPE family study. Journal of Health Communication, 18, 1368-1383. doi: 10.1080/10810730.2013.778361
Week 11 (29-Mar)
Culture, identity, and religiosity/spirituality | Quiz 9
Readings:
- Chapters 7, 8, & 9
Assignment:
Group Assignment (III): Message Design due
Week 12 (5-Apr)
Health literacy & Fatalism | Quiz 10
Readings
- Chapters 10 & 11
Week 13 (12-Apr)
Group Project work