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Three studies exemplify how health communication research concepts can be integrated pedagogically with health interventions in undergraduate courses. The academic structure/or creating and conducting applied community health communication research using current theoretical frameworks is explained. Three empirical projects, increasing community seatbelt use, examining conscientiousness and campus safety behaviors, and increasing cervical cancer screening among college women, are described in detail. Student outcomes for the class demonstrate high learning and satisfaction. Suggestions for future interventions integrated with general health communication classes are explored. But the overarching outcome is that even with low financial resource significant change can be achieved in health related outcomes, while simultaneously introducing students to health communication and social science procedures.
KEY CONCEPTS health communication curriculum, conscientiousness, seat belt useage, cervical screening, health and safety interventions
University classes have at times received criticism for being overly theoretical, passive, and cognitively-oriented, while paying less attention to pragmatic, experiential components in preparing both graduate and undergraduate students. Increasingly, external advisory boards and corporate sources advocate the need for application of the concepts taught in traditional coursework (Pate, 2001; Peterson, 1997). Shelton, Lane, and Waldhart's national examination revealed curricular trends toward more interactive classroom experiences, more team-teaching, and increased incorporation of technology (1999). Indeed, the future objectives and direction of all major institutions of higher education are undertaking process and outcome re-evaluation (Boyer Commission, 1998; Kellogg Commission, 1999, 2000) to enhance the viability and "real world" applications of university curricula.
Nowhere is the potential application of social science concepts more pertinent than in the area of health communication. The perspective taken in this paper is that health communication professors can successfully teach a very sound, cognitive, theory and research-based class, while at the same time incorporate strong, scientific-based interventions in the curriculum to better address the goals of student preparation and community need. This paper describes 1) a summary of how theory-based health communication research can be integrated pedagogically with health interventions to improve real-life outcomes, 2) exemplars of three student groups' interventions to change community health (one behavioral, one attitudinal, one exploratory on predispositions leading to behavior), 3) curricular structures for facilitating the process, and 4) measured outcomes of student learning which strongly support the pedagogy. One way to view this report is as...