Nations across the globe provide their citizens with subsidized health care. In the contemporary political climate, many people have argued for and against the United States doing the same. Students will examine a wide array of health care options from ethical, philosophical, financial, individual and societal perspectives. Diametrically opposed viewpoints such as the protection of civil liberties versus societal protection, fiscal responsibility and the provision of access to care, private and public health services and insurance, geographical differences and the constitutionality of mandatory coverage will be analyzed. Critical thinking and writing skills will be strongly emphasized.
Course Learning Goals
After completing this course, you will be able to:
In this course, you will develop the following competencies:
|
Competence |
Competence Statement and Criteria |
|
E-1 |
Can compare and contrast health care in the United States with other countries around the world. |
|
E-2 |
Understands and can explain health care from individual, societal, legal, ethical, philosophical, systemic and financial perspectives. |
Access all course readings, videos, and e-reserves through links provided in each course module.
The following readings will be required to be read in their entirety following the weekly assignment schedule.
The following videos will be required to be viewed in their entirety following the weekly assignment schedule.
Recommended reading (not required):
Additional readings relative to weekly topics, assignments and independent research
projects.
Students will be evaluated on projects submitted to the instructor. Competence may be demonstrated by written or online oral presentation. Oral projects may be in audio or video form and be posted to YouTube. Students registered for two competencies may, in some cases, complete an expanded project, which addresses both competencies.
All students will be required to submit a competence proposal in Module 2. Competence proposals will be reviewed by the instructor for pertinence to the competence or competencies addressed. The instructor will offer suggested research methodologies, strategies and resources to the student.
The suggested length for term papers is ten pages. All term papers must include footnotes and a bibliography, including at least four academic sources
Oral presentations should be ten minutes in length. Students making oral presentations must submit a one page outline of their presentation and a bibliography including at least four sources per competence.
Assessment will focus on the achievement of outcome measures that are designed to meet the learning goals of the student. Student evaluation will embody the qualities of clarity, integrity, flexibility and empathy. The multiplicity of learning experiences offered in the class affords the opportunity to measure progress through the assimilation of a variety of assessment sources. Among these will be: A. Informed participation in group projects and on-line discussions B. Written assignments (midterm reflections paper, online writing assignments) C. Final written research paper or oral presentation. Oral presentations should be posted on YouTube. All students will be required to submit a final project proposal in Module 2. Proposals will be reviewed by the instructor for pertinence to the Learning Outcomes of the course. The instructor will offer suggested research methodologies, strategies and resources to the student.
This course consists of 10 modules. The estimated time to complete each module is 10 weeks. The following table outlines the course:
|
Week, Module # and Title |
Readings |
Assignments |
|
Week 1, Module 1: Course Introduction and Brief History |
Review course syllabus and other course materials View instructor’s introductory video Read instructor’s lecture "A History of Government Services in the United States"
|
1.1 Discussion: Introductions |
|
Week 2, Module 2: Evolution and Comparative Status of U.S. Health Care |
Read/Listen to Accidents of History Created U.S. Health Care System View Michael Moore's documentary Sicko View 20/20 Sick in America: Whose Body Is It Anyway?
|
2.1 Discussion: Comparing Perspectives on US Health Care 2.2 Assignment: Competence Proposal for Final Project - Research Paper or Online Presentation |
|
Week 3, Module 3: Patient Protection and Affordable Care Act |
Read Summary of New Health Reform Law Read Congressional Budget Office Cost Estimate on Health Care Legislation
Optional Readings: The Patient Protection and Affordable Health Care Act Enacted by the 111th Congress of the United States of America, January 5, 2010 |
3.1 Discussion: Affordable Care Act |
|
Week 4, Module 4: Liberties, Societal Protection, Ethics and Law |
Read The Universal Declaration of Human Rights of the United Nations Read The Declaration of Independence of the United States of America Read The 10th Amendment to the Constitution of the United States
Optional Readings: Crito, by Plato, 360 B.C.E. Principal Doctrines by Epicurus The Leviathan, by Thomas Hobbes, 1660 The Second Treatise of Government, by John Locke, 1690 Du Contract Social, (in any language understood), Jean Jacques Rousseau, 1762 |
4.1 Assignment: Position Paper #1 |
|
Week 5, Module 5:Health Care Around the World |
Read Article 31 of the Iraqi Constitution, 2005. Read The World Health Organization’s Ranking of the World’s Health Systems View Sick Around the World |
5.1 Discussion: Health Care Models Around the World |
|
Week 6, Module 6:Health Care: System or Market? |
Read A Four Step Health Care Solution by Hans-Hermann Hoppe Read The Myth of the Free Market American Health Care System View How the Market Can Cure the Health Care System |
6.1 Assignment: Mid-Term Reflection Paper |
|
Week 7, Module 7: Group Debate: Public vs. Private Health Care |
Read States Refusing Health Care Could See Downside Read Financing Health Care Read Five Capitalistic Countries and How They Do It |
7.1 Debate Preparation Discussion 7.2 Assignment: Debate Preparation Observation 7.3 Assignment: Peer Evaluation |
|
Week 8, Module 8: Health Care Options and Alternatives |
Read Illinois Gets Small Break on Prices for Health Plans |
8.1 Discussion: Group Debate- Public vs. Private Health Care |
|
Week 9, Module 9: Health Care in the Future |
View Future of Health Care |
9.1 Assignment: Position Paper #2 |
|
Week 10, Module 10: Projects and Presentations |
Review all course materials Finalize research and complete term paper or online oral presentation |
10.1 Competence Project: Final Paper or Online Presentation |
A = 95 to 100 |
A- = 91 to 94 |
B+ = 88 to 90 |
B = 85 to 87 |
B- = 81 to 84 |
C+ = 77 to 80 |
C = 73 to 76 |
C- = 69 to 72 |
D+ = 65 to 68 |
D = 61 to 64 |
F = 60 or below |
INC |
| Grading Category: | Points | % of Final Grade: |
|---|---|---|
| Discussions | 50 | 33.33% |
| Written Assignments | 50 | 33.33% |
| Final Project | 50 | 33.33% |
| Total | 100% |
To complete the course, you must complete each of the assignments as described in the course and submit them to your instructor by the assigned deadline. In addition, you must participate in the course discussion forum by responding to all instructor requests and by interacting with fellow classmates as necessary.
Points are deducted for late work.
Assessment will focus on the achievement of outcome measures that are designed to meet the learning goals of the student. Student evaluation will embody the qualities of clarity, integrity, flexibility and empathy. The multiplicity of learning experiences offered in the class affords the opportunity to measure progress through the assimilation of a variety of assessment sources.
Among these will be:
All students will be required to submit a final project proposal in Module 2. Proposals will be reviewed by the instructor for pertinence to the Learning Outcomes of the course. The instructor will offer suggested research methodologies, strategies and resources to the student.
Students registered for particular competencies will be evaluated on projects submitted to the instructor. Competence may be demonstrated by written or online oral presentation. Oral projects may be in audio or video form and be posted to YouTube. Students registered for two competencies may, in some cases, complete an expanded project, which addresses both competencies.
All students will be required to submit a competence proposal in Module 2. Competence proposals will be reviewed by the instructor for pertinence to the competence or competencies addressed. The instructor will offer suggested research methodologies, strategies and resources to the student.
The suggested length for term papers is seven to ten pages for one competence and fourteen to twenty pages for two competencies. All term papers must include footnotes and a bibliography, including at least four sources per competence.
Oral presentations should be seven to ten minutes in length for one competence and fourteen to twenty minutes for two competencies. Students making oral presentations must submit a one page outline of their presentation and a bibliography including at least four sources per competence.
All writing assignments are expected to conform to basic college-level standards of mechanics and presentation.
Consider visiting the Writing Center to discuss your assignments for this course or any others. You may schedule appointments (30 or 50 minutes) on an as–needed or weekly basis, scheduling up to 3 hours worth of appointments per week. Online services include Feedback–by–Email and IM conferencing (with or without a webcam). All writing center services are free.
Writing Center tutors are specially selected and trained graduate and undergraduate students who can help you at almost any stage of your writing. They will not do your work for you, but they can help you focus and develop your ideas, review your drafts, and polish your writing. They can answer questions about grammar, mechanics, different kinds of writing styles, and documentation formats. They also can answer questions and provide feedback online, through IM/webcam chats and email. Obviously, the tutors won't necessarily be familiar with every class or subject, but they are able to provide valuable help from the perspective of an interested and careful reader as well as a serious and experienced student-writer.
Schedule your appointments with enough time to think about and use the feedback you'll receive. To schedule a Face-to-Face, Written Feedback by Email, or Online Appointment, visit www.depaul.edu/writing.
An “A” paper:
A “B” paper has many of the same qualities as the “A” paper but one or more of the following problems:
A “C” paper has many of the same qualities as the “B” paper but one or more of the following problems:
A “D” paper has some of the following problems:
An “F” paper fails to meet the basic requirements of the assignment. It has some or all of the following problems:
Criteria |
Exemplary |
Proficient |
Marginal |
Unacceptable |
Organization |
Presentation is |
Presentation is generally clear and well organized. |
Listener can follow presentation with effort. Some arguments are not clear. |
Logic of arguments is not made clear. |
Style |
Level of presentation is appropriate for the audience. Presentation is a planned conversation, paced for audience understanding. Speaker is clearly comfortable. |
Level of presentation is generally appropriate. Pacing is sometimes too fast or slow. The presenter seems slightly uncomfortable at times. |
Aspects of presentation are too elementary or too sophisticated for audience. Presenter seems uncomfortable. Much of the information is read. |
Presentation is consistently too elementary or too sophisticated for the audience. Information is read to audience. |
Use of Communication Aids |
Communication aids enhance the presentation. They are prepared in a professional manner. Font on visuals is large enough to be seen by all. Information is organized to maximize audience understanding. Details are minimized so main points stand out. |
Communication aids contribute to the quality of the presentation. Font size is appropriate for reading. Appropriate information is included. Some material is not supported by visual aids. |
Communication aids are poorly prepared or used inappropriately. Font is too small to be easily seen. Too much information is included. Unimportant material is highlighted. |
No communication aids are used, or they are so poorly prepared that they detract from the presentation. |
Content Depth |
Speaker provides an accurate and complete explanation of key concepts and theories, drawing upon relevant literature. Listeners gain insights |
Most explanations of concepts and theories are accurate and complete. Some helpful applications are included. |
Explanations of concepts and/or theories are inaccurate or incomplete. Theory and practice need to be better connected. |
No reference is made to literature of theory. Listeners gain few or no new insights. |
Content Accuracy |
Information (names, facts, etc.) included in the presentation is consistently accurate. |
No significant errors are made. Listeners recognize any error to be the result of nervousness or oversight. |
Enough errors are made to distract a knowledgeable listener, but some information is accurate. The presentation is useful if the listener can determine what information is reliable. |
Information included is sufficiently inaccurate that the listener cannot depend on the presentation as a source of accurate information. |
Use of Language: Grammar and Word Choice |
Sentences are complete and grammatical, and they flow together easily. Words are chosen for their precise meaning. |
Most sentences are complete and grammatical, and they flow together easily. Most words are chosen for their precise meaning. |
Listeners can follow the presentation, but some grammatical errors and use of slang are evident. Some sentences are incomplete/halting, and/or vocabulary is somewhat limited or inappropriate. |
Listeners are distracted by the presenter's apparent difficulty with grammar and appropriate vocabulary. The audience has great difficulty in focusing on the ideas presented. |
Use of Language: Freedom from Bias |
Both oral language and body language are free from bias. |
Oral language and body language are free from bias with one or two exceptions. |
Oral language and/or body language includes some significant bias. |
Oral language and/or body language frequently reflects bias. |
Discussion Forums are an important component of your online experience. This course contains discussion forums related to the topics you are studying each week.
A Course Q & A discussion forum has also been established to manage necessary, ongoing social and administrative activities. This is where the management and administrative tasks of the course are conducted, and where you can ask process' questions and receive answers throughout the course. You are encouraged to share your personal experience with a topic when relevant. This sharing of information is valuable to other students and can help integrate theory with practical application of concepts learned.
In the online discussions your responses will be assessed on whether one or more of the following are present:
The above list was adapted from Gilly Salmon’s book E-Moderating: The key to teaching and learning online. London: Kogan Page: p.143 (2000).
A significant part of your online learning experience involves learning with and from your classmates and the instructor in the online discussions and group assignments.
Active participation means sharing information and resources and posting you ideas and critiquing and expanding on the ideas of others in a collegial fashion. This discussion is informal in the sense that it is meant to encourage interested discussion. You are expected to follow accepted standards of English spelling, grammar and usage, although you will not be assessed for these particular characteristics when you are participating in the WebBoard discussions.
These discussions are for you to exchange your reflections with your classmates and instructor about what you are learning. The discussions will be organized into forums around the particular topic you are studying each week.
You may be asked by the instructor to take leadership in a certain group for a certain time of the course. You will receive further instructions from your instructor if this occurs.
You should contribute your responses to the particular assignment for that particular discussion heading which will be posted.
For each Discussion Forum, you are required to make at least one original contribution to each topic and respond to one classmate’s contribution.
Evaluation of Team Participation
Students will be provided with an evaluation form to guide them in assessing the participation of their fellow team members in group activities. The form will include specific benchmarks, milestones and capstones to consider as they assess the degree to which teammates meet the following goals:
This course includes and adheres to the college and university policies described in the links below:
Academic Integrity Policy (UGRAD)
Academic Integrity Policy (GRAD)
Course Withdrawal Timelines and Grade/Fee Consequences
Accommodations Based on the Impact of a Disability
Protection of Human Research Participants
APA citation format (GRAD)
University Center for Writing-based Learning
This syllabus is subject to change as necessary. If a change occurs, it will be clearly communicated to students.
This course was designed and produced by faculty and staff at SCPS of the School for Continuing and Professional Studies of DePaul University.
© 2017 School for Continuing and Professional Studies, DePaul University. All Rights Reserved by SCPS.