Health Education, B.S.E.D.

Requirements

• EDUC 390E - Health Education Methods Credits: 2
• EDUC 390P - Methods of Teaching K-12 Physical Education Credits: 3
• HPER 100 - Concepts of Fitness & Wellness Credits: 2
• HPER 208 - Introduction to Physical Education Credits: 3
• HPER 210 - First Aid and CPR Credits: 1
• HPER 215 - Systems and Functional Anatomy for Physical Education Credits: 3
• HPER 215L - Systems and Functional Anatomy for Physical Education Lab Credits: 1
• HPER 217 - Personal and Community Health Credits: 2
• HPER 240 - Principles of Human Nutrition Credits: 3
• HPER 302 - Disease Prevention Credits: 3
• HPER 310 - Stress Management Credits: 2
• HPER 360 - Adapted Physical Education Credits: 2
• HPER 380 - Methods of Teaching Human Sexuality Credits: 3
• HPER 412 - Substance Use and Abuse Credits: 3
• HPER 430 - Measurement and Evaluation Credits: 2
• HPER 432 - Physiology of Exercise Credits: 3
• HPER 450 - Administration of Health Programs Credits: 3

Secondary Professional Education Sequence

The Bachelor of Science in Education degree with a major in an approved secondary teaching subject includes courses in General Education, professional education, the major field, and the minor field to total a minimum of 120 semester hours. Specific requirements for the majors and minors are shown under the appropriate programs in the catalog. A grade of “C” or better is required in all professional education courses graded on an “A” through “F” letter basis, and a grade of “S”’ is required in all professional education courses graded on an “S/U” letter basis.

Semester Sequence

Student Learning Outcomes

Health education teacher candidates are individuals with the knowledge acquisition in multiple health content areas. Health education teacher candidates design a logical scope and sequence of meaningful, comprehensive and challenging learning experiences that meet the diverse needs of all learners as delineated in the SHAPE and HETE standards.

Standard 1. Content Knowledge

Health education candidates demonstrate an understanding of health education content, health literacy skills, digital literacy skills, theoretical foundations of behavior change and learning, and applicable K-12 health education standards for the purpose of instilling healthy behaviors in all learners. (This learning outcome directly addresses Institutional Learning Outcomes I, II, III, IV, V, VI, VII, VIII, IX, and X.)

Standard 2. Planning

Health education candidates plan relevant and meaningful school health education instruction and programs that are sequential and aligned with appropriate K-12 health education standards. (This learning outcome directly addresses Institutional Learning Outcomes I, II, III, IV, V, VI, VII, VIII, IX, and X.)

Standard 3. Implementation

Health education candidates implement a range of school health education instructional strategies, while incorporating technology, to support student learning regardless of race, ethnic origin, gender, gender identity, sexual orientation, cognitive ability or physical ability. Candidates demonstrate communication skills and feedback equitably and use reflective practice strategies to meet the diverse needs of all learners. (This learning outcome directly addresses Institutional Learning Outcomes V, VI, VII & VIII.)

Standard 4. Assessment

Health education candidates use multiple methods of assessment to plan instruction, engage all learners, monitor learner progress, provide meaningful feedback, and reflect on and adjust units and lessons to enhance the acquisition of functional health knowledge and health-related skill proficiency for all learners. (This learning outcome directly addresses Institutional Learning Outcomes IV, V, VI, and X.)