www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
School Health Curriculum and Evaluation
EEND and MSED-730
- Template Template
- Section TMPL
- 3 Credits
- 05/16/2017 to 07/29/2100
- Modified 09/09/2020
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
Prepares health educators in the methods and procedures of health education assessment and evaluation. Candidates will focus upon the development of a comprehensive school health education program through unit planning with effective inclusion of technology. National state and local standards will be used to create a comprehensive scope and sequence of curriculum including measurable assessments of learning outcomes.
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Candidates will be able to approach sensitive health related topics by developing a stronger understanding of ethical education.
Serving the Community
Candidates will identify various community resources and health professionals who can support and enhance health curriculum instruction.
Finding Our Professional Selves
Candidates will strengthen their knowledge of health standards and curricular designs in order to create more effective learning opportunities for students.
Access to standards referenced in this section can be found HERE
By the conclusion of the course, each participant will be able to do the following:
- Candidates will identify issues affecting health education curriculum (e.g., legislation, local community standards and needs, culturally diverse health practices) HETE: 1a–1d, 2a, 2d, 5a
- Candidate will identify current philosophies, goals, and trends in health education HETE: 1a–1d
- Candidates will analyze the structure and organization of a comprehensive school health education program. HETE: 1b–1d, 2a, 2d, 3a, 4a
- Candidates will identify instructional strategies and curricular models of health instruction that adhere to national, state, and professional standards. HETE: 1c, 1d, 2a–2c, 2f, 3a–3c, 4a, 4b
- Candidates will identify strategies for incorporating technology and other educational media into the health education process. HETE: 1d, 2b, 2c, 2f, 3a–3c, 3e, 5e
- Candidates will assess school health instructional program evaluation results to determine appropriate curricular improvements. HETE: 1c, 1d, 2a–2c, 4c
- Candidates will demonstrate an understanding of how educators, community members, and health professionals can aid in the enhancement of curriculum instruction. HETE: 1c, 1d, 5c
- Candidates will identify ethical behaviors in working with others in developing and implementing school health programs. HETE: 1d, 2d, 5b–5d
Alperin H. & Benes S. (2016). The Essentials of Teaching Health Education With Web Resource: Curriculum, Instruction, and Assessment
Course Discussion Assignments
Candidates will respond and reflect upon various discussion prompts related to ethical education, assessment and evaluation, and curricular design in the health education curriculum.
Course Assignments and Activities
Investigation of Standards Alignments (District, State, National) Candidates will research and analyze the local/national standards and determine impact upon health curriculum choices.
- Course outcomes 1, 4
- Standards 1a–1d, 2a–2d, 2f, 3a–3c, 4a, 4b, 5a
Interview and Analysis of Health Curriculum Needs Candidates will interview an administrator to discuss and analyze current health curriculum obstacles including parental concerns.
- Course outcomes 2, 8
- Standards 1a–1d, 2d, 3d, 5b–5d
Designing Neutral Lessons Candidates will identify a sensitive health related topic and determine how to separate the personal bias/opinions in an effort to create effective and ethical instruction.
- Course outcomes 2, 7, 8
- Standards 1a–1d, 2d, 3d, 5b–5d
Developing Health Lessons with a Demographic Focus Candidates will analyze an assessment of student demographics to determine curricular needs.
- Course outcomes 2, 3, 4, 8
- Standards 1a–1d, 2a–2d, 2f, 3a–3c, 4a, 4b
Evaluation of Tools and Resources to Enhance Curriculum Candidates will investigate and analyze a variety of curricular websites and tools which could be used to enhance health classroom instruction.
Course outcomes 4, 5, 7
Development of Authentic Assessment Candidates will review and analyze curricular unit plans and determine/create authentic health education assessments to meet curricular goals.
- Course outcomes 6, 7
- Standards 1c, 1d, 2a–2c, 4c, 5c
Community Contacts and Curriculum
Candidates will research and determine the use of appropriate community resources and health professionals to enhance health curriculum instruction.
- Course outcomes 4, 5, 7
- Standards 1c, 1d, 2a–2c, 2f, 3a–3c, 3e, 4a, 4b, 5c, 5e
Final Project: Curriculum Map and Unit Plan
Using the format for effective curriculum development, candidates will create a health curriculum map and unit plan introducing, maintaining, and testing appropriate health curriculum skills/objectives.
- Course outcomes 1-5, 7, 8
- 1a–1d, 2a–2d, 2f, 3a–3e, 4a, 4b, 5a–5e
Policies for the College of Education at University of St. Francis
CLICK HERE (requires active student account) for policies, including but not limited to:
- Method of Instruction
- Expectations of Candidates
- Online Courses
- Attendance Policies for Site-Based and Online Courses
- Minimum Standards for Writing
- Computer and Digital Information Literacy Skills
Course Evaluations | Surveys
Information gathered through course evaluations and surveys is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.
Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the USF portal.
A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks.
Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.
Services and Accommodations for Students with Disabilities (ADA)
The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.
USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.
Notice of Copyright
This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.
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Academic Support Services
The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services. Online and distance learning students can contact ARC for appropriate resources. ARC serves students who need tutoring in many areas of study including writing and math. Library services include a number of online services and full text databases. Call the Library at 815-740-5041 for additional information. If you need academic-related resources or assistance, please contact the Academic Resource Center.
Illinois Department of Human Services http://www.dhs.state.il.us/page.aspx?item=29728
Will County Depart of Health http://www.dhs.state.il.us/page.aspx?module=12&officetype=&county=Will
National Health Education Standards: http://nationalahec.org/hilp/files/ProjectSHARECrosswalkwithNationalStandards.pdf
Healthy People 2020: “Health Topics and Objectives” https://www.healthypeople.gov/2020/topics-objectives
Ethics Education “The Significance of Ethics and Ethics Education” Michael D. Burroughs. Ted Talks https://www.youtube.com/watch?v=_8juebyo_Z4
Comprehensive Health Education Curriculum