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 343
5. Units: 3
6. Long course title: Facilitating Active Living
(max 100 characters including spaces)
7. Short course title: Facilitating Active Living
(max. 30 characters including spaces)
8. Catalog course description (max. 60 words, excluding requisites):
A client-centered approach to facilitating healthy lifestyles; this course offers opportunities to
gain skills necessary for helping others include physical activity and nutrition into their daily
lives. Additionally, students will gain knowledge and skill in motivational interviewing and
other techniques for facilitating positive lifestyle change in others. Letter grade only.
Prerequisite: PSY 101, HS 200, 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?
Yes
No
Yes
No
13. Prerequisites:
PSY 101, HS 200, 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 proposals 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:
Jay Sutliffe; Roger Bounds
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?
No
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Yes
If yes, forward this form along with the appropriate supporting documentation to the
Diversity Committee
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.
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From: Michelle Miller
Sent: Thursday, January 12, 2012 5:01 PM
To: Stephen E Palmer
Subject: RE: New fitness/wellness plan
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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FW 343: Facilitating Active Living
Health Sciences: Public Health (Major); Health Sciences: Health & Wellness
(Major);
Health Sciences: Health & Wellness Coaching (Minor)
Fall 2012 (3 credit hours)
Class Days/Times: Tuesdays and Thursdays - 9:35AM-10:50AM
Classroom: TBA
Instructor:
Office Address:
Office Hours:
Phone:
Email:
Roger Bounds, Ph.D., CHES or Jay Sutliffe, Ph.D., R.D.
XXX Health Professions Building
TBA
928-523-XXXX
XXXXXX@nau.edu
Pre-requisites:
PSY 101, HS 200 & Any Nutrition Course
Required Textbook:
Corbin, C., Welk, G., Corbin, W., & Welk, K. (2011). Concepts of
Fitness and Wellness. A Comprehensive Lifestyle Approach (9th
Edition). New York, NY. McGraw-Hill Publishers. ISBN: 978-0-07352381-1
Additional Readings: There will be several documents provided to you in our BB Learn course
shell. These are required readings.
Course Catalog Description: A client-centered approach to facilitating healthy lifestyles; this
course offers opportunities to gain skills necessary for helping others include physical activity and
nutrition into their daily lives. Additionally, students will gain knowledge and skill in motivational
interviewing and other techniques for facilitating positive lifestyle change in others.
Public Health Program Outcomes Addressed in the Course:
This course will address the following program level outcomes:
1-F: Graduates will demonstrate knowledge and comprehension of Physical Activity
1-M: Graduates will demonstrate knowledge and comprehension of Nutrition
2-H: Graduates will demonstrate skills necessary to act as a resource for health
2-I: Graduates will demonstrate skills necessary to communicate and advocate for health education
needs at the individual level.
3-B: Graduates will demonstrate professional conduct (i.e. open to feedback, respectful
communication, collaboration, taking initiative…)
For a list of all Public Health Program outcome, see department website.
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Course Student Learning Objectives:
Upon completion of this course the student should be able to:
1. Describe the influence of lifestyle factors, including nutrition and physical activity habits, on
overall health.
2. Identify barriers to exercise adherence and compliance (e.g., time management, injury, fear,
lack of knowledge, weather).
3. Utilize different types of feedback (i.e., evaluative, supportive, descriptive) and the ability to
use feedback to optimize a client’s training session.
4. Promote an environment that optimizes participant adherence to physical activity and
nutritional goals by applying effective communication techniques, motivation techniques and
behavioral strategies.
5. Educate clients using scientifically sound fitness and nutrition information and resources to
enhance client’s knowledge base, program enjoyment, adherence and overall awareness of
health and fitness related information.
6. Describe health coaching principles and lifestyle management techniques related to behavior
change.
7. Describe community-based exercise programs that provide social support and structured
activities (e.g., walking clubs, intramural sports, golf leagues, cycling clubs).
Course structure/approach
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This is a 3 credit hour course. While there will be some lecture, interactive participation will
be required of all students. It is taught in a hybrid format that will require student internet
access and regular use of BB Learn system.
Students are expected to read the chapters in the textbooks and come to class prepared for
discussion and active learning experiences.
Students are required to complete all course assignments per the syllabus calendar.
Students are required to participate in regular online discussions (in addition to in class
activities) that apply the content and prepare students for in class activities.
Students are required to take course exams as scheduled.
Complete a comprehensive semester project
Add/Drop Dates
Month, Day, 20XX = Last day to drop a class without its appearing on the student's transcript.
Month, Day, 20XX = Last day to withdraw from a class with a "W."
Course Outline:
Module 1: Introduction and Support for Physical Activity and Nutrition
Week 1: Self-Management & Self-Planning Skills for Health Behavior Change
Week 2: The Health Benefits of Physical Activity
Week 3: How Much Physical Activity is Enough?
Module 2: Physical Activity for Active Living
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Week 4: Moderate Physical Activity: Being Active in Diverse Environments
Week 5: Performance Benefits of Physical Activity
Week 6: Body Composition
Module 3: Nutrition for Active Living
Week 7: What Nourishes You? & The Basis of a Healthy Diet
Week 8: Energy Balance & Weight Control
Week 9: Nutrition for Fitness & Sports
Module 4: Informed Consumerism & Supporting Health Literacy for Physical Activity & Nutrition
Week 10: Evaluating Fitness and Wellness Products: Becoming an Informed Consumer
Week 11: Specific Readings: Measuring Physical Activity (individual and population
measures)
Week 12: Food Safety & Under Nutrition Throughout the World
Module 5: Facilitating Change: Individual and Community Levels
Week 13: Readings: Motivational Interviewing for Behavior Change (Weight Management,
Smoking cessation, etc.)
Week 14: Readings: Community-Based Interventions for Physical Activity
Week 15: Taking Sides on Current Health Issues
Evaluation Methods:
Final grade will be determined by the following:
ASSIGNMENTS AND EXAMINATIONS
1. Interactive Discussions: 100 pts
2. Exam #1: 100 pts
3. Exam #2: 100 pts
4. Final Project: 100 pts
5. Pop Quizzes: 100 pts
GRADE SYSTEM
90 - 100%= A (450-500 points)
80 - 89%= B (400-449 points)
70 - 79%= C (350-399 points)
60 - 69 %= D (300-349 points)
 59%= F
(  299 points)
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1. Interactive discussion participation (100 pts)
Communication among all members of the class is an important part of this online course
experience. You will be expected to actively contribute to class discussions. This active
participation will constitute a substantial percentage of your grade in the class. You will
have weekly responsibilities regarding class communication. As discussed below, these
points are not awarded for simple participation. You will be required to participate with
meaningful, thoughtful, and well-informed (researched) comments.
There will be a total of 6 formal (graded) discussion activities and a few other informal
(not graded) discussions. The formal discussions will begin on Mondays (see the
schedule provided at the end of this document). Since the goal of this process is quality
dialog on a given disease topic I hesitate to provide information on “minimum effort”. I
will, however, give you some guidelines. In order to meet the stated objective of “quality
dialog you will need to exceed these guidelines. During each discussion you should
make a minimum of five posts to the appropriate discussion forum: Please take note of
the schedule at the end of this syllabus. We will have ongoing discussions during most of
the semester, but there are a few weeks where there will not be a discussion (see
schedule).
Monday (by noon)
Tuesday (by 10 PM)
Wednesday (by 10 PM)
Thursday-Friday (anytime)
I will post the weekly assignment or questions
Respond to my question(s)
Respond to two of your classmates’ comments
Review your feedback and respond (2 minimum)
In order to receive credit for this activity, your posts should be approximately 250 - 500
words in length and have “substance.” Again, I hesitate to provide such guidelines when
the objective is to have a quality interaction. This will require you to think critically and
provide thoughtful insight. Responses that simply add up to an “I agree” or “me too”
statement will not receive credit. Do, however, make an attempt to be concise and avoid
“long winded” responses. Some students are quite gifted at writing long narratives that
really never say anything. Make your point and, more importantly, defend your point
with a logical and well articulated rationale.
The weekly points will be based on “active engagement in quality dialog”. There are no
wrong answers. However, your comments should be logical, well explained, and if
necessary, supported with outside resources. You should provide enough information to
allow the reader to understand your point and your perspective. It is very important that
these discussions be of high quality. You are encouraged to express your opinions. The
opinions, however, must be “informed” opinions. You will be required to provide the
rest of us with the basis of your opinion. This basis needs to be valid, reliable and well
articulated. This means you will need to find some research or other similar support for
your comments. This requirement applies to both your initial posts and your replies to
other students. I cannot stress this enough. Many students very clearly express their
opinion, but lose points because they never described why or how they have that
opinion.
You will not receive credit for a simple “here is what I think……..” post because you are
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also required to explain why you think that way and on what reliable information you
have based that opinion.
NOTE: these discussions may require you to comment on an assigned reading. Please be
sure to read these in advance to insure quality dialog with your classmates.
2. Exam I (100 pts.)
The majority of the points on the exams will be objective, Scantron-type questions. They
will cover material from the assigned readings as well as information presented and
discussed in class.
3. Exam II (100 pts.)
The majority of the points on the exams will be objective, Scantron-type questions. They
will cover material from the assigned readings as well as information presented and
discussed in class. Exam II will also include essay questions
4. Final Project (100 pts.)
Details on these projects will be provided in class. This syllabus only serves as a primer
to let you know (in a superficial way) what will be expected. Any information provided
in class will supersede the information provided here about projects. You will be asked to
develop a plan/proposal for a community based intervention for physical activity and/or
nutritional behavior change for a defined community. You will be submitting and
“defending” this project in person with the instructor.
A paper copy and electronic copy must be turned in by the due date. A plagiarism
detection service will be used to compare your paper to the internet and other sources for
authenticity.
5. In-Class Pop Quizzes (100 points total)
There will be numerous unannounced “Pop Quizzes” throughout the semester. They will
be administered in class. These may cover any previous readings or lectures, discussion
information, or material assigned for that particular day. If you are tardy to a pop test,
you will start at the question number you came in on. No Restart, No exceptions. Missed
quizzes cannot be made up. If the absence is excused (see below), the quiz will not count
against you. Missed quizzes due to unexcused reasons (tardiness or absences) will be
recorded as a zero. At the end of the semester the lowest pop quiz grade will be dropped
and your quiz average will be determined by the remaining quiz grades.
*NEW! The in class quizzes may also include certain skill evaluations for the “clinical skills”
portion of the course.
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NOTE: These quizzes are designed to insure that each student is keeping up with the material
and participating regularly. Students who keep up with the reading (ahead of time) and
participate actively usually find that the quiz average helps their overall average. Those students
who typically wait until the last minute to study for exams and complete assignments usually
find that the quiz average will negatively affect their grade.
Also the quiz administration policies in conjunction with the large number of quizzes tend to
serve as an “unwritten absence and tardy policy”. In other words, if you are often late or miss
several classes, your grade will suffer. On the other hand, those who attend class regularly fins
that the pop quiz grade and the process itself helps their grade overall.
Course Policies:
Students are expected to:
1. Attend Class.
This is an upper division class requiring independent thought and effort. Active
participation in classroom discussion is expected and encouraged. Missed work will
result in a zero for that assignment. Students are expected to complete all required
coursework by the established due dates. Late assignments will not be routinely
accepted. If you have a written University excuse for missing class when
assignments are due, you may either turn them in early, or with prior permission of
the instructor, make alternative arrangements. Students without university excuses
will not be allowed to submit late papers or assignments.
2. Be prompt for class, participate fully, and be prepared with the assignments for the
day.
3. Submit original work. Plagiarism of copy-written materials and/or work will not be
tolerated. Students who commit academic dishonesty (see below for more details)
will not receive credit for the assignment. Cheating/plagiarism may result in
University disciplinary action, including suspension/expulsion.
4. Take the exams and quizzes as scheduled. No retests will be given. Make-up tests for
exams will only be allowed in the event that the student has a university authorized
excuse that is presented prior to the missed exam.
5. Demonstrate Professional Conduct. This includes but is not limited to not talking
when the instructor or a classmate is talking, turning off cell phones and pagers in
class, maintaining a positive attitude in class,… Multiple tardies, absences, being
unprepared for class, lack of class participation, etc. will result in a lowering of the
final grade. NOTE: Mutually respectful dialogue and professional written and verbal
communication should be used throughout the course. For example, use complete
sentences in all communication, proof written messages (e-mails and discussion
posts) for spelling and grammatical errors before submitting.
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NOTE: you may have seen professional conduct as a “requirement” in other courses you
have taken. For this course, this is not just an expectation; it is a graded outcome for the
course. Your conduct will be assessed throughout the course in many different contexts
and it will impact your grade. Remember, every interaction you have related to this
course (inside and outside of the classroom) can and will be taken into considerations for
this component of your grade. For example, every email, phone message, or other
communication you have with your instructor will be kept and considered an “artifact” of
evidence for your professional conduct.
University Policies:
See the following document for NAU policy statements:
http://www4.nau.edu/avpaa/UCCPolicy/plcystmt.html
Attention Students! The policies founds at the website above are very important and all students should
make a point to become very familiar with this site.
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