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PUBRL202-23A (HAM)
Health Communication
15 Points
Staff
Convenor(s)
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John Oetzel
4431
MSB.4.34
john.oetzel@waikato.ac.nz
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Administrator(s)
Librarian(s)
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- Calling +64 7 838 4466 select option 1, then enter the extension.
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- For extensions starting with 4: dial +64 7 838 extension.
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What this paper is about
communities and organisations. The campaigns use communication theory to design persuasive and innovative health campaigns.
How this paper will be taught
Lectures are online. There are 2- 4 brief mini-lectures each week of 5-10 minutes each displayed in Moodle. Please view these prior to workshop. Workshops are on Tuesdays and can be attended face-to-face or online (you'll select your method of attendance in Moodle during first week of class). The ideal scenario for those of you learning online is to join us for the workshop via Zoom. However, for those that cannot attend at that time, there will be ways to get the content. These are active workshop days in developing, implementing and evaluating the campaigns/interventions. Some workshops will be discussion/activity days and some will be predominantly work days (particularly toward the end of the trimester). I will record any comments, directions, conversations etc. for later review.
Workshops start in Week 1.
Required Readings
Learning Outcomes
Students who successfully complete the course should be able to:
Assessments
How you will be assessed
The assessments are briefly described in this paper outline. The assignment guideline and marking rubric for the assignments will be uploaded on the Moodle page for this paper.
General Context: Most assignments in our qualification 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; 10% 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.
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam.