THE
FACULTY SENATE
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.
Impact:
This
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
Rationale:
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.
Impact:
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.
Rationale:
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.
Impact:
Because
both courses have been taught as Special Topics for the last four years, adding
them will not require additional resources.
Rationale:
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)
An
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
Impact:
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.
Rationale:
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.
Impact:
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.
Rationale:
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.
Impact:
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.
Rationale:
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.
Impact:
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,
Rationale:
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.
Impact:
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.
Rationale:
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.
Impact:
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).
Rationale:
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.
Impact:
This
course will be an elective and will be offered every Spring by a full-time
faculty member as part of their teaching load.
Rationale:
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.