Senate Document Number 9409S
Date of Senate Approval 04/30/09
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Statement of Faculty Senate Action:
APC Document 76: Addition of new courses to the HWP curriculum:
HWP 260, 284, 290, 292, 333, 335, 345, 350, 355, 360, 480
1. Add: On page 157, new course HWP 260:
260 Complementary and Alternative Healing Therapies (3)
Serves as an introduction and overview of complementary and alternative healing therapies. Students will have an opportunity to experience a variety of healing therapies such as herbal medicine, massage, Reiki, Ayurveda, Chinese medicine, among others. Prerequisite: one course from HWP 152, 153, 154 or 155. See department chair.
class was offered in Fall 2007 by the Health & Wellness Department in
collaboration with the NCCCR to open it to the College for Seniors. It became
an intergenerational course with 28 students and 8 older adults. There were
approximately 15 practitioners from the
Complimentary and Alternative (CAM) therapies are being used by an increasing number of people in this country and are currently being supported by many insurance carriers. This course incorporates a variety of “non-traditional” holistic healing practices. The holistic health care movement is rapidly changing and evolving and many practices are undergoing scientific evaluation. The course will incorporate healing practitioners who are credentialed in their field and who bring a wealth of knowledge and experience pertaining to their specialty. Students will be provided tools for a critical analysis of the healing practice equipping them to make informed choices in the future.
2. Add: On page 157, new course, HWP 284
284 Functional Anatomy (4)
The study of the structure and function of the human body and human muscular system as related to sports and fitness activities. Anatomical, kinesiologic, biomechanical and physiologic principles related to sport and fitness activity will be examined. The laboratory portion will emphasize practical applications. Prerequisite: one course from HWP 152, 153, 154 or 155. Spring.
This change will have little impact on the staffing of the Health and Wellness department as we taught this course for 2 semesters. The 3-hour HWP 273 version of this course did not have the one-hour laboratory section, however. The department believes the addition of a laboratory section to Functional Anatomy allows appropriate time and resources for pedagogical techniques necessary for the understanding of anatomy and movement/exercise science.
This addition is being made for two reasons: 1) the BIOL department cannot currently support all of the HWP students who need to take anatomy (BIOL 223). They support our of adding this class as an alternative to BIOL 223 for HWP students; 2) the content of functional anatomy is more focused on the anatomy needed to understand movement/exercise science so it may be more useful for some HWP students than the BIOL 223, especially those looking to continue training or work in the fitness, sports, or physical therapy fields. We plan to offer it yearly in spring (BIOL 223 is offered yearly in fall) so HWP students will have an anatomy class option each semester.
3. Add: On page 157, new course, HWP 290:
290 Introduction to Biofeedback (3)
Introduces the basics and goals of biofeedback including history, intervention techniques, and analysis of principles and applications. Students also engage in personal biofeedback training. Some course time will be devoted to the underlying principles of neurofeedback. This is not a certification course. Prerequisite: one course from HWP 152, 153, 154 or 155. Spring.
4. Add: On page 157, new course, HWP 292:
292 Biofeedback Lab (2)
Applying the principles of biofeedback, students facilitate sessions in the UNC Asheville Biofeedback Lab, assisting others to understand and eliminate barriers to optimal performance. Students will also conduct research. Prerequisite: HWP 290, or familiarity with instrumentation used in peripheral biofeedback. Fall.
Because both courses have been taught as Special Topics for the last four years, adding them will not require additional resources.
Since its inception in 2005, over 300 visitors have used UNC Asheville’s Biofeedback Lab and students interested in personal training, professional development and research have learned to use the equipment. These courses support the use of the Lab as a training and research facility. Biofeedback can be particularly useful in treating stress-related conditions, and clinical trials are currently evaluating it in the treatment of many other conditions, including asthma, headaches, cardiac arrhythmias, chronic low back pain, and high blood pressure.
5. Add: On page 158, new course, HWP 333:
333 Food Politics and Nutrition Policy (3)
exploration of how corporate, government, and consumer interests affect
nutrition and health policy and how individuals and non-profits influence
nutrition and health policy to promote consumer health. The course addresses
how nutrition and health policies were developed in the
Because this course has been offered in each of the last two years with current staffing levels, there will be little impact on the staffing or resources of the Health and Wellness department.
This course is an important offering in the Food for Thought Cluster (CL9) which seeks to engage students in making connections between their learning in natural, health, and social sciences, and encourages them to become informed consumers of food. The content of the Food Politics and Nutrition Policy course is important to the cluster’s success. Although this course is not currently required in any major, there is significant student interest in the topics covered. The course has enrolled nearly to capacity both times it has been taught (18 in Fall 2007 and 18 in Fall 2008).
6. Add: On page 158, new course, HWP 335:
335 Health Communication (3)
Examines methods for communicating health messages. Communication theory, socio-cultural issues, and communication contexts are examined while developing communication skills and strategies. Other topics include communicating through difference, lifestyle coaching and health/behavior counseling, communicating with health policy makers, utilizing mass media though oral and written communication, and designing and implementing an effective health promotion campaign. Prerequisites: one course from HWP 152, 153, 154 or 155, and junior standing. Fall.
We have a current faculty member with interest and experience in this area who will offer the course once per year. The faculty member’s course load would be redistributed from one ILS required course to this health communications class for our major requirement. A full-time lecturer will cover the ILS course.
Health communication focuses on strategies that inform health workers, patients, community members, and policy makers about important health-related topics. Effective health care communication is critical for improving patient care, encouraging individuals to adopt healthy behaviors, and directing policy makers' attention to important health issues and is becoming increasingly important given the changing face of the healthcare delivery system and growing public attention to preventing disease and achieving personal responsibility for one’s health.
7. Add: On page 158, new course, HWP 345:
345 Research Methods (3)
Students evaluate clinical studies, identify weaknesses in study design, interpret statistics, and apply evidence from clinical research to areas of interest. Topics include reliability, validity, statistical significance, research design, and program assessment. The student will sharpen analytical skills and learn to evaluate studies using a variety of discipline-specific methods. Prerequisite: STAT 185. Fall.
There are several faculty members interested and experienced in contemporary health research methods and evaluation. The department will be able to rotate the course so that it does not affect any one faculty’s workload or the department’s ability to deliver its curriculum.
The major currently lacks an introduction to the discipline-specific research materials and methods, and the ability to critically evaluative research literature. This course will allow the Department to develop an organized strategy to provide education on research to more students, enhancing the development of undergraduate research projects.
8. Add: On page 159, new course, HWP 350:
350 Service Learning in Health Promotion (3)
A structured learning experience that combines
community service with preparation and reflection. Students apply the course
material in health promotion and diversity to meet the actual health needs of
children, teens and seniors from various backgrounds in our community.
Experiences include regular university classroom sessions, attendance at cultural
events, on-site work in local organizations and project team meetings.
Prerequisite: one course from HWP 152, 153, 154 or
155, and junior standing. See department chair.
This course provides an additional opportunity for the University to contribute to assisting community organizations and provides students opportunities to engage in service learning. As a special topics course, HWP 350 has been offered as a Diversity Intensive since Fall 2006 and has consistently enrolled at least 22 students each time. It can be taken by any UNC Asheville student who has completed the ILS HWP requirement. The workload impact is a one-course load currently offered once per academic year and can be covered by current faculty. The following organizations have partnered with this class: Western Carolina Rescue Ministries, YWCA MotherLove Program, YWCA Support Our Schools after school program, Zest Quest children’s health program, I Have A Dream Program,
The course introduces UNC Asheville students to productive, creative, and innovative strategies needed to enhance the health knowledge and fitness levels of the people with whom they work. Students learn to organize and present health and fitness content and materials and develop communication and mentoring skills specifically designed for children, teens, seniors, parents, and the organization’s staff. Students work in an organization in an actual teaching-learning and mentoring situation. To prepare students for these activities the course surveys the major social and psychological processes involved in diversity and human relations, and how these processes affect teaching, learning, health behavior and other human interactions. The community-based learning portion of this class provides students with an opportunity to apply classroom theory in health promotion and diversity issues in practical situations involving people from diverse, multicultural, racial, socioeconomic and ethnic backgrounds.
9. Add: On page 158, new course, HWP 355:
355 Exercise and Sport Performance (3)
Prepares the student to recognize and implement appropriate strategies to enhance sports and exercise performance based on sound physiological principles. Topics include nutrition, strength and resistive training, anaerobic/aerobic training, and principles of exercise program design. Students will have the option to sit for the USA Weightlifting Sport Performance Coach Certification exam at the end of the semester. Prerequisites: one course from HWP 152, 153, 154 or 155; HWP 284 or BIOL 223. Fall.
This course does not affect the teaching load of the instructor. It will add contemporary content to the curriculum and provide skills training allowing students to pursue certifications in the Health and Wellness Profession. Enrolled students, for example, will have the opportunity to sit for the Sport Performance Coach Certification Exam at the end of the semester, a rare opportunity that exists in only two other universities in the nation. Students successfully completing the exam can serve as trainers and coaches at various levels in the sport and fitness industry. Students will also have an opportunity to develop undergraduate research projects related to the course topics.
A major in Health & Wellness Promotion provides students with the necessary theoretical requisites for prescribing exercise to a specific subgroup of the population, whether it be for fitness improvements, sporting endeavors, or rehabilitation. Current literature, however, suggests that a gap exists between scientific knowledge and application. This course addresses that problem by providing students with practical experience in prescribing long-term (quadrennial and annual plans) for specific populations, as well as gaining experience in performing exercise movements with biomechanical efficiency. It develops students’ understanding of program design, specifically periodisation as it relates to fitness and sport accomplishment.
10. Add: On page 158, new course, HWP 360:
360 Aging, Health and Active Living (4)
Explores the benefits and risks of physical activity in later years, and the challenges and incentives to health promotion through active living. Emphasis is on understanding the physiological and psychosocial changes of older adults, and developing skills in designing and implementing health promotion strategies to address specific needs. Students will work with older adults in the intergenerational learning experience program, Wellness Activities for Seniors in Asheville (WASA). Prerequisite: one course from HWP 152, 153, 154 or 155. Spring.
This course was piloted in the spring semester of 2008 when twenty-seven students, 3 Student Directors and 20 older adults aged 58-91 came together for this successful learning experience. Initial funds for senior specific equipment and student training materials were provided from the Bremen Professorship Fund, NCCCR Health & Wellness Committee, and private donors. Funding for future equipment needs and programming will continue to be a collaborative endeavor with support from NCCCR, NCCHW, and other potential donors. The funding needs to offer this course for the future are minimal. The impact upon the Department of Health & Wellness is a one-course load (3 credits).
The Department of Health & Wellness acknowledges the need for a course that provides contemporary content, skills and experiential learning (service learning) in the area of health promotion and aging.
This course helps prepare students interested in a career in gerokinesiology, gerontology, geriatrics or public health and provides and compliments offerings which stress societal needs for education on preventive health and health promotion by tying those principles to care for elderly parents and knowledge of self-care as one ages. It provides students with information on the changing activity levels and other health needs associated with the aging process and examines the cultural, individual and gender differences in health status and physical activity needs among older adults. During the laboratory portion of this course, students will have the opportunity to create a health promotion action plan and implement it while working with an older adult from the community. The International Curriculum Guidelines for Preparing Physical Activity Instructors of Older Adults will be used.
11. Add: On page 159, new course, HWP 480:
480 Advanced Internship in Health and Wellness Promotion (3)
Students are placed in an organization and provided with professional supervision for advanced skill development. Requirements may include a bi-weekly journal; a major project that includes research and project management and demonstrates leadership skills; a culminating report; and a final presentation. Students who qualify for this advanced internship placement do so on the basis of academic standing, career choice, and personal interview. Prerequisites: HWP 380 and permission of instructor. Spring.
This course will be an elective and will be offered every Spring by a full-time faculty member as part of their teaching load.
Developing and implementing the Internship Program in the Health & Wellness Promotion Major has provided evidence that some students benefit from more experience and exploration of various career paths in Health & Wellness Promotion. In addition, some students need to continue their professional development through opportunities to attend workshops, conferences, and organizational meetings as well as enhance skills such as meeting organization and facilitation, networking, and professional communication.