www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
EEND and MSED-733
- Template 2015
- Section TMPL
- 3 Credits
- 07/22/2015 to 07/22/2115
- Modified 12/06/2021
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.
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.
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.
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.
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:
- Categorize illicit drugs based on side effects on the body and addictive properties (HETE: 1a, 1d)
- Distinguish between drug use, drug abuse, and drug misuse (HETE: 1a, 1d, 2b, 2c, 3b, 3c, 4b)
- Be an educated consumer of over the counter medications and alternative medicines (HETE: 1a, 1d)
- 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. (HETE: 1a, 1d, 2a)
- Identify your local ATOD prevention programs that are currently active within your school system. (HETE: 1a, 1c)
- Identify social and emotional consequences upon addicts and their families. (HETE: 1a, 1b)
- Develop an effective worksheet, lesson and/or assessment activities for the ATOD unit. HETE: 1c, 2b, 2f, 3a-–3c, 4c)
- Produce a tool for parents/educators of warning signs of abuse. (HETE: 1a, 1b, 3a–3c, 4c, 5a, 5c)
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 1a, 1b, 1d, 2b, 2c, 3b, 3c, 4b
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 1a, 1b, 1d, 2b, 2c, 3b, 3c, 4b
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 1a, 1d
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 1a, 1c, 1d, 2a
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 1a, 1c, 2b, 2f, 3a–3c, 4c, 5a, 5c
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 1a, 1c
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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.
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