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 08/01/2019
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 (IPTS 1,2,4,6,7 8; InTASC 1,3,4,6,7,8; NHES 1; ILSPDH 22,23,24)
- 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)
- 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)
- 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 )
- 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)
- 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)
- 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)
- 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)
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
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
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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.
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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.
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