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www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership

Drug Education
EEND and MSED-733

  • Template 2015
  • Section TMPL
  • 3 Credits
  • 07/22/2015 to 07/22/2115
  • Modified 08/01/2019

Mission Statement


As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership. 

Description

Focuses upon the development and evaluation of drug education curricula.  Emphasis will be placed on issues, techniques and resources necessary for the health educator to positively impact and inform the school, community and home environments.  This course is designed to provide a historical background and understanding of the origins of drug use as well as current information about the use and abuse of common legal and illegal drugs.  Content will also center on drug tolerance, withdrawal, medical uses and the effects drugs have on the human body.

Objectives

College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.

Understanding Students

Candidates will develop skills to classify and recognize drugs that are in our schools and communities. Candidates will apply state and national health standards for comprehensive health lessons.

Serving the Community

Candidates will create an understanding of what resources their community provides for prevention education. Candidates will also produce a handout that can be used in their own professional environment that shows the warning signs of abuse.

Finding Our Professional Selves

Candidates will develop lessons and activities with resources, for use in their own classes.

Outcomes

Access to standards referenced in this section can be found HERE

By the conclusion of this course, each participant will be able to do the following:

  1. Categorize illicit drugs based on side effects on the body and addictive properties (IPTS 1,2,4,6,7 8; InTASC 1,3,4,6,7,8; NHES 1; ILSPDH 22,23,24)
  2. Distinguish between drug use, drug abuse, and drug misuse (IPTS 1,2,4,5,6,7,8; InTASC 1,3,4,6,7,8; NHES 1,3,7; ILSPDH 22,23)
  3. Be an educated consumer of over the counter medications and alternative medicines (IPTS 3,4; InTASC 1,2,3,4,5,6,8; NHES 1,3,7; ILSPDH 22,23)
  4. Statistically evaluate youth drug abuse/trends and rates nationally and locally based on age and/or gender by communicating with local authorities, school personnel or media sources. (IPTS 4,9; InTASC 1,2,3,4,5,6,7,8,10; NHES 1,2,3; ILSPDH 24 )
  5. Identify your local ATOD prevention programs that are currently active within your school system. (IPTS 2,8,9 ; InTASC 1,2,3,4,5,6,10; NHES 1,2,3,4; ILSPDH 22)
  6. Identify social and emotional consequences upon addicts and their families. (IPTS 2,4; InTASC1,2,3,4,5,6,8,9; NHES 1,2,8; ILSPDH 22,23,24)
  7. Develop an effective worksheet, lesson and/or assessment activities for the ATOD unit. (IPTS 3,6,9; InTASC 1,2,3,4,5,6,7,8; NHES 3,4,5,7; ILSPDH 22,23,24)
  8. Produce a tool for parents/educators of warning signs of abuse.(IPTS 3,6,8,9; InTASC 1,2,3,4,5,6,7,8,9,10; NHES 1,8; ILSPDH 22,23,24)

Materials

Kuhn, C., Swartzwelder, S., & Wilson, W. (2019). Buzzed: The straight facts about the most used and abused drugs from Alcohol to Ecstasy (5th ed.). W. W. Norton & Company

Assignments

Current Events: Each week you will have a different main topic that you will research and respond to. It may include research with in your own school, community, county, and/or state. In addition to your personal response, you will be required to complete a minimum of two peer review to a peer’s post. This will be assigned randomly.

  • Course outcomes 1,2,6
  • Standards IPTS 1,2,4,5,6,7,8; InTASC 1,2,3,4,5,6,7,8; NHES 1,2,3,7,8; ILSPDH 22,23,24

Weekly Reading (Text Discussions): Each week you have a reading component and write up about your thoughts on the text book, articles or videos. We will discuss this as a class via “text discussions”. You’re required to respond to a minimum of two other students’ posts per week. The responses will be to posts of your choosing.

  • Course outcomes 1,2,3,4,6
  • Standards IPTS 1,2,3,4,5,6,7,8,9; InTASC 1,2,3,4,5,6,7,8; NHES 1,2,3,7,8; ILSPDH 22,23,24

Lesson/Classroom Worksheet: After the introductory week, the candidate will be developing an applicable worksheet as is relates to over-the-counter medications and proper usage.

  • Course outcomes 3
  • Standards IPTS 3,4; InTASC 1,2,3,4,5,6,8; NHES 1,3,7; ILSPDH 22,23

Lesson Plan: Candidates will develop an effective lesson plan corresponding to one drug category that is related to the level that they teach. An assignment requirement also includes completing two peer reviews. These will be randomly assigned.

  • Course outcomes 4,5
  • Standards IPTS 2,4,8,9; InTASC 1,2,3,4,5,6,7,8,10; NHES 1,2,3,4; ILSPDH 22,24

Parent Handout: Candidates will also develop on handout that parents/educators can use as a tool to know what the warning signs of drug use/abuse are.

  • Course outcomes 7,8
  • Standards IPTS 3,6,8,9; InTASC 1,2,3,4,5,6,7,8,9,10; NHES 1,3,4,5,7,8; ILSPDH 22,23,24

Final: Evaluation of content knowledge and theory that is applicable to your design of your future drug education course. Final exam structure will consists of multiple scenarios, individualized course content and further development of your philosophy of education.

  •  Course outcomes 5
  • Standards IPTS 2,8,9; InTASC 1,2,3,4,5,6,10; NHES 1,2,3,4; ILSPDH 22

Course Policies

Policies for the College of Education at University of St. Francis

CLICK HERE for policies, including but not limited to:

  • Method of Instruction
  • Expectations of Candidates
  • Online Courses
  • Attendance Policies for Site-Based and Online Courses
  • Minimum Standards for Writing

Course Evaluations | IDEA Surveys

USF has elected to participate in the AQIP Program which requires a focus on continuous quality improvement as part of our Higher Learning Commission accreditation. The information learned during the IDEA Course Evaluations is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.

Institutional Policies

Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the “For Students” section of the USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Course Catalog and Student Handbook. For the most current version of the catalog, please visit http://stfrancis.edu/academics/university-catalog

Academic Integrity

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the USF Catalog for further clarification and information on grievance procedures.

Services and Accommodations for Students with Disabilities (ADA)

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at http://learnitnow.stfrancis.edu

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.

Additional Items

Course References

2012 Illinois School Code References in Comprehensive School Health Education and Physical Education ISBE.

Illinois State Goals 22, 23, 24. Retrieved May 23, 2013 from http://isbe.net

Physical Development & Health performance descriptors. Illinois Enhance P.E Task Force Final Report. 2013.

CDC Centers for Disease Control and Prevention. (2014) National Health Education Standards 1-8. Retrieved June 14th, 2014 from http://cdc.gov.

Intervention: A&E. (2014) http://www.aetv.com/intervention/vide 

Messina, J. (2008, December 22). Enabling Personality. LIVESTRONG.COM. Retrieved June 19, 1014, from http://livestrong.com/article/12675-enabling-personality/                      

Maack, B.J. (2008, April 7). Performance Enhance, or Endangered? What you should know about HGH/Anabolic steroids. Arkansas Business, 25, s28(1). Retrieved July 2, 2014, from galenet.galegroup.com

National Institute of Health. (2014, March 13). Over-the-Counter Medicines: MedlinePlus. U.S National Library of Medicine. Retrieved July 5, 2014, from http://www.nlm.nih.gov/medlineplus/overthecountermedicines.html