||HED 351 - Coordinated School Health
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
Recommended: Prior completion of
|Course Description: Focus on the components of a coordinated school health program and the relationship between school-based health and community health programs. Components and effectiveness of exemplary programs: roles of parents, schools, the school nurse, and the community; and evidence-based strategies to improve children's health will be explored.
|Course Learning Outcomes:
- Identify the components of coordinated school-based health programs.
- Recall the historical perspective of school-based health programs.
- Analyze the role of the health educator in communicating, promoting, and advocating for a healthy school environment.
- Examine exemplary school-based health education and prevention programs.
- Discuss the role of parents, the school, the school nurse, teachers, and the community in development and administration of school-based health programs.
- Identify issues in school-based health programs including financing, types of services available, scope, and sequence of services, laws and regulations, location, and medical versus educational focus.
- Interpret health related data from various sources in examining the relationship between student health and academic learning.
- Evaluate educational, community, and web-based resources that can be used to teach and enhance health education learning with children and adolescents.
|Specified Program Learning Outcomes:
MAJOR IN HEALTH SCIENCES WITH A PRELIMINARY SINGLE SUBJECT CREDENTIAL (CALIFORNIA)
- Analyze the role of mass media, technology and the Internet in promoting physical, mental and emotional health literacy and behaviors.
- Demonstrate a thorough understanding of the learning needs of students through the creation of positive learning environments.
- Demonstrate knowledge of developmentally appropriate grade level health education content domains.
- Demonstrate professional standards and ethics.
- Describe how to support growth in cognitive, social, physical, and emotional domains.
- Describe the relationship of personal, family, school, community, cultural and environmental factors as related to health behavior and physical, emotional, and mental well-being.
- Design, implement, and evaluate standards-based lesson plans for learning and achievement in content areas.
- Discuss the evolving role of a health science teacher as a culturally responsive health educator, counselor, advocate, and resource for individuals, families, and communities.
- Discuss the personal, social, and legal requirements and appropriate prevention and intervention strategies in providing a safe, inclusive school environment.
- Examine components of research-based health education and health promotion programs / practices including coordinated school health programs.
- Identify cognitive, social, and physical characteristics, growth, and development of healthy adolescents, at-risk adolescents and those who have health problems.
- Integrate educational technology to meet the needs of all learners.
- Utilize different teaching strategies to accomplish teaching and learning goals.
- Utilize health promotion materials, lessons, and programs to reduce health risk behavior and increase positive health behaviors.
- Utilize systematic observations, documentation, and other effective assessment strategies in a responsible manner to facilitate and account for learning and to support positive growth.
1. Complete readings and reading responses as assigned and participate in in-class and/or online discussions.
2. Conduct an analysis of websites that could be used for teaching in a secondary school. Submit a written paper and give an oral presentation to share results with the class.
3. Write an analysis paper critiquing a school-based health prevention / promotion program.
4. Oral presentation with technological component based on the data reviewed on a school-based school health prevention /promotion program.
5. Develop a written reflective essay on beliefs of the role of the health educator in schools.
6. Write a research paper on the effects of one student health issue on academic learning.
7. In class analysis of case studies of legal, financial, medical, and ethical issues in school –based health programs.
8. Midterm exam.
9. Class participation.
10. Comprehensive final exam
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://www.nu.edu/LIBRARY/ReferenceTools/citations.html
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures