UCC/UGC/YCC
Proposal for New Course
1. Effective BEGINNING of what term and year?:
Fall 2012
See effective dates calendar.
2. College: Health and Human
Services
4. Course subject and number:
3. Academic Unit: Health Sciences
FW 406
5. Units: 3
6. Long course title: Health Coaching Skills
(max 100 characters including spaces)
7. Short course title: Health Coaching Skills
(max. 30 characters including spaces)
8. Catalog course description (max. 60 words, excluding requisites):
This course will provide health coaching skills for allied health, health promotion, and public
health professionals with emphasis on the practical application of brief intervention and
motivational interviewing skills to promote healthy lifestyle changes.
Letter grade only. Prerequisite: PSY 101, HS 200; FW 343; and any nutrition course
9. Grading option:
Letter grade
Pass/Fail
Both
10a. UGC approval date*:
10. Co-convened with:
(For example: ESE 450 and ESE 550)
*Must be approved by UGC before UCC submission, and both course syllabi must be presented
11. Cross-listed with:
(For example: ES 450 and DIS 450)
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
12. May course be repeated for additional units?
12a. If yes, maximum units allowed?
12b. If yes, may course be repeated for additional units in the same term?
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Yes
No
Yes
No
1
13. Prerequisites:
PSY 101, HS 200; FW 343;
and any nutrition course
14. Co requisites:
15. Is this course in any plan (major, minor or certificate) or sub plan (emphasis or concentration)?
Yes
No
If yes, describe the impact and attach written responses from the affected academic units prior
to college curricular submission.
BS Health Sciences; Fitness and Wellness. Minor: Health and Wellness Coaching. This
proposal is being submitted concurrently with the new plan proposal for the major and minor.
16. Is there a related plan or sub plan proposal being submitted?
Yes
No
If no, explain.
17. Does this course include combined lecture and lab components?
Yes
If yes, note the units specific to each component in the course description above.
No
18. Does this course duplicate content of existing courses?
Yes
No
If yes, list the courses with duplicate material. If the duplication is greater than 20%,
explain why NAU should establish this course.
19. Names of the current faculty qualified to teach this course:
Deborah J. McCormick
20. Justification for new course.
This course is a required course in the attached new major and minor proposals. This course
is necessary to meet the required outcomes for that plan and minor.
NOTE: The overall plan proposal is being created such that no new resources are needed.
This is possible through efficiencies gained in modifying existing plans in the department and
Extended Campuses support for online courses. See attached letter of support from
Extended Campuses and the Psychology Department.
Answer 21-22 for UCC/YCC only:
21. Is this course being proposed for Liberal Studies designation?
Yes
If yes, forward this form along with the appropriate supporting documentation to the
Liberal Studies Committee.
No
22. Is this course being proposed for Diversity designation?
Yes
If yes, forward this form along with the appropriate supporting documentation to the
Diversity Committee
No
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2
Scott Galland
Reviewed by Curriculum Process Associate
01/13/2012
Date
Approvals:
Department Chair/ Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCG/UGC/YCC Approval
Date
:
Approved as submitted:
Yes
No
Approved as modified: Yes
No
:
From: Patrick A Deegan
Sent: Friday, November 18, 2011 4:30 PM
To: Stephen E Palmer
Subject: RE: Request for Support - Fitness/Wellness major and minor
Hi, Steve, Let me know if the following brief statement will do the job for you on the UCC forms:
Extended Campuses is pleased to provide funding to cover salary costs for part time instructors or full time
faculty teaching on overload for the following courses: FW 321, 343, 405, and 406. Payment of full salary costs
will be based on adequate enrollment.
From: Michelle Miller
Sent: Thursday, January 12, 2012 5:01 PM
To: Stephen E Palmer
Subject: RE: New fitness/wellness plan
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3
Hi Steve - Conferred with our department UCC whiz and we're comfortable with
approving the requirement for 101. It would be great if next year we could get an idea
for the actual utilization of the course within that sub-plan (i.e., how many students did
end up taking it) for planning purposes. Hope that helps - Dr. Michelle Miller
Professor and Chair, Department of Psychology
President's Distinguished Teaching Fellow
Northern Arizona University
From: Stephen E Palmer
Sent: Monday, January 09, 2012 1:01 PM
To: Michelle Miller
Subject: New fitness/wellness plan
Hello Michelle,
I’ve attached a draft new sub-plan proposal called “Fitness wellness” and a health coaching
minor. At our college curriculum committee, it was recommended that since a portion of the plan
includes health coaching, that majors should have a psychology class.
Two questions for you.
1.
2.
What psychology class would you recommend for our fitness wellness plan?
For that class, would you support this proposed program with the addition of that course?
We’d likely need an introductory course and want to avoid an upper division course that would
come with other prerequisites.
Thanks for your help and consideration!
--Steve
Steve Palmer, Ph.D.
Associate Professor & Chair
Department of Health Sciences
Northern Arizona University
PO Box 15095
Flagstaff, AZ 86011-5095
Phone: (928) 523-6164
Fax: (928) 523-0148
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4
FW 406 HEALTH COACHING SKILLS
NORTHERN ARIZONA UNIVERSITY
COLLEGE OF HEALTH AND HUMAN SERVICES
DEPARTMENT OF HEALTH SCIENCES
FALL 2013 (3 CREDIT HOURS)
Meeting Time/Days: This course is offered online only and is asynchronous, but is not selfpaced. Assignments are due at regular intervals as posted on the syllabus and course
calendar.
Instructor:
Deborah J. McCormick, Ph.D.
312 Health Professions Building
928-523-8534
Debby.McCormick@nau.edu
Course prerequisites: PSY 101, HS 200, any nutrition course, & FW 343
Course description
This course will provide health coaching skills for allied health, health promotion, and public
health professionals with emphasis on the practical application of brief intervention and
motivational interviewing skills to promote healthy lifestyle changes.
Student Learning Expectations/ Outcomes
Identify lifestyle risk factors and their association with disease
Identify health coaching opportunities in various clinical and non-clinical settings
Recognize the origin and application of behavior change models and theories of change
in health settings
Apply appropriate health coaching interventions based on identifying participants’
readiness to change
Demonstrate effective goal setting techniques
Demonstrate effective brief intervention health coaching skills
Demonstrate beginning proficiency in motivational interviewing skills
Effectively use group facilitation techniques in health settings
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Course structure/approach
This is an online upper-division class requiring independent thought and effort. Active
participation and discussion is expected and encouraged. The textbook and supplemental
readings will be the basis of interactive discussions in Bb Learn. Students are encouraged to
share relevant materials and experiences regarding course topics with the class. Opportunity to
pursue individual interests within this subject area is provided and encouraged in class
assignments.
Due to the variety of time zones from which students are logging on and differing student work
hours, there will be no set office hours for this class. Students are encouraged to request
individual telephone appointments with me (at a mutually convenient day and time) to discuss
problems or questions or to communicate by e-mail. Note that Arizona does not follow Daylight
Savings Time like other states. This means we are on the same time as California during the
summer and the same as Colorado during the winter.
Textbook and required materials
Rollnick, Miller, & Butler (2008). Motivational Interviewing in Healthcare: Helping Patients
Change Behavior
Instructor will provide additional relevant readings and links online throughout the course.
Course Outline
Module One: Introduction to Health Coaching
Impact of lifestyle behaviors on health
Chronic health conditions and quality of life
What is a health coach?
Why Health Coaching?
Health Coach role in behavior change
Module Two: Theories and Models of Health Behavior Change
The Self Regulatory Model
Theory of Reasoned Action and Theory of Planned Behavior
Social Cognitive Theory
Health Belief Model
Transtheoretical Model/Ambivalence and Stages of Change framework
Module Three: Goal Setting and Adult Learning Theory in Coaching
Goal Setting
Adult Learning Principles
Establishing a Behavior Change Plan
Module Four: Brief Intervention Techniques and Applications
Context and Readiness
Motivators/Barriers
Communication Skills
Module Five: Motivational Interviewing
The “Spirit” of Motivational Interviewing
Central Coach Behaviors
Strategies for Building Motivation for Change
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Key Principles of Motivational Interviewing
Overcoming Resistance to Behavior Change
Module Six: Positive Psychology Practical Coaching Tips
Mindfulness Meditation in Coaching
Applying Signature Strengths
Strategies to Engage Employees
Relapse Prevention Strategies
Coach Action Plan for Adherence and Positive Reinforcement
Module Seven: Group Facilitation Skills
Facilitation Concepts
Facilitation Techniques
Facilitator Challenges
Module Eight: Engaging Diverse and Hard to Reach Individuals in Health Coaching
Cultural Considerations
Delivery Methods
Addressing Language and Literacy Barriers
Assessment of Student Learning Outcomes:
1.
2.
3.
4.
5.
Weekly Quizzes
Discussion Boards
Written Exams
Practical Application Exams
Reflection and Critiques
Total Possible Points
Possible Points
100
50
75
75
100
400
Grading Scale
360-400 pts. = A
320-359 pts. = B
280-319 pts. = C
240-279 pts. = D
<240 pts. = F
Add/Drop, Withdrawal, and Withdrawal with Petition Dates:
(TBA: These dates will be added for the semesters the course is taught.)
Course Policies:
Students are expected to:
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7
1. Attend class online daily.
2. Missed or late written assignments: Students should be prepared to submit
assignments on or before the due dates. Any assignments submitted late will have a
5-point penalty per day, regardless of the point value of the assignment. Late
discussion posts and quizzes: You will not receive any credit for late discussion
posts or quizzes. Remember, allow yourself adequate time to deal with potential
technical barriers to submitting your assignments. Technical barriers include such
things as the NAU Bb Learn server's being down, bad weather affecting transmission
over telephone lines, or unanticipated problems with your computer. To allow time to
deal with such problems, you should submit papers one or two days before the due
dates. The Academic Help Desk staff are available to help you, but that is NOT a 24hour service. Additional responsibilities of the student: It is the student's
responsibility to ask questions IMMEDIATELY if she/he is unsure of requirements for
the assignments or if she/he has technical problems with access to course
information. Contact the instructor with questions regarding interpreting or posting
assignments well in advance of assigned due dates. While NAU instructors check
their Mail regularly, they will not be on-line every day, so please plan ahead. If you
are unfamiliar with using a computer, you are strongly advised not to take an online
class. Just as this class requires a basic knowledge of health and disease, you must
also have proficiency in computer use, and the ability to follow detailed instructions
and navigate within a web-based format.
3. Type (double-spaced) all assignments that are turned in, except where otherwise
noted.
4. Submit original work. Plagiarism of copy-written materials and/or work will not be
tolerated.
5. Expectations regarding professional class behavior: Students should act in a
professional and courteous manner when offering opinions or responding to others'
ideas, even if they vary substantially from their own beliefs. Students may have
differing opinions or perspectives on concepts presented in class, and all students
should feel that the expression of their ideas will be respected. I count on each of
you to contribute to a safe and considerate learning environment for all. Individual
work: All assignments for this class (all quizzes, written assignments, and discussion
posts) must be completed independently. You may discuss information and concepts
with other individuals or students, but the actual writing of assignments for a grade
must be independent work. If academic dishonesty is confirmed (see below), the
student will receive a grade of 0% (zero points) on the assignment, and further action
will be taken by the Department.
University policies: Attach the Safe Working and Learning Environment, Students with
Disabilities, Institutional Review Board, and Academic Integrity policies or reference them on the
syllabus. See the following document for policy statements:
http://www4.nau.edu/avpaa/UCCPolicy/plcystmt.html.
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