COURSE REVIEW REPORT Course: _HPF 160 Wellness Faculty Member Completing Review: _Payge Hodapp Date: _1/15/2014 Please submit two complete printed copies, and an electronic copy, of the course review packet (this form and all attachments) to the Curriculum Committee for approval. Detailed instructions can be found at http://www.jccmi.edu/administration/deans/CourseProgramForms.htm. Submit written responses to all of the following items: General Information 1. Has the course been taught in the last two years? Yes Semester last taught 14WN – see Document 1. If it has not been taught in the past 2 years, explain why. N/A 2. Describe the target students for this course. Students in all programs of study can take this course as an option to meet the General Education requirement for ADO 8. Is the course being scheduled at times/locations that best serve the target students? Explain. HPF 160 is offered on all campuses each semester. Offerings include weekdays, evenings and occasionally weekends. The course is also offered in an online format. See Document 1. 3. Is at least one full-time faculty member involved in teaching this course? Yes If not, please explain. Mike McGlynn teaches the online sections of HPF 160 on a regular basis.. Matt Badtke is teaching HPF 160 at JC@LISD TECH in 14WN. See highlights on Document 1. Documentation 1. Is the course description the same in the catalog, taxonomy summary, official course outline and syllabi? Yes (If necessary, attach a taxonomy change form to update the catalog description.) Catalog: http://www.jccmi.edu/studentservices/Catalog/2013-2014/catalog/coursedescriptions.pdf “Learn the theoretical and practical relationship of lifestyle to productivity. Students examine attitudes and behaviors that enhance quality of life and maximize personal potential. Students have opportunities for self-evaluation. Prerequisite: ENG 085*” The same description is found in the Catalog, Taxonomy Summary, Official Course Outline and Course Syllabi. See Documents 2, 3, 4 and 5 . 2. Is the Official Course Outline current? Yes. Update as needed and attach a copy. Updated 11/13 Attach an updated copy of the Taxonomy Summary form (incorporating any recent taxonomy changes). Attached as Document 3. 3. Are the official course description and objectives consistent with what is taught by all faculty/all methods (full-time, part-time, face-to-face, online)? Yes If not, please explain. Discuss how that consistency was developed/is maintained. The syllabus topics and assignments are standard for all the face-to-face classes and are aligned with the assignments given in the online class. Class activities that are found to work are shared with staff through the August Staff Development meeting, an HPF 160 Resource Manual (updated yearly) that contains a summary of activities and discussions that have been found to work well and occasional email communications. Suggestions for changes to syllabus are shared with all instructors, with any major changes taking place in the Fall semester, so that there is prep time in the summer, as well as discussions in the Fall HPF Dept. meeting. 4. Are prerequisites appropriate to the content and correctly listed in the catalog and syllabi? Yes List the prerequisites: ENG 085. See Documents 2 through 5 5. If this course is a prereq for another class, have the two departments/lead faculty coordinated? Not a prereq for another course. List the course(s) for which this is a prereq: N/A 6. When was the syllabus last updated? 14WN Attach copies of the most recent syllabi, including copies of both face-to-face and online section syllabi. Documents 5A (face-to-face) and 5B (online) Discipline and Quality 1. What instructional methods are used (e.g. PowerPoint, group work, service learning, laboratory, etc.)? Discuss the effectiveness of these methods. Are there methods you would like to use but cannot for any reason? Explain. Instructional methods used in the face-to-face classes include lecture, PowerPoint presentations, individual and small group work, audio and video materials, demonstration and discussion. The online sections of the course include discussion, and the use of the internet for research and the presentation of materials in varied formats. Courses in all formats include the Personal Challenge Project which allows students to formulate their own behavior change contract and work toward healthier habits based on their individual needs. Thus it is well suited to provide a challenge to students with varied learning styles and preferences. The ability to quickly and easily move tables and chairs, as found in JW on Central Campus, is a wonderful aid to creating more collegial spaces for small group work and discussions (as compared to lines of desks and chairs facing front that take time and effort to move and replace). It would be lovely for more HPF Adjuncts to be able to take the On Course seminar so we could work toward developing more of these strategies in our classes. 2. Are Associate Degree Outcomes explicitly stated in the syllabus and linked to course objectives? Yes ADO(s) assessed for: See Documents 5A and 5B: ADO 8 Personal Responsibilities: Sets goals and establishes a plan for personal improvement. Students will design a health risk reduction plan ADO 8 Personal Responsibilities: Understands that human behavior has consequences for the welfare of others. Students will complete self-assessments related to lifestyle and risk Students will complete reflective assignments related to wellness. ADO 8 Community Responsibilities: Participates in activities that benefit others. Students will complete an assignment benefitting community ADO 9 Supporting Team Members: Every team member is treated with respect. All members listen to all ideas. The work of each person is acknowledged. Members seek assistance from each other and ask questions. Students will participate in activities that support each other’s learning, using a cooperative learning model ADO 9 Evaluating: Group members assess and evaluate self, individual, and group contributions. Students will participate in activities involving assessment and evaluation, in the context of a cooperative learning model. 3. Attach a copy of the most recent assessment success data. Attached – see Document 6. ADO 8P Rubric for Personal and Ethical Responsibility – [HPF 160 WELLNESS] Skills & Behaviors Proficient 1. Personal Responsibilities Community Responsibilities 2. Sets goals and establishes a plan for personal improvement. Understands that human behavior has consequences for the welfare of others. Participates in activities that benefit others. Assignment/Measures 1. Students will design a health risk reduction plan 2a. Students will complete self assessments related to lifestyle and risk. 2b. Students will complete reflective assignments related to Wellness. Students will complete at least one assignment benefitting community. Success Criteria 1. 80% will complete a plan 2a. 80% will complete at least one self assessment 2b. 80% will complete at least 2 reflective assignments 80% will complete this type of assignment. Student Outcomes 95.5% 92.9% 95.3% 92% ADO 9P: Rubric for Working in Small Groups – [HPF 160 WELLNESS] Skills & Behaviors Proficient Assignment/Measures Supporting Team Members Every team member is treated with respect. All members listen to all ideas. The work of each person is acknowledged. Members seek assistance from each other and ask questions. Students will participate in small group activities, supporting each others’ learning, using a cooperative learning model 80% participation 95.6% Evaluating Group members assess and evaluate self, individual, and group contributions. Students will participate in assessment and evaluation using a cooperative learning model. 80% participation 94.9% Success Criteria Student Outcomes How have you revised the course based on the assessment data? The assessment data from 13WN indicated a need to revisit how ADO 8 Community Responsibility was being addressed, to provide an opportunity for more students to attempt this ADO. In 13SP, a pilot assignment was included in the syllabus, offering specific opportunities to participate in activities that benefitted others. This worked well. The assignment was incorporated into the 13FL syllabi for all face-to-face sections and will be reassessed overall in 14WN. How have assessment data compared between face-to-face and online sections? They are comparable. The online class has 94.4% success for all ADO outcomes, while the face-to-face classes have success rates that vary from 92.0-95.6% If disparate, what measures are being undertaken to address this? N/A Currency 1. Describe process(es) used to monitor/maintain currency/changes for this course. Attach supporting documentation as needed/appropriate. The course is reviewed annually on a number of levels: 1) Format and delivery: Feedback is gained primarily from student evaluations. There is an anonymous, computerized evaluation done toward the end of each course (example attached Document 7). 2) Content is reviewed annually when the syllabus is reviewed, usually during Spring Semester. 3) At least once a year, there is a meeting of all instructors. Changes to the syllabus are discussed and ideas for teaching practice are shared. (Agenda attached: Document 8) 4) Individual instructors bring their personal expertise and training to the classroom and their colleagues, including continuing education within their field of expertise, reading of professional journals, articles and books, conference attendance, etc. 2. What is the copyright date of the textbook? 2013 Teague, Mackenzie and Rosenthal. (2013). YOUR health TODAY. New York: McGraw Hill. See Document 9. If the book is more than 4 years old, include the rationale for its continued use. N/A 3. Is the course a component of a recent program review action plan? No. The Program Review will take place in April, 2014. If yes, describe actions taken. text 4. Is current technology appropriate/necessary to the course or field included in the content and/or methods? Yes. In the face-to-face classes, any instructors incorporate the use of technology in their presentations, using Powerpoint presentations and internet resources, such as videos. The course has a JetNet site for assignments and communication related to due dates, announcements, as well as the option of online written assignment submission. Are necessary equipment and aids current? In the classroom, the computer equipment does not always work and the internet connection is sometimes slow or nonexistent. Describe the technology used. Internet connections via computer and projector. JetNet. Transferability 1. Are the course requirements and prerequisites consistent with requirements for comparable courses at other colleges? Yes Explain The course is transferable and therefore consistent with requirements at other colleges. 2. How does the course transfer? (Provide course number when equivalent) Institution SAU SHU EMU GVSU MSU WMU UM Flint AC Equivalent Course HPF 160 (plus one of the following): 139, 161 through 268 = HPR 101 (2 credits) General Credit No Credit Elective Credit PEGN General transfer credit (1 cr.) PED 126 (1 cr.) X PEGN transfer credit (1 cr.) PED Dept. credit ESPE 100 (1 cr.) Explain any transfer problems. UM (Ann Arbor) will not transfer any HPF courses. For Occupational Courses Only 1. Is this a required course in an occupational program? Y/N Which program(s)? text Unknown 2. When was this course last discussed at an Advisory Committee meeting? _date How do external partners have input into this course? text 3. Have recent course/taxonomy changes been communicated to all programs that require this course? Y/N Explain text Attachments to include (print and electronic): _☒_ Current syllabus (at least 1 from each delivery method) Documents 5A and 5B _☒_ Catalog course description – Document 2 _☒_ Taxonomy Summary form, including any recent changes - Document 3 _☒_ Official course outline - Document 4 _☒_ Assessment Plan (electronic copy to Assessment committee if it has been updated or not submitted previously) - Document 6B and 6C _☒_ Most recent assessment success data tables - Document 6 _☒_ This completed form _☒_ Other supporting documentation/answers to questions/explanations – included in materials For Committee Use: COMMENTS _______________________________________________________________ ____________________________________________________________________________________________ Date reviewed ____________ Satisfactory/Needs more information Date approved ___________________ Document 1 Document 2 Summary Form TAXONOMY Document 3 (Master Course File)* *All fields must be completed HPF TITLE: 160 DISCIPLINE Effective Date: 11/01/13 NUMBER Wellness TITLE ABBREVIATION: (20 characters) Wellness 1 Credit Hours (15 contact hrs = 1 cr hr) I Credit Type I=Institutional C=Cont Ed 1 Billing Credits (BCH) (15 contact hrs = 1 BCH) N Continuing Ed Units Course Fee 1 Instructor Load (1 BCH = 15 contact hrs) Pass or Fail Course (Y or N) 24 Maximum Seating Capacity N Instructor Permission Required (Y or N) $29 N Number of times course can be taken for credit (most courses are one time – see Registrar for options) 1 Pre-Requisites Required: ENG 085 Co-Requisites Required: None Special Program Requisites: None COURSE DESCRIPTION: Learn the theoretical and practical relationship of lifestyle to productivity. Students examine attitudes and behaviors that enhance quality of life and maximize personal potential. Students have opportunities for self-evaluation. Prerequisite: ENG 085* Signature of Department Chair / Date Registrar / Date Signature of Academic Dean/ Date Date Curriculum Committee Chair / ACS Code JACKSON COLLEGE OFFICIAL COURSE OUTLINE Document 4 Course number, title and credits; total time allocation Course Letter/Number HPF 160 Lecture/Discussion 1 Credits hrs/semester 1 Lab Title Wellness 0 hrs/semester Clinical 0 hrs/semester Catalog Description and Pre- and Co-requisites (Same as taxonomy and catalog) Learn the theoretical and practical relationship of lifestyle to productivity. Students examine attitudes and behaviors that enhance quality of life and maximize personal potential. Students have opportunities for self-evaluation. Prerequisite: ENG 085* Knowledge, Skills and Abilities Students Acquire from this Course (Educational Objectives) 1) To improve one's personal knowledge of wellness concepts. 2) To Increase awareness about the impact of choice and lifestyle on one’s mental and physical well-being. 3) To motivate students to assume a greater sense of personal responsibility for well being, personally, interpersonally and in community. 4) To initiate behavior changes in components of wellness 5) To better understand basic human relationships through working in small groups. 6) To complete all assignments, both written and oral. Associate Degree Outcomes Addressed in this Course (These must appear in course syllabus.) ADO 8 Personal Responsibilities: Sets goals and establishes a plan for personal improvement. Students will design a health risk reduction plan ADO 8 Personal Responsibilities: Understands that human behavior has consequences for the welfare of others. Students will complete self assessments related to lifestyle and risk Students will complete reflective assignments related to wellness. ADO 8 Community Responsibilities: Participates in activities that benefit others. Students will complete an assignment benefitting community ADO 9 Supporting Team Members: Every team member is treated with respect. All members listen to all ideas. The work of each person is acknowledged. Members seek assistance from each other and ask questions. Students will participate in small group activities, supporting each others’ learning, using a cooperative learning model ADO 9 Evaluating: Group members assess and evaluate self, individual, and group contributions. Students will participate in small group activities involving assessment and evaluation, in the context of a cooperative learning model. Units/topics of Instruction Elements of Wellness Lifestyle Choices & Wellness (Chronic Disease Prevention) The Process of Successful Behavior Change Stress Nutrition Physical Fitness Weight Management & Body Image Relationships & Communication Risky Business: Addiction & STIs Spirituality Instructional Techniques and Procedures A variety of techniques and procedures are utilized including, but not limited to,: lecture, class discussion, small group collaborative activities, video presentations, PowerPoint slides, opportunities for personal assessment of health-related behaviors, journaling and reflection. Instructional Use of Computer or Other Technology HPF 160 is available in an online format. Whether online or face-to-face, some assignments and all assignment grading are done on JetNet. In the classroom, instructors a variety of technology including PowerPoint slides, internet resources, and audio and video materials that demonstrate and support the topics. Instructional Materials and Costs to Students Your Health Today, 4th edition, 2013 by Teague, Mackenzie and Rosenthal Paper BUY NEW $142.75 Paper BUY USED $107.25 Paper RENT USED $71.30 Digital RENT $87.75 Course fee: $29 Internet-based fee: $67 Skills and abilities students should bring to the course: X Able to read a limited amount of material an average amount of material basic, pre-algebraic problems simple algebraic problems higher order mathematical problems Able to compute an above average amount of material Able to read X Able to use technology X X X X relatively easy material moderately difficult material technical or sophisticated material Able to write keyboard skills/familiar with computer computer application (Use of JetNet) web navigation (Online course only) short compositions medium length compositions lengthy compositions Other necessary Abilities The course is usually scheduled: Day: X Fall X Winter X Spring Evening: X Fall X Winter Spring Prepared by ___________Payge Hodapp________________ Date __11/04/13_____________________ Approved by Dept. ___________________________________________________ Date __________________________________ Approved by Dean ___________________________________________________ Date __________________________________ Approved by Curr. Comm. _____________________________________________ Date __________________________________ (Last names, please) Form Revised 12/4/00 Document 5A HPF 160.XX Wellness Syllabus (1 credit) Day, times, dates Required Text: Your Health Today, 4th edition, 2013 Teague, Mackenzie and Rosenthal Instructor: Instructor Email: name@jccmi.edu Course Description Learn the theoretical and practical relationship of lifestyle to productivity. Students examine attitudes and behaviors that enhance quality of life and maximize personal potential. Students have opportunities for selfevaluation. Prerequisite: ENG 085* Overview: The principle focus of Wellness is self-responsibility. The choices made regarding the many factors affecting health can have a profound impact on one’s well-being. This class concentrates on aspects of wellness that can be controlled and changed. Current information as well as strategies and methods to help more closely achieve one’s potential for well-being are explored. Associate Degree Outcomes The Board of Trustees has determined that all JC graduates should develop or enhance certain essential skills while enrolled in the college. The Associate Degree Outcomes addressed in this class include: ADO 8 Personal Responsibilities: Sets goals and establishes a plan for personal improvement. Students will design a health risk reduction plan ADO 8 Personal Responsibilities: Understands that human behavior has consequences for the welfare of others. Students will complete self assessments related to lifestyle and risk Students will complete reflective assignments related to wellness. ADO 8 Community Responsibilities: Participates in activities that benefit others. Students will complete an assignment benefitting community ADO 9 Supporting Team Members: Every team member is treated with respect. All members listen to all ideas. The work of each person is acknowledged. Members seek assistance from each other and ask questions. Students will participate in group activities, supporting each other’s learning, using a cooperative learning model ADO 9 Evaluating: Group members assess and evaluate self, individual, and group contributions. Students will participate in group activities involving assessment and evaluation, in the context of a cooperative learning model. HPF 160 Wellness Syllabus - 11 - 0713 Wellness Course Objectives 7) To improve one's personal knowledge of wellness concepts. 8) To Increase awareness about the impact of choice and lifestyle on one’s mental and physical well-being. 9) To motivate students to assume a greater sense of personal responsibility for well being, personally, interpersonally and in community. 10) To initiate behavior changes in components of wellness 11) To better understand basic human relationships through working in small groups. 12) To complete all assignments, both written and oral. Increase personal awareness and knowledge Explore and practice wellness skills Increase self responsibility By the completion of the course the student will: 1. Have a basic understanding of the wellness concept and its major components. 2. Examine his/her own lifestyle and evaluate it in light of the wellness concept. 3. Initiate at least one behavior change in their lives regarding at least one of the components of wellness. 4. Have a basic understanding of the material contained in the course text as well as all handouts, and will have satisfactorily completed all class assignments. 5. Have actively participated in class discussion. 6. Be accountable for each of the units of Wellness presented in this course including quizzes and assignment. Note: It would be advisable to save this syllabus and all returned assignments for your records until you have received your final grade. Should you want to dispute your final grade, you need to do so within 4 weeks of the final class. CAVEAT: Revisions to the syllabus are unlikely but possible, should circumstances require them. If the instructor is unable to attend class, a notice will be posted outside the classroom door. If JC is closed, local radio stations will carry the announcement. HPF 160 Wellness Syllabus - 12 - 0713 HPF 160.xx WELLNESS 14WN (15 weeks) Class Timetable: Topics, Assignments and Quizzes Instructor: name READING and REVIEWS1 due by CHALLENGE ASSIGNMENTS class time. No makeup allowed. with DUE DATES2. Note: All assignments are due at the beginning of class. No late assignments are accepted unless arranged by direct communication with the instructor. If class is cancelled, please check JetNet and your JC email for the work to be done in lieu of a face-to-face class. Class 1 HPF 160 OVERVIEW AND Review the syllabus and visit JetNet. Community Challenge due date RESPONSIBILITIES week 13 (or earlier if desired). Class 2 INTRO TO WELLNESS Chapter 1 Self, Family and Personal Challenge Part 1: Date: Community due by Class 3 Assessment due Class 3 Class 3 THE PROCESS OF SUCCESSPersonal Challenge Part 2: date FUL BEHAVIOR CHANGE Contract due Class 4 Class 4 BUILDING ‘SMART’ GOALS Chapter 2 Mental Health and Stress date (Group Process) due by Class 5 Class 5 STRESS Chapter 4 Sleep due by Class 6 date SLEEP Class 6 NUTRITION Chapter 5 Nutrition due by Class 7 Personal Challenge Part 3: date Journals (1st week) due class 7 Class 7 NUTRITION Chapter 6 Fitness due by Class 8 Personal Challenge Part 3: date Journals (2nd week) due class 8 Class 8 PHYSICAL FITNESS Chapter 7 Body Weight and Body Personal Challenge Part 3: date Composition due by Class 9 Journals (3rd week) due class 9 Class 9 WEIGHT MANAGEMENT Chapter 8 Body Image due by Class Personal Challenge Part 3: date BODY IMAGE 10 Journals (4th week) due class 10 Class 10 RISKY BUSINESS: Chapter 9 Alcohol and Tobacco date ADDICTION & STIs Chapter 13 Infectious Diseases due by Class 11 Class 11 LIFESTYLE CHOICES & WELLChapter 14 CV Disease, etc. Personal Challenge Part IV: NESS (Disease Prevention) date Chapter 15 Cancer due by Class 12 Summary due class 12 Class 12 SPIRITUALITY Community Challenge due by date the class 13 at the latest. Class 13 RELATIONSHIPS & Chapter 3 Social Connections due by date COMMUNICATION Class 14 Class 14 RELATIONSHIPS & Final Review held in final class date COMMUNICATION Online Course Eval due by final class Class 15 FINAL REVIEW date Week/ Date TOPIC 1 Test make up allowed only when a signed Physician’s note confirming illness is provided. 2 Late assignments accepted only if prior arrangements are made with instructor. 1113 13 Class Participation Attendance Policy: Attendance is essential for the completion of this course. PLEASE ARRIVE ON TIME OR A FEW MINUTES EARLY, READY TO BEGIN CLASS. Attendance will be taken each class. Participation in activities and discussions count toward your grade! • • • If you are absent from class, assignments are still due. You can submit your assignments online, via email, by post OR communicate with your instructor about an alternate due date. Your grade will be deducted by 0.5 for the third absence. (Example: 3.5 will be lowered to 3.0.) More than 4 classes, missed for any reason, no grade above a 1.00 will be given. Tardiness or early departure may result in the loss of Participation Points. JC email: Students are responsible for any JC-related communications that are received via JC email. Check your email regularly. Your instructor may communicate with you via your JC email address. CELL PHONES are to be turned off during class. If you have an emergency that may result in a call, let the instructor know and keep your phone on vibrate only. Laptop computers are permitted only if there is a specific need that is discussed with the instructor. WELLNESS COURSE GRADING: KEYS TO YOUR SUCCESS Chapter Reading Reviews 12 worth 11 pts. ea. Final In-class Review (25) and Course Evaluation (10) Personal Challenge Part 1: Assessment Part 2: Goal and Plan Part 3: Journals 12 pts. x 4 weeks Part 4: Summary Reflection Community Benefit Assignment Participation Points 11 pts. per class (15 classes) 132 pts. 35 pts. Total Points available EXTRA CREDIT (Maximum of 25 points) Cholesterol profile (from Health Care Provider) LifeScan Health Risk Appraisal (University of Wisconsin, Stevens Point) and Reflection at http://wellness.uwsp.edu/other/lifescan/ Print out the results. Write a reflection, giving your thoughts about a) the results and b) what you could do to improve your wellbeing. Personal Health Portfolio Activity from text (must include activity, scoring and Critical Thinking Questions). Choose relevant Activity/Activities. (Up to 2 activities may be done.) Evaluation: 470 - 500 469-440 439-417 Final grades will be determined using this Grading Scale. 4.0 416-392 2.5 3.5 391-368 2.0 3.0 367-343 1.5 342-319 318-294 < 294 1.0 0.5 0.0 I - Incomplete: The JC Incomplete Grade Policy can be found at the following address on the JC website: http://www.jccmi.edu/policies/Academics/Policies/1003.pdf 1113 14 30 pts. 30 pts. 48 pts. 30 pts. 30 pts. 165 pts. 500 pts. 3 pts. 10 pts. 10 pts. each Plagiarism and Cheating Be sure that all homework and assignments are your own work. Evidence of plagiarism or cheating on any exam or assignment will result in a "0" score for that assignment and notification of the Academic Dean. The JC Academic Honesty Policy can be found in your student handbook or on the JC website at this web address: http://www.jccmi.edu/policies/Academics/Policies/1004.pdf HELP Tutors (plus additional services for academic success) can be accessed by calling 517-796-8415 or by stopping by the Center for Student Success, Bert Walker Hall Room 123 on the Jackson Campus or the office at either JC @ LISD TECH, Adrian or the LeTarte Center, Hillsdale. Students with disabilities who believe that they may need accommodations in this class are encouraged to contact the Center for Student Success at 517-796-8415 as soon as possible to set up a meeting to ensure that such accommodations are implemented in a timely fashion. It is the responsibility of the student to self-report needed accommodations to the CSS. HPF 160 RESPONSIBILITIES: STUDY, READINGS & REVIEWS/QUIZZES and PERSONAL CHALLENGE HPF 160 is a 1 credit hour course. For each classroom hour, 2 hours of study (minimum) should be undertaken. Thus for this course, 30 hours, divided over the weeks of the class, should be set aside for studying, reading and engaging in your Personal Challenge. READING & REVIEWS/QUIZZES Each topic has a reading assignment from the text (see the Timetable). Most chapters have a Reading Review assigned. These are found on JetNet. Online Reading Reviews are open-book and open-note with no time limit other than the due date which is found on the Timetable. You can print it out to refer to while reading; however answers must be submitted online. Reviews cannot be made up. If you are experiencing internet problems at home or have no internet access at home, print out the Review at school and when you have completed it, submit your answers on a JC computer prior to the deadline. A WORD TO THE WISE: Re-set your JC password at the beginning of this (and each) semester to insure that you have access to JetNet. JC passwords expire every 16-18 weeks. Expired passwords require a call to the JC Solution Center to re-set. The JC Solution Center may not be open when you need it (for example, evenings and weekends)! An expired password is not an acceptable excuse for missed Reading Reviews. The Final Review & Evaluation is in 2 parts: 1) a Review takes place at the final class. It consists of short answers and is based on the Study Guide on Relationships and Communication. Notes may not be used. 2) The Final Course Evaluation is an anonymous survey to be completed online prior to the last class as part of the Final Review. 1113 15 ACTIVITY ASSIGNMENT: PERSONAL CHALLENGE ACTIVITY ASSIGNMENT: All assignment parts are due by the beginning of class. NO LATE ASSIGNMENTS ARE ACCEPTED unless prior arrangements have been made. Full marks are possible provided an alternate due date is discussed with the instructor. Reflective papers (Personal Challenge Part 1 and Part 4) should be typed, double spaced, size 12 font hard copy. These are to be handed in at the beginning of class or submitted prior to class via JetNet. Nota Bene: Documents submitted online must be in Rich Text Format (.rtf) to ensure they can be opened. Problems opening documents submitted in other formats will result in loss of points. Title each part of the assignment in the following manner: Personal Challenge Part ___ Name: Date Each part will be evaluated with the following criteria in mind: 50% - Did you attempt to do the assignment as described? 40% - Did the paper communicate knowledge of the subject in a clear and concise manner? 10% - Spelling, punctuation and grammar. Part I: ASSESSMENT of physical and mental health to raise awareness Complete Chapter 1 ‘Physical and Mental Health Assessment’ pp. A-1 to A-5 in the textbook. A copy of the Assessment is in the Personal Challenge Packet. Complete all the sections. Provide typed responses to the Critical Thinking Questions. (Page A-6 will be Part 2 of the Personal Challenge.) Part 2: BEHAVIOR CHANGE CONTRACT Create a personal goal for improvement by completing the Behavior Change Contract on page A-6 in the Personal Health Portfolio toward the end of the text book. A copy is in your Personal Challenge Packet. Your goal can be in any of the dimensions of wellness: Physical Fitness, Nutrition, Weight Control, Stress Management, Risky Behaviors, Relationships or Spirituality. (See the examples later in the syllabus.) In creating a goal to improve in your area/s of choice, use the mnemonic SMART: identify actions that are o Specific – so clearly defined that another person could follow the plan if they wished o Measurable - quantifiable (as in how much) and able to be tracked and logged o Attainable – you are willing and able to take these actions o Relevant - meaningful for you o Timeframe – specified as to how often, how long and when will you do this over the next few weeks Make sure to identify the Benefits, Barriers and Strategies, as outlined on page A-6. Bring your completed Behavior Change Contract to class. During class, small groups will share plans, give and receive feedback and consider changes. Improvements to individual plans can be made at that time. 1113 16 Part 3: JOURNALS Engage with your Personal Challenge, keeping a journal on progress. Engage in your plan, writing journal entries during each week. Sample templates can be found in the Personal Challenge packet. HPF 160 PERSONAL CHALLENGE JOURNAL with daily log – WEEK ____ Name ________ BEGIN THE WEEK setting your clear intention. Write the summary of your SMART plan, including specific actions and measurements. This week I will:… THOUGHOUT THE WEEK, log your actions. Your log should be consistent with your plan and include day/date and actions taken. AT THE END THE WEEK reflect on your efforts as follows: Was the personal challenge for this week successful? yes or no Share your thoughts and/or feelings about this week’s effort. Identify your intention/plan for the coming week, including SMART changes, if any. In class, we will be sharing progress and giving constructive feedback in small groups Part 4: SUMMARY REFLECTIONS Type a 1 page (minimum) summary of your experience. Discuss the following aspects, setting out as described here. You should write at least one paragraph on each part. Due at the beginning of class. 1. REFLECT ON YOUR PLAN Recall your initial plan. Discuss the changes you made to it - as a result of feedback from your classmates or instructor or from working with it over weeks. Include a paragraph on how you incorporated ideas from the Stages of Change Model by Prochaska & DiClemente (pp. 8-9 in text). 2. DID YOU REACH YOUR GOAL? In answering this, share: Answer YES or NO What helped you? What were your wins, gains or benefits? What got in the way? What were the challenges and difficulties? Did anything unusual, ambiguous or surprising occur? Quantify the change that you made. (e.g.: ate 40 more servings of vegetables; drank 44 more 20 oz. bottle of water; lost 14 pounds of weight; saved $53; spent 21 more hours studying; had 9 more hours of quality time with my family; etc.) 3. HOW WILL YOU MOVE AHEAD? How do you feel now? What, if anything, will you continue? What might you think about doing instead or in addition? Remember to take some time to celebrate the progress you have made! PERSONAL CHALLENGE GOAL EXAMPLES Here are some examples of behaviors and goals for the Personal Challenge. Whatever behavior/goal/incremental goal you identify, you will also need to determine the Benefits, Barriers and Strategies as outlined on page A-6 1113 17 STRESS MANAGEMENT Behavior I want to change: I will work to manage my stress during the next three weeks because I just started school. Juggling school work with my job and family, I find I am getting pretty tense. My goal: I will take 30 minutes for myself each day to do something relaxing and I will organize each day by identifying my goals for the day before 10am each day by 3 months from today. Incremental goals: I will spend 15 min listening to relaxing music at least every other day by 1 month. I will create a list of goals weekly and review them every other night to assess progress and update them by 1 month. PHYSICAL FITNESS Behavior I want to change: I will improve my physical fitness because at my recent doctor visit, I found my B/P is up along with my weight. My goal: In the next 6 months, I will lose 30 pounds by cutting out all soda pop, eliminating processed foods and additives from my diet and walking 10,000 steps a day. Incremental goals: I will wear my pedometer, initially to assess how far I walk each day for 3 days; then I will aim to increase my steps by 50 each day, by one week. I will walk one mile 5 days a week either outside or on my treadmill, by 3 weeks’ time. I will cut down to 2 x 12 oz soda pops per day by 1 week. Then to 1 a day, by 3 weeks. NUTRITION Behavior I want to change: I will improve my nutrition because I’ve been reading up on good nutrition and realize how bad my eating habits are. My goal: in six months, I’d like to be eating the recommended 5-9 servings of fruits and vegetables daily, cut out all artificial sweeteners and food additives and limit fast food to once a week. Incremental goals: I will eat at least one fruit and 1 vegetable serving each day by 2 weeks’ time. I will eat at least one fruit and 2 vegetable servings each day by 4 weeks’ time. I will cut out all artificial sweeteners and MSG, by 4 weeks’ time. I will limit fast food meals to 4 a week by 2 weeks’ time and to 3 a week by 4 weeks’ time. OR Behavior I want to change: I will eat better because I have a family history of heart disease and cholesterol problems. My goal:I will reduce my fat intake to 25% of my daily calories by 3 months’ time. Incremental goals: First I will count my intake of calories and fat for 3 days. I will calculate what 30% of my calories would be by 1 week. Then I will aim to reduce my fat intake to reach less than 30% of my daily calories by the end of the 2nd week and keep it there for another two weeks. WEIGHT CONTROL Behavior I want to change: I will aim to lose the weight I’ve gained since my 2 babies. My goal: I will aim to lose 20 pounds by 6 months’ time. Incremental goals: I will reduce my caloric intake to 1800 cal per day by end of week 1. I will cut out all candy, doughnuts and fast food by end of week 3. I will use my tread mill for 20 minutes at least 5 days a week by end of week 1. ADDICTION AND DANGEROUS BEHAVIORS Behavior I want to change: I will drive within 5 miles of the speed limit at all times because I am an impatient driver and frequently speed. I had 2 tickets in the last 3 months: I can’t afford this! My goal: I will use Cruise Control to keep my speed less than 5 miles over the limit, by 1 month from now. Incremental goals: If I find myself going faster than this, I will slow down. AND I will donate $2 to Share the Warmth (Homeless Shelter in Adrian) for each time I catch myself speeding by end of week 2. I will take 3 deep breaths and say to myself: “I am becoming a safer and more patient driver.” whenever I start to get impatient and want to put the pedal to the metal by end of week 1. RELATIONSHIPS Behavior I want to change: I want to improve my relationship with my sister because she will be going off to college in the Fall and this is really the last year that we have to share at home. My goal: I’d like to fight less with her and maybe be better friends. By next Fall. 1113 18 Incremental goals: #1 – I will stop calling her names when she irritates me by week 3. #2 – I will let her borrow one outfit each week, provided she returns it clean and ironed by week 3. #3 – Once a week, I will ask her to spend some time with me – a movie, a meal out or a coffee by week 3. SPIRITUALITY Behavior I want to change: I will do volunteer work at the local Soup Kitchen because I did it last year with my parents and it was actually really fun, plus it felt good to be helping those in need…we have a lot of those in our town. My goal: Every week, I will help out at the Soup Kitchen for 2 hours, by 3 months’ time. Incremental goals: Every other week, I will help out at the Soup Kitchen for 2 hours, by week 2. I’ll call this week and schedule my hours so I can put them in my planner, by week 1. I’ll arrange with my parents or friends to give me rides by week 1. ACTIVITY ASSIGNMENT: COMMUNITY CHALLENGE – choose one option All papers should be typed, one page and double spaced. Include dated journals where assigned. During the weeks that you are working on your Personal Challenge, find 2 people (friends or family members) that you will report to once a week on your progress and get their support to help you meet your Personal Challenge. To confirm that you talked with each of them and discussed your plan each week, have each Support Person complete the supplied form. Turn your two signed forms in weekly with your journal. Once the Personal Challenge is finished, write a 1 page summary of the effect their support had on your success. OR Perform at least 3 random acts of kindness over a week period during this semester. These should include things that you normally do not do. They must also be three different efforts. (Door opening does not count). Notice how you feel during and after these actions. Write a one page summary of your experience. OR Rent and watch the movie “Pay it Forward” with friends or family. Talk about it afterwards with your friends/family. Identify three activities you might consider. Do one of them. Write a summary of how you feel and what you think about the idea. OR Volunteer two hours to help someone during this semester. This can be in a nursing home, Inter-Faith Shelter, Salvation Army, Special Olympics or any related social agency or work one on one helping someone. Write a one page summary of what you learned and how you felt. OR If you and your friends happen to be a junk food junkies, view the movie “SuperSize Me” with them. Talk about the information you gleaned with your friends. Go one week without junk food and reflect how you feel. Write a one page paper on the experience and its effects. OR Cook or prepare nutritious snack for the class. This means: low fat, low sodium and low sugar, no artificial flavors, colors and preservatives, no artificial sweeteners, high fiber and any combination thereof. Bring this to class along with a copy of the recipe with nutritional information (calories, fat, protein, etc.). (Cut up fruit, vegetables or pre-packaged foods do not count.) You must use a recipe that has been rated and tested. OR Spend an extra twenty minutes in conversation with someone who is important to you talking about things that you feel strongly about. Do this for five consecutive days. Journal your experience daily and write a one page summary of what you learned. OR Through music or poetry you wrote, send a special thought to someone you care for. Write a one page summary of how you felt and how it was received. OR 1113 19 Perform a musical piece or a poem for the class that expresses a feeling or experience related to a relationship. This may be an original or something you like and feel good about. Write a short paper giving the background, to share with the class as part of the presentation. OR Rent the movie "The Bucket List" and view it with two good friends or your significant other. Then make your own Bucket List, including all elements of your life. What do you want to experience and do before you die? Include at least 25 elements on your list. Share the list with your friends. Write a one page summary of your reflections on this experience – how did the movie as well as writing and sharing your own bucket list affect you? Attach your Bucket List. 1113 20 MAKING YOUR MARK Answer these using any resource available. Knowing your course responsibilities will help you succeed. 1. 2. QUESTIONS CLASSMATES: Name 5 people in the class; identify how to contact at least one of them. READING REVIEWS: How many Reading Reviews? In general, when are they due? Can they be turned in late? 3. 4. 5. PERSONAL CHALLENGE: In general, when are P.C. assignments due? Can they be handed in late? Writing the Journal helps set the Intention, track the Action/s and Reflect on progress. When is the last day to turn in the COMMUNITY CHALLENGE? ABSENCES: If I miss a class: what are my responsibilities? Is my work still due? ANSWERS Yes or No Yes or No True or False Yes or No Yes or No How will it affect my grade? 6. 7. 8. 9. 10. 1113 FINAL: Is there a final exam? Where can I find the Course Evaluation? XC: How can I get extra credit? PASSING: How many points do I need to pass (2.0) this class? HELP: What can I do if I need help with the course? What questions do you have? Make sure you get them answered before you leave class today. 21 Jackson College HPF INSTRUCTOR-STUDENT CONTRACT Sign this contract and hand it in to your Instructor. I, _________________________________, have read and I understand the ___________________________________ course syllabus and outline. I further understand the following responsibilities related to the roles of both the instructor and the student. I understand it is the responsibility of the instructor to meet the requirements of the syllabus. These include: Provide a positive learning environment Provide relevant information and activities Provide opportunities for making positive choices related to self responsibility Provide timely and meaningful feedback Provide a system of grading Provide opportunities for students to ask questions and address individual concerns I understand my responsibilities as a student include: Attending class as identified in the syllabus Complete all assignments as defined by the course Participate, to the best of my ability, in all activities, both in-class and out-of-class Communicate with the instructor when there is doubt or confusion related to assignments or grading Maintain respect and integrity during all interactive processes I further understand that: As a college student, I can expect to spend 2 hours of study time for each hour of in-class time My attendance and participation in class will positively influence my grade. I have read the above contract related to the syllabus and course outline and understand my responsibilities and performance standards. I also understand what it will take me to succeed in this course and agree to give it my BEST attempt. Signature ______________________________ Date _____________ 1113 22 Document 5B JACKSON COLLEGE HEALTH & PHYSICAL FITNESS DEPT ONLINE WELLNESS COURSE HPF 160 Winter, 2014 7 Weeks, Jan13-March Course: HPF 160 - Wellness 1 Credit Hour Text: Your Health Today 3rd Edition by Michael Teague, Sara Mackenzi & David Rosenthal ISBN # 978-0-07-338092 Instructor: Mike McGlynn, BPE, MBA, MSN, FNP Contact: Call 517-796-8485 Office: Justin Whiting 223 Office Hours: By Appointment E-mail: mcglynnmichaelc@jccmi.edu If you need to reach me please use e-mail. HPF 160 Course Description: “Learn the theoretical and practical relationship of lifestyle to productivity. Students examine attitudes and behaviors that enhance quality of life and maximize personal potential. Students have opportunities for self-evaluation. Prerequisite: ENG 085” HPF 160 ADO and Success Criteria: ADO 8 Personal Responsibilities: Sets goals and establishes a plan for personal improvement. Students will design a health risk reduction plan (Personal Challenge Assignment) ADO 8 Personal Responsibilities: Understands that human behavior has consequences for the welfare of others. Students will complete self-assessments related to lifestyle and risk Students will complete reflective assignments related to wellness. } ADO 8 Community Responsibilities: Participates in activities that benefit others. Students will complete an assignment benefitting community (Personal Challenge Assignment) ADO 9 Supporting Team Members: Every team member is treated with respect. All members listen to all ideas. The work of each person is acknowledged. Members seek assistance from each other and ask questions. Students will participate in activities that support each other’s learning, using a cooperative learning model ADO 9 Evaluating: Group members assess and evaluate self, individual, and group contributions. Students will participate in activities involving assessment and evaluation, in the context of a cooperative learning model. Course Objectives: By the completion of the course the student will: 1. Examine his/her own lifestyle and evaluate it in light of the wellness concept. 2. Initiate at least one behavior change in their lives regarding at least one of the components of wellness. 3. Have a basic understanding of the material contained in the course text as well as online material, and will have satisfactorily completed all class assignments. 4. Have actively participated in online class discussion. 1113 23 Evaluation: Final grades will be determined using the following scale: Grading Scale 94-100 90-93 86-89 82-85 78-81 74-77 70-73 66-69 65or < 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0 Students are responsible for monitoring their progress by checking their grades using JetNet at www.jccmi.edu (select online classes) Plagiarism and Cheating Be sure that all homework and assignments are your own work. Evidence of plagiarism or cheating on any exam or assignment will result in a "0" score for that assignment and notification of the Academic Dan. Quizzes: 40 pts 8 X 5 points. There will be 8 online quizzes. See next page for schedule. You may print the quizzes and look up the answers but you must take them by the deadline indicated or forfeit the points. Final Test: 16 points Final Online quiz similar to previous quizzes. Discussion 28 points (7 X 4 pts) Students are expected to post at least two times during the weekly discussion period. Every week there will be a new discussion topic. If you miss the deadline you cannot obtain the points. You will receive two points per post. The maximum is 4 points but you are encouraged to post more than two times. You must post at least once to another students post. Only one post may be made on the last day, you cannot wait until the last minute and post twice, other students need time to read posts and reply. Posting that you agree with someone else's post dose not count as a valid post and will not receive a grade. The key is to show effort in either commenting on the original question or building upon another students response. Personal Challenge: 16 points Pick one of the seven topics of wellness and for three weeks attempt to change your behavior. See attached for specifics. Due by 2/23 Email journal and 1 ½ -2 page typed report as an attachment to mcglynnmichaelc@jccmi.edu. All assignments are due by 11:55 pm of the posted date Personal Challenge: Due by 2/23, 11:55 pm (send as attachment) to mcglynnmichaelc@jccmi.edu 1113 24 Select one of the following seven areas and attempt to change your behavior over a three week period. Incorporate the Prochaska Model (Transtheoretical Model) of behavior change (see book) into your paper. Keep a journal and record how you felt during those three weeks (three entries per week). Describe the experience and how it affects you now. The journal should be turned in with the paper and sent as an attached file. Paper Outline I Introduction A. Main purpose of paper B. Direction or plan of discussion II Body A. Presentation of experience B. Application to your life (interpretation, observation and insights) III Conclusion A. Summary of findings B. Conclusions (Application of ideas, clarification of understanding new direction) Personal Challenge Select One of the Following Topics 1. Exercise: Exercise approximately 30 minutes three times a week for three weeks. Walking counts. 2. Weight Control: Record your eating behavior and level of physical activity for one week. Analyze both and implement changes for two weeks. 3. Nutrition: Examine your eating behavior for one week. Analyze what you could do different and implement the changes for two weeks. 4. Stress Management: Analyze how you respond to stress for one week. Identify the source of the major stressors in your life and strategies you could use to prevent, cope, or manage stress better and implement for two weeks. 5. Addiction & Dangerous Behavior: Select a behavior (smoking, alcohol, seat belt use etc) that you feel you need to change and attempt to change it over the next three weeks. 6. Relationships: Over the next week, analyze those relationships that are most important to you. What could you do to improve at least one of these relationships? Implement your strategy for two weeks, comment. 7. Sense of Purpose: Have you devoted enough time and energy to nourishing your spiritual dimension. If not, is this due to spiritual laziness, anxiety, fear, too busy or perhaps lack of awareness. If this is a concern identify a plan for investigating and addressing your spiritual needs and then for three weeks implement the plan and discuss your experience. Class 1 1113 HPF 160 Course Outline & Schedule (7 Weeks) Topic/Assignments Reading Quiz/Discussion Due Assign What is Wellness Chapter #1 1/19 1 25 Risk for Cardiovascular Disease Cancer Chapter 14 Chapter 15 #2 1/19 #3 1/26 2/2 #5 2/9 5 Body Composition #6 2/16 6 Addiction and Dangerous Behavior Coping with Stress Chapter 6 Chapter 5 Ch. 7 & 8 Chapter 9 & 10 Ch. 2 #4 4 Components of Fitness Nutrition 7 Relationships & Impact on Health Meaning & Purpose & Impact on Health Ch 3 #8 3/2 Final Exam 3/2 2 3 1113 #7 Personal Challene due 2/23 26 Document 6 HPF 160: WELLNESS Course ADO Assessment Completed: 13WN ADO8P (Pers Instructor Resp): Sets goals and establishes a plan for personal improvement. Students will design a health risk reduction plan ADO8P (Pers Resp) Understands that human behavior has consequences for the welfare of others. Students will complete self assessments related to lifestyle and risk ADO8P (Pers Resp) Understands that human behavior has consequences for the welfare of others. → Students will complete reflective assignments related to wellness. ADO 8P (Com Resp) Participates in activities that benefit others. Students will complete an assignment benefitting community ADO 9P (Sup Team mem): Every team member is treated with respect. etc Students will participate in small group activities, supporting each others’ learning, using a cooperative learning model ADO 9P (Eval): Group members assess and evaluate self, individual, and group contributions. Students will participate in small group activities involving assessment and evaluation, in the context of a cooperative learning model. HPF 160.01 HPF 160.03 D Blazier 15 of 15 13 of 13 15 of 15 13 of 13 12 of 12 12 of 12 0 0 15 of 15 13 of 13 15 of 15 13 of 13 HPF 160.02 G Love 20 of 20 20 of 20 20 of 20 18 of 20 20 of 20 17 of 20 HPF 160.71 P Hodapp 16 of 18 13 of 18 14 of 14 2 of 2 19 of 19 18 of 18 HPF 160.73 M Rupp 13 of 13 12 of 13 10 of 13 12 of 13 10 of 13 12 of 13 HPF 160.81 J Marry 21 of 23 21 of 23 22 of 23 20 of 23 22 of 23 22 of 23 HPF 160.I50, I51, I53 (3) M Mc Glynn 51 of 54 51 of 54 51 of 54 51 of 54 51 of 54 51 of 54 TOTALS 9 sections 149/156 145/156 141/148 103/112 150/157 148/156 % 9 reporting 95.5 92.9 95.3 92.0 95.6 94.9 Suggested Changes: Pilot the re-inclusion of an assignment with a stronger focus on community involvement to encourage more students to attempt this type of activity and evaluate in 14WN. How will data be used: The data is being used to consider changes to the activity assignments. It will be shared with instructors at the Fall meeting to foster discussion on how these ADOs are addressed in the course and to encourage ideas for additional class activities. Submitted: 052213, about 3.40pm 1113 27 Question Did you review the syllabus outside of class? Do you feel the course accomplished the goals published in the syllabus? Were the syllabus and additional materials organized in such a way as to promote your success as a student? Do you have any comments or recommendations related to the syllabus and its design?* HPF 160 Final Course Evaluation by Students (anonymous) Feedback: 10 Questions: 20 Responses I read the syllabus carefully and understood the course expectations for grading (0) 9 Exceeded my learning expectations (0) 6 Extremely organized I knew exactly what needed to be done. (0) I read the syllabus and understood most of the course expectation for grading (0) 1 Met some of my learning expectations (0) 4 Very organized I knew what needed to be done with almost no confusion (0) 4 I read the syllabus and was unclear about what it would take for me to pass the course. (0) 0 Did not meet my learning expectations (0) 0 Organized I knew what to do but I had a few questions. (0) I did not review the syllabus. (0) Average 0 Did not have any expectation (0) 0 Some what organized I struggled a little bit (0) 0 Average 0 Not organized I had no clue on what to do. (0) Average 0 6 0 0 0 no i don't. No it is great. No. The personal challenge examples helped me to write my goal. I used them as a guide for how to state what I was measuring in my goal. no Simple, to the point and clear. I was confused as to weater or not we were to do the same personal chal. each week or do a diff. chal. each week. no 1113 Document 7 28 Please rate the Lecture content of the course. Do you have any recommendations for the instructor related to style and design of the Lectures? Do you feel the activities within the classes were helpful in getting you to think about your responses as they related to the content of each lesson? Do you have any comments or recommendations related to the activities within each lesson or the overall lesson design?* How do you rate your involvement with the Personal Challenge aspects of the course? How valuable did you find the class support regarding your Personal Challenge? 1113 Very engaging - I really enjoyed them. (0) Engaged - I felt good about most of them. (0) 6 4 No i don't x1; No x 3; None x1 Not that engaging somewhat interesting (0) 0 Not engaging at all - I attended class because I had to. (0) 0 Average 0 Some people talk too much in class, maybe keep that in check so is not so distracting. Exceptionally Helpful (0) Very Helpful (0) 6 4 Somewhat helpful (0) 0 Not helpful (0) Average 0 0 Lessons were interesting and activities help to drive the concept home. No recommendations. No. x4 they were fun and simple Would have prefered a bit more of homework No i don't Loved that we got to get up and do activites within the class No I really enjoyed the class. Very Positive Positive (0) Neutral (0) Somewhat (0) Negative (0) 2 Extremely valuable (0) 8 Quite valuable (0) 0 Useful (0) 0 Not helpful (0) Negative (0) 0 I found the group work uncomfortable and difficult. (0) 29 Average 0 Average Do you have any recommendations for any additional discussion questions or class activities? Did you find the Reading Reviews/Quizzes representative of the material covered? Do you have any suggestions related to the Reading Reviews/quizzes? You can include issues about length of the quizzes, content, style of testing and etc.* No x3; No I do not x1 Extremely representative (0) Very Representative (0) Representative (0) Somewhat representative (0) 3 7 0 0 Not represenative at all (0) 0 Average 0 No x3 the length of the quizzes were reasonable and easy to take ii felt that the questions asked were all over the place in reg. to the book. when I would try to do the questions after reading the chapter, I felt thay were out of order and if I had to refer back to the book it was hard to look for an answer. and some questions were worded in a way that made them hard to understand so it seemed like they didn't have anything to do with the test at times. No i don't. Everything was fine. same as above. I would read chapter then when answering questions, they sometimes seemed like they had nothing to do with the chapter and it would be hard to look up the answer. there also was no order to the questions. a lot of people in the class said the same thing. they had a hard time answering qestions that were worded oddly. I learned that you need to be able to set smart goals when you are working out and starting a diet, but you don't need to call it a diet, just watching your portion size. Please share the most significant learning (or change) you experienced as a result of this course. I am more aware of how I treat my body and what ways I can hep myself to be healthy and happy. Learned about healthy dieting. to be aware of how much i am at risk for heart attack and diabetes. The personlka challenege was definetly the best part of learning for me. It helped me change a part of life that I needed too. my diet I\'ve learned what needs to be done to get a healthy body and mind no I enjoyed learning about communication and relationships with others. 1113 30 Please assess your need to access the instructor for questions or concerns during the course via email. Please rate your instructor\'s communication as it relates to questions, e-mail and feedback. Were the online resources helpful? Approximately how much time did you spend, on average, on the required work each week? Do you have any suggestions on how to improve this Course? Did not have need to contact the instructor (0) Contacted instructor once or twice (0) Contacted instructor 3 4 times (0) Contacted Instructor 5 - 7 times (0) Contacted instructor weekly or more often (0) Average 4 Excellent responded with in two business days. (0) 5 Good responded with in three business days. (0) 1 Fair Responded with in four days. (0) 0 Poor Responded weekly or less. (0) 0 Did not contact the instructor (0) 0 Average 6 Very Helpful (0) 1 Somewhat helpful (0) 0 Helpful (0) 0 Not helpful (0) 3 Did not use (0) 0 Average 7 More than 8 hours a week (0) 2 6 - 8 hours a week (0) 0 4 - 6 hours a week (0) 0 2 - 4 hours a week (0) 1 1 - 2 hours a week (0) 0 Less than an hour a week (0) 0 1 0 5 3 1 no x4 It's great the way it is, is not boring at all, I enjoyed it. Lectures are very engaging and the information is interesting as it pertains to each of us individually. No change needed. I would have like more homework(not online) to keep me focusing more on the content of the book and lectures from class other then the quiz issues I already talked about, I felt the class was a great class and I got a lot from it Made me look at myself and put myself first a little bit more, which helps my whole family. I liked it, it was great and always wonderful to have you as a teacher. You really care about students. Do you have any closing thoughts about the course? this class was a big help to me in a lot of ways. it helped me understand a lot of things I have went threw and helped me deal with other situations as well that happen while I was in class. I found my sons father dead as well as I spent some time in the hospital do to a health issue and this class was something that I was so happy I took because it taught me how to deal with what I was going threw and if I woudnt have taken it, I would not have been able to think a lot of things threw first. None. 1113 31 Average 0 It was fun. This course is a great course to take, it teaches you a lot about yourself. I really enjoyed it and your teaching. It was a pleasure meeting you :) no it was interesting Was a fun class. Would recommend it 1113 32 Document 8 HPF Departmental Meeting AGENDA Activity Instructors FH 101, August 20, 2013 from 5.30pm to 6.30pm, CPR follows in GenEd Instructors FH 101, August 21, 2013 from 5.30pm to 7.30pm SUBJECT TO CHANGE AS NEEDED Sandwiches and drinks: please eat while we chat. INTRODUCTIONS SPECIFIC REQUESTS FOR THE MEETING? ADMIN AND RESOURCES INSTRUCTOR CONCERNS MEMORABLE EXPERIENCES FROM LAST YEAR’S TEACHING TO SHARE COMMUNICATION Please check your contact details on the Adjunct Faculty list and update as needed Check your mail box in the Staff Room each time you teach. Check email on a regular basis FERPA means we cannot give details about the student’s work to anyone but the student. If there is a Message Phone (MP) number on file, then you can leave any message needed. They can update their phone number using the link on the Main Page of the JCC website, or by filling in the Message Phone form. NEWS I will let you know anything I learn from the FLD meeting with the Deans. Affordable Health Care Act and Adjunct hours SYLLABI - the Contract Individualize with instructor details and should include due dates for any assignments, blanks to fill in are ok. Continuity between sections for work required is a goal Change all JCC to JC Submit to print shop yourself: CopyCenter@jccmi.edu o Include name of document, number of pages in document, color of paper, and whether you want it collated, stapled and or drilled. Tell them to charge to HPF if on Main Campus or the Satellite if in Hillsdale or Lenawee. Include when/where to deliver it or that you will pick up. Submit syllabus by uploading onto JetNet (no longer sent to Karen Marler) E-SERVICES AND JETNET Eservices o Please check your stipends after the first paycheck o Find class rosters (with tel. nos. and MPs) o For Pay Advices and Stipends: E-Services > Employee > Employee Profile, Pay Advices JetNet – if you need help let me know. o All grades for assignments are to go on JetNet for access by Admin for future grade issues 1113 33 PROBLEMS OVER THE PAST YEAR Children in classes Cheating Student Violence Grading Benefit Policy (This should be in the syllabus, if not, I will update later…) Please remind students of the HPF benefit policy. If your class is on Main Campus, you can include a walk over to the Weight Room to encourage working out. Offer a schedule of hours and classes (you can get from Sandy) and have the health Release and Waiver Form for signing (return this, signed, to me). Students enrolled in any HPF class can make use of the Weight Room during its public hours and can also attend LTL classes where space permits (though not Golf). ADMINISTRATION CHECKLIST ITEM Fall Winter Spring Syllabus to Uploaded on special site on JetNet Cc to Payge Hodapp, HVQ Grade 1 HVQ Grade 2 HVQ Grade 3 & MidTerm Final Grade Assignment Grades on JetNet ADO Data to Payge, WN only HPF 160, 186, 277, 283 Notes: Medical withdrawals, Incompletes. ACTIVITY CLASSES: which documents Instructor’s copy and which are Sandy’s responsibility GEN ED: Stages of Change class activity HPF 160 – o Updated packet for Personal Challenge. o New Community Challenge o New edition of text so new test banks HPF 277 New text and test banks 1113 34 Document 9 Textbook Document 10 http://michigantransfernetwork.org/TranInst.asp Transferring Institution: Jackson Community College Subject: HPF Course: 160 Receiving Institution: All Institutions Credit from... Jackson Community College that will transfer to... Subject Course Credits Subject Course HPF 160 1 HSC CRED Credit from... Jackson Community College that will transfer to... Central Michigan University Course Title Credits Health Sciences Credit 1 Eastern Michigan University Subject Course Credits Subject Course HPF 160 1 PEGN 000 General Transfer Credit 1 HPF HPF 110 160 1 1 PEGN 210 Lifetime Wellness&Fitnss 2 HPF HPF 119 160 1 1 PEGN 210 Lifetime Wellness&Fitnss 2 HPF HPF 139 160 1 1 PEGN 210 Lifetime Wellness&Fitnss 2 1113 General Waived Credit Credits Course Title Credits 35 General Waived Credit Credits HPF HPF 143 160 1 1 PEGN 210 Lifetime Wellness&Fitnss 2 HPF HPF 160 161 1 1 PEGN 210 Lifetime Wellness&Fitnss 2 HPF HPF 160 169 1 1 PEGN 210 Lifetime Wellness&Fitnss 2 HPF HPF 160 182 1 1 PEGN 210 Lifetime Wellness&Fitnss 2 HPF HPF 160 186 1 3 PEGN 210 Lifetime Wellness&Fitnss 4 HPF HPF 160 187 1 1 PEGN 210 Lifetime Wellness&Fitnss 2 HPF HPF 160 268 1 2 PEGN 210 Lifetime Wellness&Fitnss 2 Credit from... Jackson Community College Subject Course HPF 160 Credits that will transfer to... Subject Course PED 126 Credit from... Jackson Community College that will transfer to... Subject Course Credits Subject Course HPF 160 0 No Credit Credit from... Jackson Community College Subject Course HPF 160 Credits that will transfer to... Subject Course PED 1XX Grand Valley State University Course Title Credits General Waived Credit Credits Credits General Waived Credit Credits Cond & Flex Beginning University of Michigan-Dearborn Course Title No Credit 0 0 0 University of Michigan-Flint Course Title Credits General Waived Credit Credits Credits General Waived Credit Credits Departmental Credit Comments: - Credit from... Jackson Community College that will transfer to... Subject Course Credits Subject Course HPF 160 1 PEGN CR Western Michigan University Course Title Transfer Credit 1 44 1113 36 SPRING ARBOR UNIVERSITY HLTH & PHY FIT (HPF) 160 (plus one of the following) 139, 161 through 268 SAU HPR 101 http://www.arbor.edu/wp-content/blogs.dir/7/files/2012/11/Jackson_Community_College_1112.pdf SIENA HEIGHTS UNIVERSITY Email from Brenda Doremus, Registrar at SHU: (Brenda Doremus BDOREMUS@sienaheights.edu) Answers below in red From: Hodapp Payge M [mailto:HodappPaygeM@jccmi.edu] Sent: Wednesday, December 04, 2013 1:31 PM To: Brenda Doremus Subject: Transfer credits from Jackson College Dear Registrar, Thank you for your time this afternoon. From our phone conversation, I understand that the transfer equivalencies for the HPF classes from Jackson College to Siena Height University are as follows: - Up to 4 hours of HPF (Health and Physical Fitness) Activity classes will transfer to Siena as PE (Physical Education) activity classes ok - The following classes would transfer as elective credits: ok for elective o HPF 160 Wellness (1 credit) o HPF 277 Stress Management (2 credits) o HPF 283 Managing Stress and Holistic Health (3 credits) - HPF 186 Weight Training and Wellness is 3 credits of which 2 credits are activity (Weight Training) and 1 credit is Wellness. o So could I say that this class would transfer as 2 credits of PE activity class and 1 credit of elective? Activity This information will be very helpful as I write my course reviews and then the HPF Program Review. ADRIAN COLLEGE: From email attachment sent by ‘MaryAnn’ in the Adrian College Registrar’s Office, dated 12/03/13: Jackson CC 1113 HPF 160 Lifetime Fitness 1 ESPE 100 37