Course Description:

This course provides teachers with the competencies and knowledge needed to teach school health education. An examination of the school health program, national health education curricula, national health education standards, and pedagogy and teaching resources in health education will form the focus of the course.

Health Education Curriculum and Instruction is divided into five (5) unequal modules. Each module provides course lectures, or sessions, of varying lengths presented by a diverse array of course faculty with expertise in school health education. Five course assignments are provided at points throughout the course and module questions are listed at the end of each module. In addition, five final exam questions are listed at the end of the course.

Each student will be assigned a faculty member to assist them as they work through the course material and to set a timetable for the completion of all course-related assignments, including the final exam. The faculty member may be assigned by the “Host Institution,” in many cases, a university or college, or will be drawn from the HEP Network listing of approved instructors.

In all cases, students will be provided with the name and contact information of their course instructor immediately after enrolling in the course. The course instructor will be the student’s primary contact for all course related questions. Course instructors will grade all assignments and examinations.

• Jeanette Dippo, R.N., M.S., Instructor of Health, SUNY College at Cortland, New York
• Owen Donovan, MS, Assistant Professor of Health & Coordinator of School Partnerships for the Health Department, SUNY College at Cortland, New York
• Bonni Hodges, Ph.D., Professor & Chair of the Health Department, SUNY College at Cortland, New York
• Ms. Ilena D. Key, MPH, MA; Instructional Technology Consultant at Lehigh University, Pennsylvania
• Donna M. Videto, Ph.D., CHES, Associate Professor of Health, SUNY College at Cortland, Cortland, New York
• G. Greg Wojtowicz, Ph.D., President, Exeter, Inc., Adjunct Professor at the University of Alabama

Joint Committee on National Health Education Standards. (1995). National Health Education Standards: Achieving Health Literacy. American Cancer Society (available from Dr. James Eddy at HEP Network). Current draft of the 2006 National Health Education Standards available on-line at www.aahperd.org/pdf_files/standards.pdf

Subscription to www.healthteacher.com. Students who enroll in this course will be provided a one year subscription to an on-line health education curriculum at www.healthteacher.com. All students must first register using this contract code: HEPNET-12-ALL. When you register, you will setup your own login using an e-mail address (any that you may have) and create a password. Please make a note of this login, you will need it to access the lessons.

1. Open a browser & navigate to: www.healthteacher.com/registration2/registration.asp
2. Review and scroll to the red box which says “Were you provided a contract code by your school, district or professor?” Click Start Here
3. Enter your e-mail address and select a password then click the [Next Step] button
4. Enter in your contact information & click the [Next Step] button
5. Confirm your information (print out this page for your reference) & click the [Complete the Process] button
6. Enter in your Contract Code & click the [Submit] button. The Contract Code is HEPNET-12-All (use dashes)

The following document is on our website and should help you get started http://www.healthteacher.com/Welcome_to_HealthTeacher.pdf If you have any access difficulties at any time, please contact danny@relegent.com

Welle, H., Russell, R., & Kittleson, M. (1995). Philosophical trends in health education: Implications for the 21st century. Journal of Health Education, 26(6), 326-332.

1. The student will obtain health-related information about multicultural environments, growth and development, and basic life-skills through the process of (a) selecting valid educational resources; and (b) reviewing current school health education lesson plans.
2. The student will distinguish between behaviors that foster and those that hinder well-being by (a) investigating physical, social, emotional, and intellectual factors influencing health behavior; (b) identifying behaviors that tend to promote or compromise health; and (c) recognizing the role of learning and affective experiences in shaping patterns of health behavior.
3. The student will develop a rationale and logical scope and sequence for planning a health curriculum through the process of determining the scope of comprehensive school health education information appropriate in a health education curriculum.
4. The student will develop age-appropriate and standardized health education objectives through the process of writing measurable objectives, which affiliate with identified goals, for a lesson.
5. The student will evaluate a variety of health education activities and lessons.
6. The student will select health-related methods and media, which are best suited to school health education curricula, through the process of evaluating available health education resources such as web-based lesson plans.

1. Philosophy of health education essay – Module I (10 points).
2. Description of five health agencies/organizations – Module II (10 points).
3. Health education curriculum review – Module III (10 points).
4. Critique of five Internet-based health education lesson plans – Module III (10 points).
5. Select and describe five skill-based health education lesson plans from healthteacher.com – Module IV (10 points).
6. End of Module Discussion Questions (50 points).
7. Final Exam (100 points).

A 180 - 200 points
B 160 - 179 points
C 140 – 159 points
D 120 – 139 points
F Below 120
Note: Depending upon the host institution, the course instructor may assign plus and minus grades to the grade ranges provided here.

The student needs to select the health education philosophy that he or she believes would best reflect their personal philosophy of teaching. Once a philosophy is selected from the health education professional literature the student will then write a research-based essay (using the latest edition of the APA referencing style) on the philosophy to include the following:

1. The title of the philosophy selected and an overview of that philosophy from the professional literature. The overview should include a clear description of the philosophy and any relevant historical perspective of that philosophy in regards to teaching health education.
2. The anticipated program goals and intended program outcomes associated with the selected philosophy.
3. A description of any possible strengths and weaknesses that might occur in a program guided by the selected philosophy.
4. A selection of teaching methods for a school-based program that would be used in a program founded on the selected philosophy (be specific regarding the grade levels where you would use your recommended methods).

The student needs to select any five of the associations, agencies or organizations presented in Session F of Module II for review. Once the associations or agencies are reviewed, the student will need to complete a write-up on each of the five selections and provide the following information:

1. Name/Title; Type – Professional Association, Government Agency, Voluntary Health Agency or Other; and the URL
2. Mission Statement; Goals; Objectives
3. Name & Credentials of Key Staff Contact Person
4. List the general type of service or support that the agency provides and a description of who could receive that service or support (i.e. a member who has paid their dues).
5. A description of specifically how that agency could help a school health educator. The description should include the types of information and materials that a school health educator could get from that agency and/or how that agency would help him or her in teaching health education.

The student needs to select one health education curriculum website from the websites of the national curricula reviewed in Session B, Module III. An assessment tool for critiquing the selected health education curriculum website is provided below. The student needs to go to the selected website and conduct a thorough review of the curriculum by reviewing the materials posted on the website; examining the curriculum scope and sequence chart (if provided); reviewing sample lesson plans; and by reviewing any evaluation studies on the curriculum linked to the website. In response to each of the following items the student will need to answer each question or item and provide an example to clarify the points being made.

1. Provide the title of the curriculum, the website URL, and a brief overview of the curriculum then address the following items:
2. Is the curriculum established on a sequential K- 3, K-6 or K-12?
3. Are topics presented in such a way that they could be taught or integrated into other subject areas (e.g., science, reading)?
4. Does the curriculum have clearly stated goals and objectives?
5. Are the curriculum goals consistent with current health theories and state and national-level recommendations?
6. Can the curriculum meet the needs of a diverse student population?
7. Does the curriculum reflect the best practices of health education by including teaching methods and strategies that have been proven to be successful?
8. Does the curriculum build basic skills and foundations with younger students and provide for discussion and skill practice with older students?
9. Does the curriculum contain relevant terminology with words the students will understand?
10. Do avenues for parental involvement exist?

The student needs to select five health education lesson plans for critiquing from at least three different websites on the Internet. Each critique must include the following information:

1. The URL or website address where the lesson plan or resource material was obtained. Attach a copy of the lesson plan to the report.
2. The name of the site and its professional affiliation (the name of the company or institution hosting the website). Include a description of the host agency’s reliability or reputability. Consider such issues as the mission of the host agency; the credentials of the host staff; and the criteria for lesson plan submission when considering whether or not the site is reputable or reliable.
3. Briefly describe the lesson plan being critiqued.
4. Provide an assessment on the value and quality of the lesson plan or material by addressing the following:
   1. Is the material up-to-date and supported by the current health education research? Explain.
   2. Is the lesson challenging yet do-able for the intended age group? Explain.
   3. Would the lesson compliment content information that is needed and necessary? Document this point by making reference to the appropriate CDC 6 risk behavior category.
   4. Would the lesson be considered fun and educational? Explain.
5. Provide a final rating of the lesson plan on a scale from one to ten (one being very poor, ten being exceptional). Rate the lesson on the value of this material to your future teaching. In other words would you ever use this lesson? Explain your rating.

From the healthteacher.com on-line curriculum the student will need to select five skill-based lesson plans for review. Each review will need to address the following items:

1. Provide the title of the lesson plan and the targeted age group. Attach a complete copy of the lesson being described.
2. Identify one skill that you believe the lesson clearly develops throughout the lesson. Identify the specific National Health Education Standard linked to the selected skill.
3. Describe how the lesson develops the one skill that you have identified. Give a step by step description of how that one skill is developed in the lesson. The lesson may reflect multiple skills but you need to address the development of that one skill and the steps that are going into its development.
4. For your selected skill, describe the assessment strategy provided in the lesson plan for assessing the development of that skill.
5. Provide a final rating of the lesson as to how successful you feel the lesson would be in regards to the development and assessment of the selected skill. Rate the lesson on a scale from one to ten (one being very poor, ten being exceptional).

Upon completion of viewing all segments in a module, the student needs to prepare written responses to each of the end-of-module discussion questions. The responses are then forwarded to their assigned course instructor, who will review the student’s work and provide feedback to the student. Additional assignments from the module should be forwarded upon completion of the module as well.

Assignment 7) Final Exam

Upon course completion, the student will prepare and forward responses to the five essay items provided.

Course Outline:

Module I: Introduction, History & Theoretical Foundations

Session A:	Course Introduction – (Videto)
Session B:	Definitions (Report of the 2000 Joint Committee on Health Education and Promotion Terminology) – (Videto)
Session C:	Focus for Heath Education, Health Literacy – (Wojtowicz)
Session D:	Focus for Health Instruction, HP2010 – (Videto)
Session E:	Historical Perspective of Health Education – (Videto)
Session F:	National Evaluations in School Health – (Videto) Assignment: Please read the Welle, Russell, & Kittleson, (1995) article, Philosophical trends in health education: Implications for the 21st century.
Session G:	Health Education Goals & Philosophies – (Hodges) Assignment: Essay on health education philosophy (10 points)
Session H:	Promoting Health Behavior Change: Theoretical Foundations - (Hodges)

Session A:	Coordinated School Health Program – (Videto)
Session B:	Developing Healthy School Teams & CSHP – (Dippo)
Session C:	Facilitating the School Health Program: Teacher Roles, Responsibilities, Qualities, & Characteristics – (Videto)
Session D:	Setting the Stage for Health Education: Developing a Positive Classroom Environment – (Videto)
Session E:	Facilitating the School Health Program: Agencies, Organizations & Associations – (Videto with Smith) Assignment: Description of five health agencies/organizations (10 points)

Session A:	Curriculum Development General Overview – (Videto)
Session B:	Health Education Curriculum: The National Perspective – (Videto) Assignment: Health education curriculum review (10 points)
Session C:	Planning Health Lessons that Meet the Needs of All Learners – (Donovan)
Session D:	Creating Learning Experiences in Health Education: Examining the Health Education Lesson Plan – (Videto) Assignment: Critique five Internet-based health education lesson plans (10 points)
Session E:	Developing Learning Experiences & Lesson Plans in Health Education – (Donovan)

Session A:	Teaching Methods, Strategies, & Activities in Health Education – (Videto)
Session B:	Working with Groups: Developing Cooperative Learning –(Videto)
Session C:	Learning Centers & Health Fairs – (Videto)
Session D:	Service Learning - (Wojtowicz)
Session E:	Teaching Health Education with Technology – (Key)
Session F:	Delivering Health Instruction: Skill-based Instruction –(Videto) Assignment: Select and describe five skill-based health education lesson plans off of healthteacher.com (10 points)
Session G:	Skills Development: Advocacy – (Videto)
Session H:	Communication Skills – (Videto)
Session I:	Decision Making – (Wojtowicz)
Session J:	Skills Development: Goal Setting – (Videto)
Session K:	Media Literacy & Health Education – (Donovan)
Session L:	Stress Management – (Donovan)

Session A:	School Health Assessment & Evaluation (Introduction) –(Videto)
Session B:	Assessing the Process: A Look at Assessment in Health Education – (Donovan)
Session C:	Assessing the CSHP: An Experience in Cortland – (Dippo)