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.
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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
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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.
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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.
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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
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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.
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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
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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.
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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.
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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 _____________
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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.
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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
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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
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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
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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
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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.
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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.
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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
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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
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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
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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
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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