Health Promotion and Exercise Sciences

Health Promotion and Exercise Sciences

Dr. Robyn Housemann, Co-Chair
housemannr@wcsu.edu
Berkshire 230b, Midtown campus
(203) 837-8882
(203) 837-8638 (fax)

Dr. Jeffrey Schlicht, Co-Chair
schlichtj@wcsu.edu
Berkshire 230a, Midtown campus
(203) 837-8687
(203) 837-8638 (fax)

Katie Koulogianis, Department Secretary
koulogianisk@wcsu.edu
Berkshire 230, Midtown campus
(203) 837-8612
(203) 837-8638 (fax)

Faculty

Adjunct Faculty

Overview

There are two distinct degree programs within the health promotion and exercise sciences area: one leading to a bachelor of science degree and teaching certification as a school health educator, and one leading to a bachelor of science degree as a health promotion studies educator, with options in allied health professions, community health, holistic and integrative health and wellness management. Following completion of a Bachelor of Science in Health Education or Bachelor of Science in Health Promotion Studies, students will be prepared to sit for the national CHES examination (Certified Health Education Specialist, the credential for health promotion specialists). Examination sites are located throughout the United States.

Mission

The mission of the HPX Department is to link education and research with service learning, student teaching, and internship experiences. In addition, the department educates and creates opportunities about making healthy lifestyle choices.

The strategies that we use to achieve this mission include an experiential learning approach that incorporates team building, knowledge enhancement, skill building, volunteerism, and continuous quality improvement. Students create health promotion programs for the university and surrounding community organizations. The service learning approach provides students with an opportunity to gain “real‐life experience” and help the community at the same time. Mentoring, advising and leading by example are key components of our student‐centered approach.

Program Objectives

The curriculum is driven by competency-based objectives derived from ongoing internal and external program evaluations. Our graduates’ performances in pre-professional activities and worksite placements with schools, public and private health agencies, fitness centers and corporations assist in the realization of the department’s mission. We strive to meet the educational needs of a diversified student body so that our majors will be prepared to address health education in a global society.

DEGREES AND PROGRAMS

B.S. Health Education (PK-12)
B.S. Health Promotion Studies

Options:
Allied Health Professions (Pre-Physical and Pre-Occupational Therapy)
Community Health
Holistic and Integrative Health
Wellness Management

BACHELOR OF SCIENCE IN HEALTH EDUCATION

Program Goals

1. Prepare students with the proficiencies to become life-long learners, provide the skill needed to contribute to a healthy lifestyle, and improve quality of life for themselves and the students they educate.
2. Provide a comprehensive and multidisciplinary academic curriculum that prepares graduates for careers in a variety of health education fields.
3. Prepare students to meet the standards set by state and national credentialing organizations for health educators.
4. Provide a comprehensive approach to health and fitness education emphasizing the connection and interdependency of individuals, school, family and community.

Requirements

Certification Program for PK-12
The teacher education programs at Western are rigorous and not all candidates applying for professional program admission are accepted. Students must achieve a GPA of 3.0 or higher in order to be accepted into all professional education programs as candidates for teacher certification. While students may gain acceptance to the university, those interested in obtaining state teacher’s certification (elementary, secondary, music, and health education) must also file a separate application for professional program acceptance usually during the second semester of their junior year.

Course Restrictions

For a complete list of prerequisites, corequisites and other restrictions for all courses, please consult the Course Description section of this catalog.

Application And Submission Process For Professional Program Acceptance

Applications for professional program acceptance can be obtained at the department of Health Promotion and Exercise Sciences (BR 230). Before the process of screening for professional program acceptance, applications must be filed with the school health coordinator of the Health Promotion and Exercise Sciences department.

Criteria For Professional Program Acceptance

Students seeking admission to any of Western’s teacher education certification programs must have completed and met the following criteria. The following deadline dates must be met for students applying for professional teacher education program acceptance. The deadline date for fall semester admittance into a Professional Teacher Education Program is 12 noon on April 1. You must have all of your materials submitted to the Health Education program coordinator by the deadline date. After your materials have been submitted and reviewed, you will be contacted for an interview with faculty.

Candidates must:

1. Pass a Connecticut state mandated basic skills examination (PRAXIS I) in mathematics, reading and writing, or must obtain a waiver from the State Department of Education by presenting a combined score of 1100 or more with no less than 450 on either the verbal or math subtest. If the SAT was administered prior to March 31, 1995, the candidate must present a combined score of 1,000 with at least a score of 400 on both the verbal and the math sections. It is the student’s responsibility to apply for this waiver. (Students may present a passing score on a similar test for another state with which Connecticut has certification reciprocity agreements.) Information concerning the PRAXIS I exam and waiver information is available in the Office of the Dean of Professional Studies, Midtown campus, 123 White Hall, (203-837-8575) or in the Education Office, Westside campus, Classroom Building 249 (203-837-8510).
2. Present at least a 3.0 cumulative GPA for undergraduate courses taken prior to professional program acceptance (approximately 90 credits and reflecting courses in progress). Note: The 3.0 cumulative GPA requirements is effective for all students, including any change of majors. All work done both at Western and other colleges will be considered in the computation of the cumulative grade point average. Note: Students with less than a cumulative 3.0 grade point average will not be admitted to or retained in the program.
3. Completed the university’s general education requirements (42 semester-hour minimum) in communication, humanities, social and behavioral sciences, natural sciences and mathematics/computer science, and exercise science, as well as completed a writing-intensive course.
4. Complete with a minimum grade of “B” the following education courses:
   ED 206 Introduction to Education
   HPX 215 Health Issues in the Schools (Grades PK-12)
   ED 211 Educational Psychology: Children and Adolescents I
   Ed 212 Educational Psychology: Children and Adolescents II
5. Prepare and present an essay demonstrating a command of the English language identifying reasons for wanting to enroll, emphasizing experience relevant to teaching health.
6. Present at least two letters of recommendation from persons outside the university who are able to testify to the candidate’s suitability as a prospective health teacher.
7. Participate in an interview with health education faculty members who will assess personal attributes that suggest potential performance as a teacher.

Note: Students may not register for the following courses until they have been formally admitted to the health education program: HPX 311, HPX 386, HPX 460, HPX 464, ED 340, ED 440, EPY 405.

To graduate, students must complete all general education requirements, the courses and credits listed below and free electives to total a minimum of 120 semester hours, including HPX physical activity requirement.

PSY 100 Introduction to Psychology*
SOC 100 Introduction to Sociology*
BIO 105, 106 Anatomy and Physiology I & II*
COM 161 Decision Making in Groups*
ENG or WRT Writing Intensive Course (W)*
HIS 148 American History to 1877* or HIS 149 American History since 1877*
ED 211 Educational Psychology: Children and Adolescents I**
Ed 212 Educational Psychology: Children and Adolescents II**
ED 206 Introduction to Education**
ED 340 Assessment of Teaching Strategies*
ED 440 Integrating Language
EPY 405 Introduction to Special Education*
HPX 100 Health Promotion and Maintenance
HPX 160 First Aid & Safety
HPX 177 Fitness for Life
HPX 205 Nutrition and Health
HPX 215 Health Issues in the Schools**
HPX 230 Drug Studies
HPX 253 Concepts of Disease
HPX 271 Health Education Programs in the Community*
HPX 311 School Health Programs*
HPX 352 Mental Health
HPX 355 Human Sexuality
HPX 371 Health Communication Methods and Strategies*
HPX 386 Health Education Professional Development School Experience
HPX 460 Health Education Student Teaching Seminar*
HPX 464 Student Teaching

Required Course Sequence

First Year

Sophomore Year

Junior Year
Note: Students must make official application for Senior-year status by April 1 in their Junior year.

Senior Year

Total 120 Semester Hours
* Minimum of “C” grade required.
** Minimum of “B” grade required.
3.0 QPA for a B.S. Degree

In order to register for student teaching, Health Education majors must present at least a 3.0 overall GPA. Students are advised not to register for other courses, except for ED 340, HPX 460 and HPX 464, or be working in other jobs during this semester. A student teaching application (available at the Education Office), approved by the appropriate Health Education advisor, must be filed with the Chairperson of the Education department during the semester just prior to the student teaching semester. The student teaching requirement for Health Education majors consists of one semester. Students are responsible for providing their own transportation to and from their assigned schools.

Students earning other than a “P” grade in student teaching may be required to complete additional student teaching and/or course work before receiving a recommendation for graduation and certification. Students must have at least a 3.0 cumulative GPA in all courses to graduate as a Health Education major.

To complete the Health Education degree program, the student must pass the Health PRAXIS II examination. The PRAXIS II exam tests health subject area knowledge. The Initial Educator Certificate will be issued by the State of Connecticut upon completion of program requirements and the passing of PRAXIS II (0550). All CONNTENT exams are being offered by the Educational Testing Service (ETS). ETS utilizes the national teacher examination (PRAXIS) specialty area tests for CONNTENT requirements. Additionally, students are encouraged to sit for the national CHES exam.

Learning Outcomes

Graduates of the B.S. Health Education (PK-12) Certification Program will be prepared to demonstrate the following outcomes:

1. Apply health content knowledge as competent health educators.
2. Assess individual and community needs for health education.
3. Plan effective health education programs.
4. Implement health education programs.
5. Evaluate effectiveness of health education programs.
6. Coordinate provisions of health education services.
7. Act as a resource person in health education.

Communicate health and health education needs, concerns, and resources (#2-8   responsibilities and competencies for school health educators have been established, as seen in The National Commission for Health Education Credentialing, Inc.

BACHELOR OF SCIENCE IN HEALTH PROMOTION STUDIES (B.S.)

Our competency‐based curriculum prepares students for careers in education, community outreach, clinical settings, worksite health promotion, public health, health and wellness coaching, and sports and fitness. Students are well‐prepared for graduate studies in Public Health, Nutrition, Physical, Occupational and Recreational Therapy, Naturopathy, Chiropractic, Exercise Physiology, and more. Service learning is intertwined in the program’s unique experiential learning component. The core of our competency‐based program consists of five courses that provide group process experience to allow students to work together to plan, develop, market, implement and evaluate a health promotion program. Our students choose content courses to expand their knowledge base, identify career choices and enhance their understanding of diversity. These courses prepare students for their capstone experience ‐ a 450 hour internship which takes the experiential learning to the next level. Internship planning begins in the second year and allows for selective placement. Students apply and interview for competitive positions in local, state‐wide, national, or international organizations. These experiences allow the students to showcase what they have learned and continue the learning process as they create innovative programs applying what they’ve learned in the real world.

Program Goals

1. Prepare students with the proficiencies to become life-long learners, and provide the skills needed to contribute to a healthy lifestyle, and improved quality of life for themselves and the people they educate.
2. Provide a comprehensive and multidisciplinary academic curriculum that prepares its graduates for careers in a variety of health promotion and education fields.
3. Prepare students to meet the standards set by state and national credentialing organizations for careers in health promotion and education.
4. Provide a comprehensive and holistic approach to health promotion and education emphasizing the connection and interdependency of individuals, groups and organizations, and communities in promoting and maintain health.

Requirements

Completion of all general education requirements, the Health Promotion Studies core and option course work, and free electives, a minimum of 120 semester hours. Overall GPA minimum of 2.0; 2.5 in HPX major classes.

Health Promotion Studies Core Course Work
BIO 105 Anatomy & Physiology I
BIO 106 Anatomy & Physiology II
PSY 260 Health Psychology
HPX 100 Health Promotion & Maintenance
HPX 200 Intro. to Community Health & Organizations
HPX 270 Health Ed. Theory & Application
HPX 370 Health Promotion Program Design & Implementation
HPX 371 Health Communication Methods & Strategies
HPX 470 Health Promotion Program Evaluation
HPX 490 Practicum for Health Promotion Studies*
HPX 491 Health Promotion Studies Senior Seminar*

Allied Health Option Course Work
HPX 202 Epidemiology of Disease
CHE 111 General Chemistry II
BIO 103 General Biology I
PHY 120 General Physics I

Community Health Option Course Work
HPX 202 Epidemiology of Disease
HPX 353 Environment & Global Health
Nine HPX Elective Credits

Holistic and Integrative Health Option Course Work
HPX 240 Intro to Principles of Holistic and Integrative Health
HPX 241 Mind/Body Interventions for Health
HPX 242 Cross-Cultural and Traditional Healing Methods
HPX 343 Food, Herbs, Supplements and Other Products
HPX Elective (select from approved list)

Wellness Management Option Course Work
HPX 205 Nutrition & Health
HPX 207 Nutrition & Health Laboratory
HPX 254 Fitness Seminar & Laboratory
HPX 255 Group Exercise Instruction
HPX 281 Principles of Wellness
HPX 380 Worksite Health

Recommended Course Sequence for the Allied Health Option:

First Year

Sophomore Year

Junior Year

Senior Year

Recommended Course Sequence for the Community Health Option:

First Year

Sophomore Year

Junior Year

Senior Year

Recommended Course Sequence for the Holistic and Integrative  Health Option:

First Year

Sophomore Year

Junior Year

Senior Year

* Must be completed prior to HPX 490 and 491.

Recommended Course Sequence for the Wellness Management Option:

First Year

Sophomore Year

Junior Year

Senior Year

* Must be completed prior to HPX 490 and 491.

LEARNING OUTCOMES

Graduates of the B.S. Health Promotion Studies program will be prepared to demonstrate the following outcomes:

1. Use leadership, management, and collaborative skills as a member of a team to apply the health promotion program planning process to design, implement, and evaluate health promotion interventions. Specifically, students will demonstrate the ability to:
   1. Identify and assess health needs, resources and capacity for a health promotion intervention
   2. Examine secondary data to verify the relationship between behaviors and health issues and to prioritize the intervention focus
   3. Use health behavior theories and models to plan a health promotion intervention addressing prioritized needs
   4. Apply a variety of evidence-based strategies to design a health promotion intervention including marketing and instructional materials
   5. Integrate content knowledge into health promotion intervention program materials and lesson plans
   6. Apply ethical principles and scientific inquiry processes to create an Institutional Review Board Protocol and conduct a pre-post assessment of a health promotion intervention
   7. Market, implement, administer and manage a health promotion intervention
   8. Create a final report documenting the health promotion program planning and evaluation process
2. Serve as a health promotion resource person by effectively communicating, promoting, or advocating for health, health promotion and the profession in oral and written forms through a variety of sources and channels.
3. Demonstrate cultural competence when working with diverse populations.
4. Synthesize knowledge and experience from HPX courses, the arts, sciences, and humanities into a field-based independent project.
5. Articulate a plan for achieving a career of their choice in health promotion.

GENERAL EDUCATION PHYSICAL ACTIVITY REQUIREMENT – 2 SH

This requirement is fulfilled by taking HPX 177 Fitness for Life, a combination of one 1.0 credit lecture class and one 1.0 credit activity class. The lecture and activity classes must be taken during the same semester and both classes have to be passed in order to receive any credit.  Refer to physical activity courses (under course descriptions at the back of this catalog) for a list of activity courses available.

Splitting the course is possible and available to students who transfer in partial activity credit or for Western students fulfilling varsity team requirements. Western students fulfilling varsity team requirements shall receive 1.0 semester hours of physical activity credit but only a maximum of one credit is acceptable for general education activity credit. Because of the physical demands of activity courses offered at Western, students are strongly urged to have a physical examination before registering for these courses. Since part-time students are not covered by university accident insurance, part-time students are strongly urged to carry accident insurance.

AGENCIES USED FOR HEALTH PROMOTION & EXERCISE SCIENCES FIELD PLACEMENTS

Regional
Abilities Beyond Disabilities, Brookfield
AIDS Project, Danbury
Alternative Incarceration Center, Danbury
American Cancer Society, Wilton
American Red Cross, Danbury
American Red Cross, Waterbury
Avery Heights, Hartford
Bethel Health Dept., Bethel
Boehringer Ingelheim, Fairfield
Boys and Girls Club of Ridgefield
Brewster Athletic Club, Brewster, NY
Birth Partners Labor Assistants, Naugatuck
Cardinal Hayes Home for Children, Millbrook, NY
Connecticut Holistic Health Association (CHHA), West Hartford
Connecticut State Dept. of Health
Danbury Children First Initiative, Danbury
Danbury Health Care Affiliates, DHCA, Danbury
Danbury Hospital, Danbury
Danbury Dept. of Health and Housing, Danbury
Danbury School System, Danbury
Danbury High School, Roberts Avenue School, Hayestown Avenue School, Danbury
Danbury Senior Center, Danbury
Danbury Youth Services, Danbury
Danbury Visiting Nurses Assoc., Danbury
Dorothy Day Soup Kitchen, Danbury
Duracell Fitness Center, Bethel
Dow Chemical Corporation, Fitness Center
Devereux Glenhome School, Washington, CT
Even Start, Danbury
Filosa Nursing Home, Danbury
Girl Scouts of Southwest Connecticut
Green Chimneys School, Brewster, NY
Good Friends, Danbury
Habitat for Humanity
Hancock Hall, Danbury
Harambee Center, Danbury
Heal the Children, New Milford
Healing Hearts (Danbury Hospice)
HealthQuest, Danbury
Health South, Danbury
Hispanos Unidos Contra El Sida, New Haven
Human Resource Development Agency, Naugatuck
ICES, Waterbury
Interfaith AIDS Ministry of Danbury, Danbury
Just for Women, Waterbury
Laurel Ridge Nursing Home, Ridgefield
MasterCard Pro-Fit Center, Purchase, NY
National Organization of Rare Disorders (NORD), New Fairfield
New Fairfield H.S., New Fairfield
New Milford H.S., New Milford
New Milford Senior Center, New Milford
Newtown Youth Services, Newtown
Northwest CT AIDS Project, Torrington
Pepsi Bottling Group, Armonk, N.Y.
Planned Parenthood, Danbury and New Haven
Pitney Bowes Corporate Fitness Center, Danbury
Region #15, Pomperaug High School, Southbury
Ridgefield Boys and Girls Club, Ridgefield
Rockland County Dept. of Health, New City, NY
Regional Hospice of Western Connecticut, Danbury
Salvation Army, Danbury
St. Mary’s Hospital, Waterbury
Sun Family Outreach Program, Meriden
The Nat’l Institute of Ayurvedic Medicine, Brewster, NY
Town of Kent, Environmental Protection, Kent
United Way of Western Connecticut, Danbury
Visiting Nurses of Oxford
War Memorial, Danbury
Waterbury Health Dept., Waterbury
Western Connecticut Senior Exercise Program, Danbury
Western Connecticut State University, ChildCare Center, Danbury
Western Connecticut State University, CHOICES, Danbury
Western Connecticut State University, Housing & Residence Life, Danbury
Western Connecticut State University, V-DAY Project, Danbury
Until Violence Stops, Danbury
Women’s Center, Danbury
Women, Infant and Children (WIC), Danbury
Youth Action Programs & Homes, Inc., NY
YMCA, Waterbury

National
Health Fitness Corporation, Minneapolis, MN
MediFit, Florsham Park, NJ
ProFitness Health Solutions, Shelton