EDUC 602 & 603

COURSE DESCRIPTION.......................................... 3

COURSE MAP........................................................ 4

TERMINAL OBJECTIVES.......................................... 5

TARGET POPULATION............................................. 6

PREREQUISITES..................................................... 7

MODULE I LESSON PLAN........................................ 8

MODULE I MAP......................................................11

EVALUATION..........................................................12

MODULE I INSTRUCTOR GUIDE...................Appendix A

MODULE I LEARNER HANDOUT...................Appendix B

MODULE I LEARNER EVALUATION...............Appendix C

COURSE EVALUATION (LEARNER)...............Appendix D

COURSE EVALUATION (INSTRUCTOR)..........Appendix E

COURSE RATIONALE

HIV infection continues to spread in the United States. In fact, AIDS is now the leading cause of death among Americans aged 15 to 44. As a result, many more businesses are likely to encounter the same situation as Company Z, which sponsored development of this course.

An employee of Company Z became disabled as a result of AIDS. When coworkers discovered the nature of the illness, fear and anger permeated the workplace, dampening morale and interfering with productivity. Analysis showed that workers held misconceptions about how HIV is transmitted, harbored prejudices against people who contract HIV, and were unaware that the company has legal obligations to HIV-infected employees.

The HIV Awareness Training course is designed to address the employees’ needs by providing information about HIV transmissibility, which will be relevant not only to their work lives, but to their social lives as well. The course will also present information about the legal obligations of the company to employees, so that employees will know their rights should they become HIV-infected. And finally, the course will seek to create an environment in which employees treat HIV-infected coworkers with respect.

In addition, the course will meet the needs of the company by restoring productivity and morale to their previous levels. The training may also reduce the likelihood that employees will contract HIV in the future, leading to savings in health care and disability costs.

This course is unique in that it not only presents factual information about HIV/AIDS, as many courses do, but also seeks to foster appropriate attitudes toward fellow employees infected with HIV. As the AIDS problem continues to affect our nation, all companies will benefit from instituting HIV Awareness Training before crises arise.

The HIV Awareness Training course is an instructor-led course consisting of three separate modules totaling eight hours:

I. FACTS ABOUT HIV AND AIDS (3 hours). In this module, HIV and AIDS are defined, modes of transmission are explained, and prevention strategies are discussed.

 

II. KNOW YOUR RIGHTS (2.5 hours). This module outlines the HIV-infected worker’s rights according to federal law, state law, and company policy.

 

III. HIV IN YOUR WORKPLACE (2.5 hours). This module seeks to put a human face on HIV, demonstrating that infection can and does affect all types of people. Appropriate reactions to coworkers infected with HIV are then explored.

 

 

Delivery of course: Ideally, the modules will be delivered on separate days, but they may be combined into a single day-long program if time constraints exist. The training will be delivered separately to groups of approximately 20 employees, so that all learners have the opportunity to participate in discussion. However, if time and resource constraints exist, the training may be delivered to larger groups. In such cases, it should be recognized that the opportunity for individual participation will be limited accordingly.

Instructional Methods and Materials: Instructional methods and materials include lecture, instructor-led discussion, printed hand-outs and video.

Unique Feature: A unique feature of this course is that it is taught from an "us" perspective, urging participants to think in terms of protecting "my health" and learning about "my rights." In doing so, the course seeks to dispel the "us/them" mentality that many people harbor towards HIV, and strengthen the perception that AIDS is everyone’s concern.

I. FACTS ABOUT HIV AND AIDS

II. KNOW YOUR RIGHTS

MODULE I OBJECTIVE:

Given two lists of activities and the module handouts, the HIV Awareness Training participant should be able to correctly choose all the activities through which HIV may be transmitted from the first list, and all the activities which decrease one’s risk of acquiring HIV from the second list.

MODULE II OBJECTIVE:

Given a list of statements and the module handouts, the HIV Awareness Training participant should be able to choose all the true statements regarding the employment-related rights of a person with HIV or AIDS according to federal law, state law, and company policy.

MODULE III OBJECTIVE:

Given a list of statements, the HIV Awareness Training participant should voluntarily select statements consistent with a respectful attitude toward a coworker with HIV or AIDS.

 TARGET POPULATION

 All employees of the Company are expected to participate in the HIV Awareness Training course.

Number of employees: 60

Age: Range from 20 to 60, with an average of 35

Ethnic make-up (approximate): 68% Caucasian, 28% African American, 3% Asian

Education: 95% possess high school diploma; 25% possess college degree

Environment: Within departments, workers tend to work fairly closely with one another. Prior to the crisis which initiated development of training, the atmosphere was generally friendly, open and relaxed. Now, however, tension is high and morale is low.

PREREQUISITES

 The HIV Awareness Training participants should:

• Be full or part-time employees of the Company

• Be able to read English at the seventh grade level

[See also the Module I Instructor Guide (Appendix A) and Module I Learner Handout (Appendix B)]

MODULE TITLE: Facts about HIV and AIDS

RUNNING TIME: 3 hours (with a 15 minute break)

TERMINAL OBJECTIVE:

• Given two lists of activities and the module handouts, the HIV Awareness Training participant should be able to correctly choose all the activities through which HIV may be transmitted from the first list, and all the activities which decrease one’s risk of acquiring HIV from the second list.

ENABLING OBJECTIVES:

• Identify (in approximate terms) the number of people in the United States who are infected with HIV and the number of people who have AIDS

• Describe HIV

• Describe AIDS, and distinguish it from HIV infection

• List all the ways in which HIV may be transmitted

• List ways in which HIV cannot be transmitted

• Describe steps you can take to protect yourself from becoming infected with HIV

GAGNE’S NINE EVENTS OF INSTRUCTION AS PRESENTED IN LESSON PLAN:

1) GAINING ATTENTION:

Provide incidence statistics

 

 

2) STATING OBJECTIVES:

As listed on previous page

 

 

3) RECALL OF PRIOR LEARNING:

Discuss learners’ existing knowledge of disease transmission

 

 

4) PRESENTATION OF NEW INFORMATION:

Through video, present the new information necessary to meet the enabling objectives

 

 

5) GUIDED LEARNING:

With the assistance of overheads, review the topics covered in the video by asking questions of the learners. Provide additional detail as needed. Distribute handouts covering the same material for use by the learner during evaluation and for future reference.

 

 

 

 

 

6) ELICITING PERFORMANCE:

Present scenarios to the learners and ask them to indicate whether HIV could or could not be transmitted in the situation described. If HIV can be transmitted, ask them to describe steps that could be taken to prevent transmission.

 

 

7) PROVIDING FEEDBACK:

Provide positive feedback to learners who correctly analyze the scenarios, and correct those with inaccurate analyses.

 

 

8) ASSESSING PERFORMANCE:

Administer a written quiz.

9) ENHANCING RETENTION AND TRANSFER:

• Ensure necessary equipment is available and operational: overhead projector and screen; VCR and monitor

• Ensure instructional materials are available: prepared overheads; videotape Facts About AIDS; quizzes

• Ensure learner materials are available: prepared handouts; pencils; variety of latex condoms

DETAILED LESSON PLAN:

 

Gagne #1: Gaining Attention

 

Length of segment: 00:06

Total time in module: 00:06

 

• Ask learners whether or not they feel HIV training is important to them and why. Get a sense of potential problems, e.g. negative attitudes.

• Using overhead #1, present incidence statistics on HIV and AIDS. Use the numbers to make a case for the importance of HIV training.

 

Gagne #2: Stating Objectives

 

Length of segment: 00:06

Total time in module: 00:12

 

• Using overhead #2, state both terminal and enabling objectives for module (in own words):

• Ask learners for any questions/comments about the objectives

Terminal Objective:

 

Given two lists of activities and the module handouts, the HIV Awareness Training participant should be able to correctly choose all the activities through which HIV may be transmitted from the first list, and all the activities which decrease one’s risk of acquiring HIV from the second list.

 

 

Enabling Objectives:

 

• Identify (in approximate terms) the number of people in the United States who are infected with HIV and the number of people who have AIDS

• Describe HIV

• Describe AIDS, and distinguish it from HIV infection

• List all the ways in which HIV may be transmitted

• List ways in which HIV cannot be transmitted

• Describe steps you can take to protect yourself from becoming infected with HIV

 

Gagne #3: Recall of Prior Learning

 

Length of segment: 00:06

Module running time: 00:18

 

• Ask learners what they know about disease transmission

• Discuss specifics examples of bacterial and viral infections (e.g. cut becoming infected; common cold) in order to compare/contrast with HIV later

 

Gagne #4: Presentation of New Information

 

Length of segment: 00:12

Module running time: 00:30

 

• Show videotape Facts About AIDS

 

Gagne #5: Guided Learning

 

Length of segment: 00:60

Module running time: 00:90

 

• Using overheads #3 through #7 (which outline the main topics covered in the video), ask learners to answer the following questions. Solicit answers from as many different learners as possible.

What is HIV?

 

What is AIDS and how is it different from HIV infection?

 

How can HIV be transmitted?

 

What are the ways in which HIV cannot be transmitted, but often believed to be methods of transmission?

 

How can you prevent becoming infected with HIV?

 

 

• During discussion, add detail and further explanation where appropriate

• Distribute Module I handouts for learner reference

TAKE BREAK

 

Length of segment : 00:15

Module running time: 01:05

 

 

Gagne #6: Eliciting Performance

 

Length of segment: 00:22:30 (to be combined with Gagne #7)

Module running time: 01:27:30

 

• Present the following scenarios. Ask learners (as many different ones as possible) to indicate whether HIV may be transmitted in each situation. If HIV transmission may occur, ask learners to explain how transmission could be prevented.

Scenario: An HIV+ cafeteria employee serves food to you.

 

Scenario: During a doctor visit, an HIV+ nurse draws your blood.

 

Scenario: An HIV+ coworker cuts himself with a box cutter and gets blood on the cutter, the box and the floor.

 

Scenario: An HIV+ coworker uses the same restroom you do.

 

Scenario: An HIV+ coworker shakes your hand.

 

Scenario: An HIV+ coworker gets a nosebleed and leaves bloody tissues lying around.

 

Scenario: An HIV+ coworker seals an envelope by licking it. You open the envelope with your fingers.

 

Scenario: An HIV+ coworker sneezes near you repeatedly.

 

Scenario: An HIV+ woman becomes pregnant.

 

Scenario: You drink out of a bottle of soda from which an HIV+ coworker has been drinking

 

Scenario: You have your teeth cleaned at a dental office which also serves HIV+ patients.

 

Scenario: You donate blood.

 

Scenario: You hug an HIV+ person.

 

Scenario: You receive a blood transfusion.

 

Scenario: A mosquito that has previously bitten an HIV+ person bites you.

 

Scenario: You use a piece of exercise equipment that was previously used by an HIV+ person.

 

Scenario: A needle used to inject drugs by one person is used by another person to inject drugs, after having been thoroughly washed with water and chlorine bleach.

 

Scenario: A person injects insulin with a needle that has just been used by someone else to inject insulin.

Scenario: A woman has vaginal intercourse with an HIV+ man.

 

Scenario: A man performs oral intercourse on a HIV+ man using a condom.

 

Scenario: A woman performs oral intercourse on an HIV+ woman.

 

Scenario: A man has anal intercourse with an HIV+ woman.

 

 

Gagne #7: Providing Feedback

 

Length of segment : 00:22:30 (to be combined with Gagne #6)

Module running time: 01:50

 

• Provide positive reinforcement to learners whose analyses of the scenarios are correct.

• Correct and provide guidance to learners whose analyses of the scenarios are incorrect.

 

Gagne #8: Assessing Performance

 

Length of segment: 00:25

Module running time: 01:75

 

• Distribute quizzes and have students complete. Allow students reference to their handouts.

• Collect quizzes.

 

Gagne #9: Enhancing Retention and Transfer

 

Length of segment: 00:05

Module running time: 03:00

 

• Once again, summarize how HIV may be transmitted, and how you can protect yourself from acquiring the infection.

• For comic relief, circulate a wide variety of latex condoms (different brands, colors, special "features"), allowing learners to help themselves if they wish

MODULE I: FACTS ABOUT HIV AND AIDS

 

LEARNER HANDOUT #1

 

This handout includes content for the following enabling objectives:

 

How many people have AIDS?

 

What exactly is AIDS? What is HIV?

 

When HIV enters the bloodstream, immune cells respond to the attack, but are unable to destroy the virus. HIV then infects a particular kind of immune cell called T helper cells or CD4 cells. CD4 cells are very important to the function of the immune system, but HIV destroys them in large numbers.

 

For several years after infection with HIV, the body produces enough CD4 cells to replace the ones being destroyed, so the immune system continues to work well and the infected person stays healthy. But eventually, the body's ability to produce more CD4 cells decreases. As a result, the number of CD4 cells drops, the immune system weakens, and the person starts to develop a variety of infections and diseases. Only then is a person considered to have AIDS.

 

Many of the infections and diseases that people with AIDS develop would be easily defeated by a healthy immune system, and are rare in people without AIDS. Some conditions that people with AIDS often develop are pneumonia, tuberculosis, and certain types of cancer.

 

 

How can you tell if a person is infected about HIV?

 

 

---

MODULE I LEARNER EVALUATION

 

PART I

 

DIRECTIONS: Decide which of the following activities could result in HIV being transmitted from one person to another. If HIV could be transmitted, circle "YES." If HIV could not be transmitted, circle "NO."

 

 

A man has vaginal sex with a woman infected with HIV. YES NO

 

You are served in a restaurant by a person infected with HIV. YES NO

 

You go swimming with a person who is infected with HIV. YES NO

 

A woman performs oral sex on a man infected with HIV. YES NO

 

A person infected with HIV is injured and bleeds on the floor; YES NO

while cleaning the floor, you get a lot of blood on your hands.

 

You share an office with a person infected with HIV. YES NO

 

A man has anal intercourse with a man using a latex condom. YES NO

 

Your teeth are cleaned by a dentist who is infected with HIV. YES NO

 

PART II

 

DIRECTIONS: Decide which of the following activities reduce a person's risk of becoming infected with HIV. If the activity does reduce risk, circle "YES." If the activity does not reduce risk, circle "NO."

 

 

Having sex with a lot of different people. YES NO

 

Using clean, unused needles to inject drugs. YES NO

 

Avoiding hugging or shaking hands with people YES NO

you don't know.

 

Using a latex condom during sex. YES NO

 

Putting on rubber gloves before helping to YES NO

clean and bandage someone's cut.

 

Having sex with only one person who's having YES NO

sex only with you.

 

Not drinking out of other people's glasses. YES NO

 

Having sex only with people who look healthy. YES NO

HIV AWARENESS TRAINING

COURSE EVALUATION

(LEARNER)

 

 

DIRECTIONS: Please indicate your level of agreement with each of the following statements by placing an X in the appropriate box.

 

 

 

STRONGLY DISAGREE AGREE STRONGLY DISAGREE AGREE

The course objectives were clearly stated

 

The course objectives were appropriate

The course content was organized and

easily understood

The course content allowed me to meet

the objectives

The course materials (handouts, video)

were of good quality

The instructor was knowledgeable about

the content

The instructor was organized and

easily understood

The instructor was respectful of the

participants and their contributions

The environment was comfortable and

free from distractions

 

ADDITIONAL COMMENTS:

 

 

HIV AWARENESS TRAINING

COURSE EVALUATION

(INSTRUCTOR)

 

 

DIRECTIONS: Please circle "YES" or "NO" to each of the following questions. For each "NO" answer, please explain further.

 

1) Were the learners able to achieve the objectives? YES NO

 

Please explain:

2) Was the content appropriate and well-organized? YES NO

 

Please explain:

3) Did you have any difficulties delivering the course? YES NO

 

Please explain:

4) Were the materials (overheads, handouts, videos) of YES NO

good quality?

 

Please explain:

5) Was the environment comfortable and conducive to YES NO

teaching and learning?

 

Please explain:

ADDITIONAL COMMENTS:

 

French 303.

French Youth Today

1 Course rationale

The Modern Languages and Linguistics Department at UMBC is dedicated to the teaching of Modern languages in context. Thus, in the French Department, we believe that our students should interact, via authentic documents, with the target language society in its daily reality. French 303 is a special topic course whose purpose is to create the instructional modules that guide the students through different aspects of the French society or the Francophone world of today. This year, French 303 will help the students explore the meaning of being young in France today.

Effective culture-based French courses on modern French society should take advantage of the information transfer systems as provided by new available technology: satellites and current videotexts, but also the new information databases offered through Internet. Focussing on French Youth Today, this course will also address some methodological problems that the student frequently encounters when using authentic documents .

Target population

French 303 is a "special topic" undergraduate course designed for implementation in the French Department of Modern Languages and Linguisitics at UMBC. It is suitable for participants who:

* have completed French 301

* have taken as required classes or electives other 300 level or above courses

* possess a high level of competency in French

Course description

In this French 303 course, you will learn about the environment and the value systems that French young people hold today. This course is built on different modules corresponding to specific topics such as family, health, relationships, education and the job market but also entertainment, sports and leisure. This course will be based mostly on very current authentic documents: newspaper and magazine articles, electronic and videotexts. specific initial requirements A basic training in E-mail and Internet navigation is necessary. The first two initial sessions will be conducted by the Center for Language Initiative technician and myself. At the end of these two sessions, you will be requested to:

* get an E-mail address if you don't have one already

* subscribe (it is free) to Frognet. This will allow you to receive daily the RFI (Radio France Internationale ) newsfeed with the Press review of the day.

Notes about the Internet

French 303 should have launched its own page by mid-january. This home page, easily accessible, will be your gateway to the Net. A series of Hyperlinks will connect you to French servers. Our technical assistant will explain and offer an "Hands on" session on how to navigate on the Net using the Home page. Technical guidance will be available throughout the entire semester. Computers are available for your use at the Multimedia Center. The center director, Joan , is on site and may assist you with any difficulties you may have.

Required text:

Welcomme, GeneviŠve & Willerval, Claire (1994) Juniorscopie

Class schedule:

French 303 will meet on Tuesdays and Thursdays from 10:00 to 11:15.

Attendance policy:

Participants are expected to be at every class session and are also expected to arrive on time, so that we may start promptly. If you must miss a class session, you are expected to let me know prior to class starting. You may do so by calling me, the MLL office or by leaving me an E-mail message.

Grading policy:

All assignments should be turned in on time. Late assignments will be marked down a grade for each week they are late. There will be no incomplete given in this class.

Participant Evaluation:

Your grade will be computed as follows: Participation and attendance: 20%

Oral presentation: 15%

Portfolio: 25%

Written report: 25%

Article: 15%

Communications:

Office: 148B ACIV

Office phone: 455-2600

Main office phone: 455- 2109

E-Mail: devernei @ gl.umbc.edu

2 Terminal objectives

After completion of French 303 special Topic, French Youth today, the French 303 participant should be able to:

* when given a topic to analyze on today's France, locate without any hesitation five different sources of current authentic documents . This five sources must include both electronic and at least three other kinds of information data systems.

* once initiated to accessing Internet and when given a topic to analyze on French Youth today, identify the location of proper information on at least 5 different Internet sites. Pertinent data means any data that directly relates or interrelates with the given topic.

* once initiated to accessing Internet and E-mail, demonstrate the proper use of authentic documents by preparing a portfolio on at least one topic of choice. The portfolio must be 50 pages long, reflect at least five different sources of materials, five different Internet sites and be organized in sub-topics.

* when given an authentic text, decode the terminology specific to authentic documents without having to rely on a dictionary. To be satisfactory, the decoding must be correct at least 7 at of 10 times.

* when doing an oral presentation, explain verbally at least 4 aspects of a topic of choice in the context of France today. This presentation must be concise and short (no more than 12 minutes) and the aspects chosen must be essential to the topic.

* given any writing support materials necessary, demonstrate thematic comprehension by writing a short essay on different but interrelated topics on French Youth today (e.g. education and the work place). The essay should be 5-6 pages long. It should include an introduction, a cross-topic reflexion and a conclusion.

* given any writing support materials necessary and the opportunity to self correct, demonstrate information processing skills by writing a short publishable article on the topic of choice (4-5 pages). This article should be error free at a rate of 90% or above and include terminology typically used with authentic documents..

3 course map (deleted from this on-line version)

4 course structure

French 303 French Youth Today relies heavily on videotexts as means of teaching thematic features. Thus, the course is divided in modules which , for the most part, articulate around videotexts designed to build up the semantic background necessary to any topical study.. Each module represents one week workload. Every other week, we will read one newspaper or magazine article on the topic we have been discussing. At the beginning of each class, we will briefly discuss the current socio-polical events gathered from reading daily the Radio France Internationale on Frognet. At the end of the semester, you will present an expos‚ of a topic of your choice in the context of France today. special features Module I, " getting started" has been specially designed to help you through a few technical aspects involved with using E-mail and Internet. It will also help you in learning how to process authentic documents.

Objectives for Module I

After completing this module, the French 303 French Youth Today participant should be able to: * when given a step-by-step instruction card, perform all basic E-mail functions on his/her own * when given the Frognet E-mail address, subscribe on his/her own to Frognet * when given a step-by-step instruction card, access the French 303 home page in less than ten minutes. * navigate on his/her own on at least 5 French sites without any difficulty * when presented with an authentic document, identify at least 10 linguistic devices used in journalism and obtain the correct answer for 7 out of 10 expressions.

5 evaluation

your portfolio

At the beginning of the semester, you will choose one topic of choice among the topics studied in class. All semester long, you will gather various documents that will constitute your research background information..

To receive full credit, this portfolio must contain:

* authentic current documents coming from at least five different sources. This may include precise references to a satellite show with a short resume of its contents.

* printed information from at least five different Internet sites

* relevant information only. Relevant information means information that directly addresses your topic or explains how your topic is being affected by another topic.

* other information you feel is important to have

* This portfolio should consist of at least 50 pages, be organized in sub-topics and should be used as background information for both written and oral assigments. It is due the last day of class.

your written report

This project will help you contextualize your topic in two ways: within the setting of French society and in relationship to at least another topic. Exemple, with Health as a chosen topic, one may select to study : family and health issues, education and health, health and leisure etc. This written report must include an introduction, a cross-topic reflexion and a conclusion. This paper should be at least 5 to 6 pages long, 12pt font and double spaced. It will be due on the last day of class.

your oral presentation

Each student will present his/her research in the chosen topic in class. To get full credit, this presentation will explain at least 4 different and essential aspects of the topic in the context of France today. Your oral presentation map must be put on a tranparent. You will also provide one resume sheet that will be distributed to other participants. Your presentation should last between 10 and 12 minutes and will take place in Module 12-13.

your article

In order to synthesize what has been learned in this course, you will write a short publishable article on your topic of choice. This article should be at least 4-5 pages long. It will give a precise description and analysis of your subject in the 1996 France and use terminology specific to authentic documents. You must use computer-assisted help (SystŠme D) or other means to control the quality of this article. The end product should be basically error free ( only 10% mistakes allowed). This paper will be due at the end of module 11. I will read and underline mistakes to let you rewrite another version if you so choose. This last version will be due on the last day of class. The best papers will be electronically published.

6 syllabus (deleted from on-line version)