This paper explores the construction and evaluation of communication campaigns to address health issues in communities and organisations. The campaigns use communication theory to design persuasive and innovative health campaigns.

Lectures are on Thursdays. In the ideal world, you will attend all of the lectures, as this information is key to the work you are doing in the class. Given that I know you have multiple commitments and sometimes need to miss lectures, I will record lectures on Panopto for later viewing. There are some guest speakers and these may or may not be recorded depending on speaker preference and nature of the presentation.

Tutorials are on Wednesdays. These are active workshop days in developing, implementing and evaluating the campaigns/interventions. I do not record workshop days. There is no way to make up that learning as it is more active participation. You need to sign up for one of the two tutorials.

Some lectures on Thursday will turn into group workshops as well. I may lecture only part of the time and leave remaining time for you to work on your projects. That is why it is important to attend lectures as well.

The assessments are briefly described in this paper outline. The Moodle page for this paper includes an assignment guideline and marking rubric for the major assignments. Mini-assignments are briefly described in the Moodle page.

General Context: Most assignments in our School's course are marked for quality of the writing and presentation. That is, a fundamental part of being an effective communicator is clear and competent written expression. This paper reflects this key element. Our goals with this policy are to (a) encourage competent writing practices as appropriate for the study of communication, and (b) develop students' writing skills over the course of their study.

For some assignments, the quality of writing is the primary criterion for marking. For most other assignments, the quality of writing or presentation is important, but equally or more important is the ability to demonstrate command of the conceptual material. For these assignments, a clearly designated component on a marking schedule should be allocated to writing and presentation (usually between 10-30% depending on the paper; approximately 15% in this paper). Thus, students who have yet to develop strong writing skills, will be disadvantaged on this one portion of the marking schedule, but not on the rest. Of course, if the quality of writing is so poor that it hinders the instructor from ascertaining whether students meet other criteria, their writing deficiencies may influence those marks as well. Students are encouraged to seek out support to help them improve their written assignments before they are submitted.

Assignments: Individual 75% + Group 25% = 100%