This paper explores the construction and evaluation of communication campaigns/intervention to address health issues in communities and organisations. The campaigns use communication theory to design persuasive and innovative health campaigns.

Lectures are online. There are 2-4 brief mini-lectures each week of 5-10 minutes each displayed in Moodle. Please view these prior to workshop.

Workshops are on Fridays and can be attended face-to-face or online (you'll select your workshop time in Moodle during first week of class). The ideal scenario for those of you learning fully online is to join us for a workshop via zoom. However, for those that cannot attend at that time, there will be ways to get the content. These are active workshop days in developing, implementing and evaluating the campaigns/interventions. Some workshops will be discussion/activity days and some will be predominantly work days (particularly toward the end of the trimester). I will record any comments, directions, conversations etc. for later review.

The assessments are briefly described in this paper outline. The assignment guideline and marking rubric for the assignments will be uploaded on the Moodle page for this paper.

General Context: Most assignments in our School's course are marked for quality of the writing and presentation. That is, a fundamental part of being an effective communicator is clear and competent written expression. This paper reflects this key element. Our goals with this policy are to (a) encourage competent writing practices as appropriate for the study of communication, and (b) develop students' writing skills over the course of their study.

For some assignments, the quality of writing is the primary criterion for marking. For most other assignments, the quality of writing or presentation is important, but equally or more important is the ability to demonstrate command of the conceptual material. For these assignments, a clearly designated component on a marking schedule should be allocated to writing and presentation (usually between 10-30% depending on the paper; 10 or 20% depending on assignment in this paper). Thus, students who have yet to develop strong writing skills, will be disadvantaged on this one portion of the marking schedule, but not on the rest. Of course, if the quality of writing is so poor that it hinders the instructor from ascertaining whether students meet other criteria, their writing deficiencies may influence those marks as well. Students are encouraged to seek out support to help them improve their written assignments before they are submitted.

You can access the paper details (paper outline, lecture slides, assignments, reading lists, etc.) through Moodle which displays all the papers you are currently enrolled in. All administrative issues will be addressed through Moodle and Moodle announcements. I also respond regularly to email so that is often the best way to contact me and ask questions.

All lectures and some parts of workshops will be recorded so that you can easily retrieve the recordings via Moodle.

If you have any questions about using Moodle, Reading Lists, or other online support tools, please seek assistance from the Course Convenor or directly contact ITS Service Desk (call: 07 838 4008; email: help@waikato.ac.nz).

This class is worth 15 points and thus you can expect to spend about 150 hours on it (in and out of class).