Embed Size (px)
Citation preview
1
SUNY New Program Proposal: Undergraduate Degree Program (Form 2A)
2.3 Program Description, Purposes and Planning
a) Program Description
The Health and Fitness Science major focuses on nutrition, kinesiology and its numerous applications to health, wellness, fitness and sport. This major prepares individuals for employment in clinical, commercial fitness, strength & conditioning, cardiac rehabilitation, exercise physiology, corporate/community/hospital wellness, and other related professions.
Health and Fitness Science is also an excellent pre-professional program for students interested in entering physical therapy, occupational therapy, nursing, chiropractic, or medical schools. In some cases, additional course work will be necessary in order to meet entry requirements for a pre-professional program. It is important for students to make their career intentions known early so academic advisors can accurately inform students about their program of study.
Although not required, completion of the Health and Fitness Science major provides students with the ability to take different certification exams offered by several professional organizations including the American College of Sports Medicine (ACSM), and the National Strength & Conditioning Association (NSCA). This is accomplished by offering an interdisciplinary approach to health and fitness with other fields of science such as anatomy, physiology, chemistry, health, and statistics.
Additionally, through practical application and discussion of current issues, this program addresses how physical activity programs can promote health, prevent lifestyle diseases, facilitate rehabilitation, and enhance human performance.
b) Program Objectives and Student Learning Outcomes: Program Objectives
1. To enhance knowledge of nutrition, health, and fitness and the application of such
knowledge to the maintenance of health and treatment of disease.
2. To improve dietary and physical activity behaviors related to obesity and chronic
disease.
3. To provide basic nutritional information and fitness strategies to individuals across
their lifespan.
4. To apply knowledge of body mechanics and movement related to physiology and
kinesiology in the development of wellness and fitness plans.
5. To recognize the individual and cultural implications of nutrition and the patterns of
nutrition within communities.
2
6. To recognize factors associated with health risks and diseases including age, gender,
lifestyle, family history, socioeconomic status, race, ethnicity and culture.
7. To communicate effectively the benefits of nutrition, health, and fitness to
individuals being counseled and to groups in educational settings.
8. To prepare students for entry level positions, graduate programs, and professional
certification within the field of health and fitness.
Student Learning Outcomes
1. Students will demonstrate content knowledge related to the principles and practice of nutrition assessment and counseling, fitness assessment and prescription, community nutrition education, and the influence of nutrition on exercise performance, training, and recovery.
2. Students will be able to communicate the importance of health and fitness and the role of nutrition in a healthy lifestyle.
3. Students will be able to interpret and apply basic nutrition concepts to evaluate and improve the nutritional health of individuals with medical conditions.
4. Students will demonstrate competence in the skills of assessment, planning, management and evaluation of health and fitness programs.
5. Students will use peer-reviewed, reliable nutrition, health, and fitness information and to be able to locate, understand, evaluate, and use the information effectively.
6. Students will develop the capacity to understand and interact effectively with others who differ in beliefs, behaviors, values, and worldview.
7. Students will have an understanding of the employment opportunities available within the field.
8. Students will practice and develop the beliefs, values, attitudes and behaviors for the entry-level professional in health and fitness.
c) Relation to Strategic Goals & Priorities at 1) SUNY Oneonta and 2) SUNY 1) SUNY Oneonta—The College has taken a two-tiered approach to assessing progress on its strategic plan, which is organized as six pillars, each with an overarching goal. The six pillars and its stated goal are listed below followed by a brief response as to how the health and fitness program will support each goal.
Teaching, Learning, and Scholarship—Promote a learning-centered environment that facilitates excellence in teaching, research, and creative activity. Response: Through intentional program design and advanced pedagogical practices (using AAC&U’s high impact practices) the bachelor’s degree in health and fitness science will enhance student learning and narrow gaps in achievement across student populations.
Student Engagement—Engage students as active participants in their cognitive, personal, and professional growth by promoting opportunities with articulated learning outcomes. Response: This new academic program will utilize AAC&U’s model of high impact practices (HIPS) in
3
developing its curriculum. The program will incorporate first-year seminars, writing-intensive courses, collaborative assignments and projects, undergraduate research, service learning, internships, and a capstone experience within the curriculum. It will also be designed to participate, where appropriate, in global learning, learning communities, and common intellectual experience.
Global Connectedness—Promote increased cultural understanding by enhancing opportunities for greater interaction in the global arena. Response: Numerous courses in the health and fitness science curriculum have learning outcomes that help students explore cultures, life experiences, and worldwide views different from their own. Imbedded in the courses are issues that examine difficult differences related to race, ethnicity, gender inequality, poverty, and human rights.
Diversity—Demonstrate a strong and public commitment to a diverse and inclusive campus community. Response: A new academic program will be valuable to SUNY Oneonta’s Admission Counselors as they work to recruit new and transfer students to the university. This degree can be used as a tool to recruit minority and international students to SUNY Oneonta who are diverse racially, ethnically, and by socioeconomic class. In 2013, one in three international students was enrolled in the STEM field of study at American colleges. Admittedly, attracting American minority students to the STEM fields is more difficult and would require targeted recruitment efforts. Degrees similar to this one in health and fitness science are another path for students to work in STEM related fields.
Community Partnership—Create and enhance partnerships that are mutually beneficial to the campus and community. Response: This will be a valuable degree to SUNY Oneonta in building community relationships with the university. The City of Oneonta has several large healthcare facilities within the area. Fox Hospital, Fox Walk-In Healthcare, and Oneonta Specialty Services all serve the area. Cooperstown also has healthcare facilities that can collaborate with this major. Additionally, Oneonta has a YMCA and several fitness facilities where students can work, do service learning projects, enroll in internships, and possibly secure employment after graduation. Sustainability—Promote individual and collective responsibility for the continued well-being of the college, community, and environment by encouraging educational initiatives, environmental protections, and fiscal responsibility. Response: Courses in nutrition, health, and fitness are embedded in this academic program. The many tenets of sustainability align with fundamental concepts in nutrition, i.e., eat whole foods, eat foods that are “in season,” and don’t take more than you need. Likewise, teachings in fitness are congruent with sustainable living by teaching the benefits of walking, biking, jogging, etc., rather than driving a motorized vehicle. 2) SUNY SYSTEM—The Health and Fitness Science degree at SUNY Oneonta is responsive to several bullet points in SUNY’s mission statement. This degree will: 1) encourage and facilitate basic and applied research for the purpose of the creation and dissemination of
4
knowledge vital for continued human, scientific, technological and economic advancement; and 2) strengthen its educational and research programs in the health sciences through the provision of high quality general comprehensive and specialty health care…including those on a regional basis. Response: There is increasing need for health professionals due to health care reform, the obesity epidemic, and an aging and multicultural population. Professionals who understand both positive and negative health practices will be in demand. This degree will significantly improve students’ knowledge of disease and disease prevention. Students will discover ways to promote health through behavioral change and examine risk behaviors that can compromise a person's health throughout the lifespan. Students will secure skills in designing a personalized physical fitness program, encouraging wellness in others, and promoting healthy living through balanced diet and nutrition choices. What is the program’s importance to the institution, and its relationship to existing and/or projected programs and its expected impact on them? SUNY-Oneonta commissioned an environmental scan, conducted by the Noel Levitz Company in the spring of 2014, to identify potential new programs based upon the changing trends in the economy and student interest. We are pleased to say that a health and fitness science major was identified as the top program to attract new students to the campus; they estimated 45 new students to the campus would enroll each year in the major. Additionally, the campus Physical Education Task Force (2013/14) concluded that a market existed for a Health & Fitness Science major. The Health & Fitness Department consulted with other campus departments that would be most affected by the new major. The Department of Biology will provide significant support to our majors in foundational courses in biology, and anatomy and physiology. The additional students from our major will put even more pressure on an already over-worked Department; however, Provost Maria Thompson has assured us that additional resources will be allotted to cover the increase in students taking courses from the Biology Department. The Department of Biology used to offer an exercise physiology course on a somewhat irregular basis because of insufficient faculty to teach it. The Department has agreed to move this course to the Health & Fitness Department because we have a qualified instructor who could offer it on a regular basis. Given the commitment of the Provost, and the shifting of responsibility of one course from Biology to Health and Fitness, we believe that the reliance on Biology’s courses for foundational instruction for our majors will prove to be workable for all parties. The Health & Fitness Department also consulted with the Human Ecology Department, in particular with the Director of the Dietetics program. Two nutrition courses open to non-majors are included in our program. However, we also wanted to include NUTR 241, Nutrition for Fitness and Sport (offered irregularly) and a new 300-level course: NUTR 325—Food and Weight Management. Agreement was reached that these courses will be made available to our majors on a regular basis, with the second one recently developed and approved by SUNY Oneonta’s Curriculum Committee, which will be offered by the Dietetics Department. Provost Thompson also agreed that resources will be made available to the Human Ecology Department to support the needed coursework for our majors.
5
The contributions to our new major by the departments of Biology and Human Ecology are significant. To a lesser extent, the major requires coursework from other campus departments. All affected departments have been consulted to ensure that any influx of new students will be manageable. Consultation was made with the Department of Anthropology because they offer a major in Human Biology. Their target student is someone who wants to go into public health, forensic science or genetic biology, all of whom take a holistic approach in their respective fields. In contrast, students in our Exercise Science track seek to work with smaller populations through instruction in personal health or coaching. Some students in the Exercise Science track plan to go on to graduate school in one of the allied health fields, for example, occupational therapy, physical therapy or physician’s assistant. Anthropology’s new major is sufficiently distinct from ours so as not to create any overlap between the two programs. As applicable, how does the program reflect diversity and/or international perspectives? The course content in Health and Fitness Science will examine health issues both domestic and abroad. Courses in nutrition, health, and fitness will examine health practices based on economic, racial, ethnic, and religious differences. More specifically, we have created a new course for the B.S. in Health and Fitness Science, Cultural Competency in Health and Fitness, which addresses health issues targeted at underdeveloped and developing countries. The course description is as follows: This course will review the professional literature in regard to health disparities, culture, customs and beliefs in underdeveloped and developing nations. Examining these conditions will help students understand the disparities in health care and provide students with the basic tools for culturally competent care as future health professionals. d) How were faculty involved in the program’s design, and describe input by external partners, if any (e.g., employers and institutions offering further education). The faculty in the Department of Health and Fitness (formerly known as the Department of Physical Education) had started planning the B.S. degree in Health and Fitness Science during Fall 2013 when it was announced that Noel-Levitz would be coming to campus to assist university administrators in determining the viability of academic programs at SUNY Oneonta—which programs were relevant and which were not. It was later reported by Noel-Levitz that a B.S. degree in Health and Fitness Science was both timely and appropriate. To further support the creation of a B.S. degree in Health and Fitness Science, a PE Task Force at SUNY Oneonta was created in Fall 2013 by Provost Maria Thompson and Vice President of Student Development, Steve Perry. Drs. Thompson and Perry created the PE Task Force to examine the current status and viability of physical education at SUNY Oneonta. They charged the PE Task Force as follows:
6
The PE Task Force is charged with reviewing the current programs (minors,
certificates, and courses) offered by the PE Department. Through investigation and
analysis of the curricular and learning needs of students, personnel policies, and
financial needs of the College, the TF is asked to develop recommendations
regarding effective structural models of these programs. This report is due to be
presented to the Vice Presidents of Academic Affairs and Student Development
(Maria Thompson and Steve Perry) no later than March 28, 2014.
The PE Task Force leadership, co-chaired by the Social Science Dean, Dr. Susan Turell, and
Acting PE Department Chair, Dr. Janet Day, created a 9-member committee—comprised of
faculty and staff—from across university departments and immediately began their work.
Following a thorough investigation, the PE Task Force submitted numerous recommendations
to the Provost and Vice President of Student Development by the March 28, 2014 deadline.
One of the emerging recommendations was to move forward with the department’s plan to
develop a new baccalaureate degree in Health and Fitness Science.
After receiving the enthusiastic support from Noel-Levitz and the work from SUNY Oneonta’s PE
Task Force, Provost Maria Thompson approved two faculty lecturer searches to help the newly
named Department of Health and Fitness (formerly Physical Education) to develop this new
major. The searches were successfully completed in summer 2014. It was part of the job
description for one new hire to complete the degree proposal for the B.S. in Health and Fitness
Science and the other new hire to develop courses for the new major. Two tenure-track lines
are being held in reserve to support the new major.
e) How did input, if any, from external partners (e.g. educational institutions and employers) or standards influence the program’s design? In creating this degree, the most compelling information came from the environmental scan that examined the occupational trends through years 2012-2022 for both New York State and the United States (see Appendix A). National Overview
The Bureau of Labor Statistics (BLS) released a 2012-2022 summary that projected occupations
and industries related to health care are expected to add the most new jobs in 2012-2022. It is
projected to increase 10.8%, or 15.6 million during the decade.1 The report also stated that
occupations that require postsecondary education for entry are expected to grow faster than
occupations that require a high school diploma or less.
The U.S. Bureau of Labor Statistics provides data on a multitude of occupations and speculates
the future growth in categorized industries. The design of SUNY Oneonta’s degree in Health and
Fitness Science will prepare students for a career path in exercise science, and with careful
1 http://www.bls.gov/news.release/ecopro.nr0.htm
7
advising, a career in allied health. A snapshot of growth industries linked to health and fitness
is provided in Table 1.2
Table 1. Employment by BLS detailed occupation, 2012 and projected 2022 (Number in thousands)
OCCUPATION Change 2012-
22 Number
Change 2012-22
Percent
Job openings due to growth
Health teachers—postsecondary (education certification required)
92.6 35.9 131.3
Athletes, coaches, umpires, and related workers
38.5 13.9 120.4
Coaches and scouts 36.2 14.8 108.5
Health diagnosing and treatment practitioners (advanced professional training required)
1015.3 20.3 2042.2
Dieticians and nutritionist (additional professional training required)
14.2 21.1 22.3
Physical therapists (additional professional training required)
73.5 36.0 123.7
Recreation and fitness workers 82.5 13.5 154.7
Fitness trainers and aerobic instructors
33.5 12.5 65.0
Recreation workers 49.0 14.2 89.7
New York State Overview
Data obtained for this section was found at the New York Department of Labor’s website by
clicking on “Employment Projections” and the “statewide data” link.3 To summarize, the
findings for New York employment projections align with the national trends. Table 2
provides more detailed information.
2 http://www.bls.gov/emp/ep_table_102.htm
3 http://www.labor.ny.gov/stats/lsproj.shtm
8
Table 2. New York State Employment Prospects to 2020
OCCUPATION Employment
Prospects
Annual Average
Openings
Entry Level Educational
Requirement
Health teachers—postsecondary (education certification required)
Very Favorable 370 Bachelor’s
Recreation and fitness studies teachers--postsecondary
Favorable 30 Master’s
Coaches and scouts Very Favorable 680 High school or
equivalent
Umpire, referee, and other sport officials
Very Favorable 60 High school or
equivalent
Health care practitioners and technical workers, all others
Favorable 70 Bachelor’s
Dieticians and nutritionist (additional professional training required)
Very Favorable 250 Bachelor’s
Physical therapists (additional professional training required)
Very Favorable 600 Professional
Training
Fitness trainers and aerobics instructors
Very Favorable 800 High School or
equivalent
Recreation workers Very Favorable 1030 Bachelor’s
f) Enter anticipated enrollments for Years 1 through 5 in the table below. How were they determined, and what assumptions were used? What contingencies exist if anticipated enrollments are not achieved? SUNY-Oneonta commissioned an environmental scan, conducted by the Noel Levitz Company in the spring of 2014, to identify potential new programs based upon the changing trends in the economy and student interest. The study revealed Health and Fitness Science as one of the top academic programs to attract new students to the campus. Additionally, the campus Physical Education Task Force (2013/14) concluded that a market existed for a Health and Fitness Science major. The chart below predicts headcount enrollment based on the data collected from the Noel Levitz environmental scan. Their study concluded that 45 new students would enroll in the H&FS major each year. Assumptions: current SUNY Oneonta retention rates (~87% 1st-2nd year, and ~77% 2nd-3rd year). We anticipate maintaining these same high retention rates in this program; in fact, internal transfers into this program will help retain students to the College.
Year
Anticipated Headcount Enrollment
Anticipated Graduates
New Freshmen, Full-time
Internal Change in Major, Full-
time Total Enrolled in
Major
9
2016 35 10 45 --
2017 45 10 94 --
2018 45 10 124 --
2019 45 10 169 30
2020 45 10 184 30
g) Outline all curricular requirements for the proposed program, including prerequisite, core, specialization (track, concentration), internship, capstone, and any other relevant component requirements, but do not list each General Education course.
Health and Fitness Science Major Exercise Science Track
Course # Course Name Credits Prerequisite(s)
COMPLETE ALL PHED CORE (38sh)
PHED 209 Cultural Competency for H&F
3 SoS
PHED 241* Physiology of Exercise* 3 BIOL 205
PHED/PSYC 247 Sport Psychology 3 SoS, PSYC 100
PHED 255* Kinesiology* 3 SoS, BIOL 205 & 206
PHED 300 Theoretical Principles of Strength & Conditioning
3 PHED 305
PHED 305* Biomechanics* 3 PHED 255
PHED 355 Cardiac Rehab and Exercise 3 JrS, BIOL 205 & 206
PHED 393 H&F Skills: Application & Assessment
3 SrS, PHED 241
PHED 397 Internship 3 JrS
PHED 398 Seminar (Capstone) 1 SrS, PHED 241, PHED 397-CoR
NUTR 140 or 142
Nutr I or Nutr in Everyday Life
3
NUTR 241 Nutrition for Fitness & Sport 3 NUTR 140 or 142
NUTR 325 Nutr & Fit for Weight Mgt 3 NUTR 241
BIOL 111 Bio & Med Terminology 1
COMPLETE ALL EXERCISE SCIENCE TRACK- PHED CORE
(9sh)
PHED 210 Emergency Care & Prevention
3
PHED 243 Motor Learning & Development
3 BIOL 205
PHED 322 Exercise Testing & 3 JrS, PHED 241
10
Prescription
COMPLETE ONE
EXERCISE SCIENCE TRACK- PHED RELATED
(3sh)
PHED 248 Exercise Psychology 3 SoS, PSYC 100
PHED 289 Intro to Sports Medicine 3 BIOL 205 & 206, PHED 210
COMPLETE ALL RELATED WORK (19sh)
BIOL 180 General Bio I 4
BIOL 205* Anatomy & Physiology I* 4 BIOL 180, CHEM 111
BIOL 206* Anatomy & Physiology II* 4 BIOL 205
CHEM 111 General Chemistry I 4
PSYC 100 Intro to Psychology 3
*C or better required TOTAL PROGRAM (CORE+TRACK+RELATED WORK) = 69sh h) (1) Need The following information is directly from the findings of the environmental scan, which was conducted in Fall 2014 (see Appendix A). The need for a Bachelor of Science degree in Health and Fitness Science is recommended based on the following:
a. The shift in health care from treating illness to disease prevention and preventive care is a significant philosophical change in patient care in America. Health strategies with goals targeted at weight loss, diabetes prevention, obesity prevention, stress reduction, smoking cessation, etc. almost all link to nutrition, health, and fitness. The literature suggests that nutritionist, dieticians, and fitness specialists will be critical players in the new medical model, especially as it focuses on Accountable Care Organizations (ACOs).
b. As the American society becomes more health conscious, as suggested by the literature on active lifestyles of the baby boomer generation, employment opportunities in health and fitness will increase. Findings from the CDC state an urgent need for healthcare professionals due to the growth in number and proportion of older adults. The CDC has put a call to action for American communities to develop effective community intervention exercise programs that can increase strength, boost activity levels, and elevate mood in older adults.
c. With funding changes in public schools across the United States, it is becoming increasingly more difficult for schools to maintain curriculum offerings in art, music, and physical education. These programs are becoming increasingly disadvantaged and are subject to budget cuts each year. This trend is causing parents to seek fitness opportunities for their families in the private sector through YMCAs, recreation programs, private gyms, etc. This change will create more employment opportunities for students graduating with degrees in fitness, personal training, nutrition, and sport programming.
d. Incentivized health care has evolved from health care reform (PPACA). Simply stated, incentivized health care motivates people to take better care of their health otherwise they will pay higher premiums for health care. People who choose to smoke, who are overweight or obese, or who suffer from weight related illnesses such as diabetes, high
11
blood pressure, or cardiovascular disease will now have added motivation to lose weight and/or stop smoking in order to pay less for their health care. Incentivized health care will add employment opportunities in health and fitness due to the Affordable Care Act.
e. America’s sedentary lifestyle, which was brought on, in part, by the technological advances in the Information Age, has contributed to its obesity epidemic and other related diseases such as diabetes, heart disease, stroke, high blood pressure, high cholesterol, certain types of cancers, and osteoarthritis. The rapid increase in these ailments in the U.S. has placed additional demand on the healthcare system. Colleges and universities must be responsive to this crisis and help find solutions to the obesity epidemic and train more students to become professionals in a health-related career.
f. Finally, there are only a few B.S. degrees in Health and Fitness Science (or related degrees) that are available in the State University of New York (SUNY) system. These institutions are identified in the attached environmental scan (see Appendix A). SUNY Oneonta and the Department of Health and Fitness will be on the cutting edge of new academic programming that will have a lasting impact on health care services in the state of New York.
h)(2) Employment: For programs designed to prepare graduates for immediate employment, use the table below to list potential employers of graduates that have requested establishment of the program and state their specific number of positions needed. If letters from employers support the program, the may be appended at the end of this form. No requests have been made.
Employer
Need: Projected positions
In initial year In fifth year
Not Applicable
h) (3) Similar Programs: Use the table below to list similar programs at other institutions, public and independent, in the service area, region and state, as appropriate. Expand the table as needed.
Institution Program Title Degree Enrollment
SUNY Cortland Fitness Development B.S. 160
SUNY Brockport Exercise Science B.S. 435
SUNY Plattsburgh Fitness and Wellness Leadership B.S. U/A
12
SUNY Cortland Exercise Science B.S. 400
h) (4) Collaboration: Did this program’s design benefit from consultation with other SUNY campuses? If so, what was that consultation and its result?
The B.S. in H&FS will help to channel our collective power and create a better SUNY system approach by creating a stackable degree. For example, Dean Susan Turell and Provost Maria Thompson have been in contact with Provost John Nader at SUNY Delhi to discuss an articulation agreement between Delhi and Oneonta so that Delhi graduates with an A.S. in Physical Education or Liberal Arts can transfer seamlessly into Oneonta’s B.S. in H&FS degree. Also, SUNY Oneonta is poised to create articulation agreements with SUNY institutions that offer graduate degrees in PT, OT, and Health Education so that our graduates can transfer seamlessly into high needs occupation training at other SUNY campuses (SUNY Stony Brook, Sage Graduate School, Upstate Medical, and Downstate Medical).
h)(5) Concerns or Objections: If concerns and/or objections were raised by other SUNY campuses, how were they resolved? Information available after the campus makes the SUNY-wide announcement. h)(6) Undergraduate Transfer: The State University views as one of its highest priorities the facilitation of transfer for undergraduate students. To demonstrate adequate planning for transfer under SUNY’s student mobility policy, Section 9 of this form on SUNY Undergraduate Transfer must be completed for baccalaureate programs anticipating transfer enrollment. Currently, no 2-year schools offer a comparable program.
13
APPENDIX A
ENVIRONMENTAL SCAN HEALTH AND FITNESS SCIENCE DEGREE PROPOSAL
SUNY COLLEGE AT ONEONTA Completed for the Department of Health and Fitness
Prepared by Dr. Sandra R. Smith
Preface
At the turn of the twenty-first century, the former department of physical education (PE) at
SUNY College at Oneonta was struggling to find its foothold in the campus’s academic
landscape. The department began to languish following many years of debate within the
campus community as to the role physical education should play at the university. After
ongoing debate and whispers of eliminating the department, it was flailing to survive. Within
the department, faculty turnover rates were high, leadership was missing, and resources were
desperately needed to stabilize the unit.
The matter came to a head in fall 2013 when Provost Maria Thompson and Vice President of
Student Development, Steve Perry, created a PE Task Force that was charged with examining
the viability of physical education at SUNY Oneonta. According to the document the task force
was charged as follows:4
The PE Task Force is charged with reviewing the current programs (minors,
certificates, and courses) offered by the PE Department. Through investigation
and analysis of the curricular and learning needs of students, personnel policies,
and financial needs of the College, the TF is asked to develop recommendations
regarding effective structural models of these programs. This report is due to be
presented to the Vice Presidents of Academic Affairs and Student Development
(Maria Thompson and Steve Perry) no later than March 28, 2014.
The PE Task Force leadership, co-chaired by the Social Science Dean, Dr. Susan Turell, and
Acting PE Department Chair, Dr. Janet Day, created a 9-member committee from across
university departments and immediately began their work. Following a thorough investigation,
the PE Task Force submitted numerous recommendations to the university provost and vice
president of student development by the March 28, 2014 deadline. Emerging from those
recommendations were two matters that serve as the impetus for this work: 1) rename the PE
department at SUNY Oneonta the department of health and fitness, and 2) develop a new
baccalaureate degree in health and fitness science.5
4 Broad Charge and Questions to Frame the PE Task Force Discussion, SUNY College at Oneonta, Office of the
Provost, October 8, 2013 5 PE Task Force Report, SUNY College at Oneonta, March 26, 2014.
14
It is the intent of this investigation to determine if there is a workforce need to justify a
baccalaureate degree in health and fitness at SUNY Oneonta. To help contextualize the work,
this paper will be delivered in three sections: 1) lifestyle and cultural changes in the United
States, which will help speculate future careers in health and fitness; 2) employment
projections both nationally and within New York to assess the demand in employment
opportunities for health and fitness professionals; and 3) examine SUNY’s offerings to
determine if occupational demands in health and fitness are being met.
SECTION I—LIFESTYLE AND CULTURAL CHANGES IN THE UNITED STATES
Introduction
SUNY Oneonta’s decision to develop a bachelor’s degree in health and fitness science and
rename its former department of physical education to the department of health and fitness is
both timely and necessary. The academic discipline of physical education (PE) has been
aggressively redefining itself since the 1970s and 1980s in response to political, economic, and
cultural changes. Like all content areas, physical education is a dynamic, yet changing field. It is
no longer a detached and isolated subject area but, rather, one that has become integrated
with other curricular areas and recognized as an integral part of the curriculum. However,
significant changes in American society over the past several decades have reshaped and
redefined physical education in ways to keep it relevant and responsive to the needs and
dilemmas of our culture. This position paper will give a brief history and changing role of PE in
American society, illuminate the current legal and cultural implications in the United States that
are affecting the health and fitness industry, and conclude with a short summary that will
highlight the reasons change is imminent.
A Brief History
The inception of physical education began around 1820 when schools focused on teaching
personal hygiene, care for the body, and gymnastics. However, the history of physical education
frequently shows a pattern of military, social, and political influence. Physical education fulfilled
a political role as it helped to give rise to military strength, productivity, and nationalism. War
requires physical training so soldiers can survive and countries can be victorious. After the
American Civil War, large school systems in the United States began to adopt PE programs.
Many states passed laws requiring that PE programs be taught in the schools.6 It was at this
time that specialized training began for physical education teachers. By 1950, a major in
physical education had been introduced to over 400 academic institutions in the United States.7
The fitness of the U.S. military in the Korean War fell short of expectations and the federal
6 http://www.faqs.org/health/topics/2/Physical-Education.html
7 http://www.excite.com/education/subject/brief-history-of-physical-education
15
government responded by setting up the President’s Council on Physical Fitness, which helped
to raise fitness standards in the schools across America.8
A series of recessions negatively impacted the United States economy in the 1970s and 1980s.
These economic downturns brought cutbacks to many school programs, which directly
impacted physical education. At this time, interest in the President’s Council on Physical Fitness
began to wane and PE offerings began to shift from physical competencies to lifetime sports
such as golf, badminton, tennis, and bowling.9 Also during this time, the American public
developed an intense interest in personal fitness and aerobic training.
Title IX was enacted in 1972 and it had dramatic effects on physical education and sport. Title IX
prohibits sex discrimination in education programs and activities receiving federal funds.
Institutions receiving federal funding had to be responsive to this new legislation or risk losing
its federal aid. Title IX forever changed the landscape of sport for females and provided many
new opportunities in competitive athletics, both at the high school and collegiate levels.
Following the buildup of America’s physical education program in the mid-twentieth century,
schools began offering extra subjects and electives in the math and sciences. This shift started
moving resources away from co-curricular subjects like physical education and towards a
college-preparatory curriculum. To complicate matters, recessions in the U.S. economy in the
1970s and 1980s created a dearth of government funding in education. The trickle-down effect
most often impacted co-curricular subjects such as music, theater, art, and physical education
resulting in fewer classes and fewer instructors.
In the twenty-first century, the pendulum is beginning to shift again. Today’s American society
is becoming more aware of the value in a balanced curriculum at all educational levels. Serious
national issues such as childhood obesity, the insurgence of non-physical activities like video
games and PlayStation, and America’s obsession with television, cell phones, and motorized
vehicles has brought physical education back into the spotlight. The government has re-signaled
its commitment to physical education by making it mandatory in public schools for
youngsters.10 However, it still often remains an elective for secondary students.
One of the most interesting developments in the history of physical education is how it has
evolved. It began with very specific intentions, which was creating strong soldiers, and then
morphed into a discipline that now has intersections in numerous fields of study, e.g., sport
history, sport philosophy, sport medicine, sport management, etc.
Changing Role of PE in American Society
American life has changed rapidly over the past several decades as it shifted from the Industrial
Revolution to the Information Revolution. In fact, the Internet Revolution is considered the
8 http://www.faqs.org/health/topics/2/Physical-Education.html
9 http://www.faqs.org/health/topics/2/Physical-Education.html
10 http://www.excite.com/education/subject/brief-history-of-physical-education
16
Industrial Revolution of the twenty-first century.11 Just as the Industrial Revolution changed the
ways Americans lived and worked so does the Information Revolution. During the Industrial
Age, major highways were created; communities were spawned and grown into cities which
acted as economic and social centers. With the invention of the internal combustion engine,
suburbs were developed that dramatically increased personal mobility.12
Likewise the Information Age has created equally dramatic changes in social relationships,
workplace environments, and communities. With the creation of information superhighways,
people are less restricted by geographic boundaries relative to work and place and freer to live
in remote locations. The development of the World Wide Web has created new social
communities for people in ways never imagined. Today you can shop, chat, skype, date, or
attend meetings almost anywhere in the world and never leave your home.
With these many conveniences there are also disadvantages. The Information Age has spawned
a sedentary lifestyle in America that has resulted in increases since 1996 in obesity, diabetes,
and physical inactivity as reported by the Centers for Disease Control and Prevention (CDC).13
Even more alarming are the CDC reports on childhood obesity, which states:14
Obesity has more than doubled in children and quadrupled in adolescents in the past 30
years.
The percentage of children aged 6–11 years in the United States who were obese
increased from 7% in 1980 to nearly 18% in 2012. Similarly, the percentage of
adolescents aged 12–19 years who were obese increased from 5% to nearly 21% over
the same period.
In 2012, more than one third of children and adolescents were overweight or obese.
America’s sedentary lifestyle has undoubtedly contributed to its obesity epidemic and related
diseases such as diabetes, heart disease, stroke, high blood pressure, high cholesterol, certain
types of cancer, and osteoarthritis.15
Compounding America’s obesity epidemic was the 2008 housing market bubble, which shifted
the U.S. into another recession.16 Still reeling from the recession in 2002 and 2003,17 states
were faced with making more cuts in state aid to public schools. The school’s response often
resulted in reducing or cutting programs such as physical education, music, and art, thus
11 http://www.forbes.com/sites/michakaufman/2012/10/05/the-internet-revolution-is-the-new-industrial-revolution/ 12 http://ecommerce.hostip.info/pages/576/Information-Revolution-Vs-Industrial-Revolution-SOCIAL-RELATIONS-WORK-DEMOGRAPHICS.html 13 http://www.americashealthrankings.org/reports/annual 14
http://www.cdc.gov/healthyyouth/obesity/facts.htm 15
http://www.cdc.gov/healthyyouth/obesity/facts.htm 16
http://en.wikipedia.org/wiki/United_States_housing_bubble 17
http://en.wikipedia.org/wiki/Early_2000s_recession
17
continuing the dismantling of physical education in America’s public schools. Additionally, in
some places, the severity of cuts from state governments forced schools to reduce or eliminate
extracurricular activities such as athletic programs. As opportunities dwindled for youth to
participate in school sponsored athletics or physical education programs, parents began looking
to private clubs, fitness specialists, or personal trainers to help their children fulfill their physical
activity needs, thus creating an employment demand for fitness trainers.
Current Legal and Cultural Implications Affecting the Health and Fitness Industry
Two recent shifts in American society are making a dramatic impact on the health and fitness
industry in this country. First was the signing of health care reform into law on March 23, 2010
by President Barack Obama. Second, as the baby boomer generation is entering retirement age,
the country is now faced with two issues related to this group; 1) many baby boomers are
choosing to invest their disposable income into healthy lifestyles and recreational activities that
will enhance their lives, and 2) the health care industry is faced with managing costs and care
for those who are not active and need assistance. These trends are placing greater demands on
the sport, fitness, recreation, and health care industries, which must be responsive to the
lifestyle changes of the baby boomer generation. Further examination of these two recent
shifts, health care reform and the needs created by the baby boomer generation, lend urgency
to colleges and universities designing degrees that prepare a workforce in health and fitness.
Health Care Reform
The Patient Protection and Affordable Care Act (PPACA), commonly called the Affordable Care
Act (ACA) or “Obamacare” was enacted with goals of increasing the quality and affordability of
health insurance, lowering the uninsured rate by expanding public and private insurance
coverage, and reducing the costs of healthcare for individuals and the government.18 Imbedded
in the PPACA are inherent strategies to 1) reduce health care costs and 2) improve the overall
health of American citizens. To accomplish these goals, incentivized health care is the new
norm. New models are being created to incentivize large companies and institutions that will
engage their employees in healthy lifestyle choices. Similar strategies are being created for
individual participation in healthier living as well (i.e., Medicare and Medicaid). These subtle yet
significant shifts demonstrate the legal influence of PPACA on American life.
Also key to health care reform is a philosophical shift from treating illness to disease prevention
and preventive care. Given this shift, new opportunities in the health and fitness field become
apparent. Incentivized health care models are being created to entice individuals and
corporations to live healthier lifestyles. One such example can be found in the Medicare system
where Medicare will pay for annual wellness visits and increase reimbursements to primary
care physicians. Currently Medicare only pays for general checkups when someone first enters
18
http://en.wikipedia.org/wiki/Patient_Protection_and_Affordable_Care_Act
18
the Medicare program. Many health analysts believe regular checkups would help improve the
overall health of elderly people and provide for better care routines.19
Another example of incentivized health care is SUNY Upstate’s Pathway to Wellness model,20
which is an institutional initiative to keep employees healthy and help control health care costs.
It is becoming commonplace for institutions to implement health care management programs
because the benefits are tangible. Likewise, the Pennsylvania State System of Higher Education
(PASSHE) offers an employee wellness program called “Healthy U.” This initiative has led to
favorable results for Pennsylvania state employees when compared to national trend
benchmarks. Through the initiative, PASSHE has experienced a reduction in per member claims
costs for members with multiple chronic conditions (i.e., asthma, diabetes, coronary artery
diseases, etc.). Additionally, state employees have seen significant improvement in the physical
activity category and smaller improvements in the areas of stress management, skin protection
and tobacco usage.21
One final example of incentivized health care relates to the Affordable Care Act that includes a
provision allowing Medicare to reward health care organizations with a share of the savings
that would result from improving care quality and reducing costs. To participate in the shared
savings program, health care organizations must become Accountable Care Organizations
(ACOs).22 Generally, an ACO can be defined as a set of health care providers—including primary
care physicians, specialists, and hospitals—that work together collaboratively and accept
collective accountability for the cost and quality of care delivered to a population of patients.
These are just a few examples of incentivized health care that has evolved from health care
reform. Health care’s shift from treating illness to disease prevention and preventive care will
create new career pathways in health care management. Universities must be responsive to the
opportunities created by legislative change; much like SUNY Oneonta is doing right now by
creating a bachelor’s degree in health and fitness science.
Baby Boomer Generation
According to the Center for Disease Control and Prevention’s report on the State of Aging and
Health in America—2013,23 the demographic changes in America are creating an urgent need
for health care professionals. The CDC reports that:
The growth in the number and proportion of older adults is unprecedented in the
history of the United States. Two factors—longer life spans and aging baby boomers—
will combine to double the population of Americans aged 65 years or older during the
19 http://www.medicareanswersnow.com/G1/Health_Reform.html 20
http://www.upstate.edu/health/wellness/ 21
PASSHE Human Resources and Labor Relations Monthly Report December 2011 22
http://en.wikipedia.org/wiki/Accountable_care_organization 23
http://www.cdc.gov/aging/pdf/state-aging-health-in-america-2013.pdf
19
next 25 years to about 72 million. By 2030, older adults will account for roughly 20% of
the U.S. population.24
In the report’s findings it states that older adults have many more physically unhealthy days
than younger adults. However, older adults who meet physical activity guidelines set by the
CDC are less likely to experience frequent physical distress (p.16).25 The CDC has put a call to
action for American communities to develop effective community intervention exercise
programs that can increase strength, boost activity levels, and elevate mood through proven
programs such as EnhanceFitness (www.projectenhance.org), Active Living Every Day
(www.activeliving.info), or Walk with Ease (www.arthritis.org/walk-with-ease.php).
Contrary to the CDC’s report are reports on active lifestyles of baby boomers.26 27 28 According
to numerous online reports, aging Americans are leading active lifestyles and seeking out
exercise opportunities to improve health, increase social interaction, or for pure enjoyment.
Additionally, as boomers reach senior status, they have more expendable income than previous
generations and they want to spend their wealth being active and adventurous. According to
one article:
There are 24 million ‘Zoomers’ *active Boomers trying to maintain healthy aging+ in the
first wave [52 to 62 years old], and they are more active and more affluent than any
generation before them,” says Dr. Dan Novak, assistant professor for the Master of
Science in Leadership program for South University Online. “Another 22 million
Boomers are following close behind in the second wave, and the combined groups
command two thirds of the nation's household wealth. Of the 46 million Boomers,
about 25% of them have annual incomes of $100,000 or more and a net worth of
$400,000 or more. The Boomers are affluent and active, only 11% of baby Boomers
face health problems that restrict their lifestyle. In addition, Boomers are accustomed
to spending money on lifestyle, services, and amenities.29
Recognizing that vastly different perspectives are shared on the health of the baby boomer
generation, it is possible for both to be true. The baby boomer generation spans from 1946 to
1964 and it encompasses a significant segment of the American population. Given its
population size and demographic variety, it is reasonable to say that there are populations
within it that are healthy and very active and populations that are not.
Regardless of one’s views on the baby boomer generation, the health and fitness needs of
these Americans will be demanding and expected. Therefore it is valuable, timely, and
necessary for college and universities to be responsive to this health care phenomenon that is 24 http://www.cdc.gov/aging/pdf/state-aging-health-in-america-2013.pdf 25 http://www.cdc.gov/aging/pdf/state-aging-health-in-america-2013.pdf 26
http://source.southuniversity.edu/booming-business-for-aging-boomers-29888.aspx 27
http://www.ibisworld.com/media/2013/04/08/baby-boomers-a-burgeoning-customer-market/ 28
http://www.boomercafe.com/category/wellness/ 29
http://source.southuniversity.edu/booming-business-for-aging-boomers-29888.aspx
20
just on our horizon. Meaningful solutions include health and fitness baccalaureate degrees like
the one being proposed at SUNY Oneonta.
Summary—SECTION I
As evidenced through this brief history of physical education and the changing role of PE in
American society, the need for physical education to transform itself is apparent. Physical
education is no longer solely focused on calisthenics and training young men for war. The
impact of several recessions, transitioning into the era of the Information Age, the U.S. obesity
epidemic, health care reform, and the health care needs of the baby boomer generation has
changed the landscape of American culture. It is the responsibility of colleges and universities
to be responsive to these changes and help solve the challenges America faces through
research, study, and training of new professionals in response to the workforce demands.
Therefore, the timing of SUNY Oneonta’s changes—renaming its PE department to the
department of health and fitness, and its pursuit of a baccalaureate degree in health and fitness
science—are both strategic and appropriate. Pursuing these changes is prudent and responsible
as SUNY Oneonta plays its role in preparing the workforce for certain growth in health and
fitness related careers.
SECTION II—EMPLOYMENT PROJECTIONS IN HEALTH AND FITNESS
National Overview
The Bureau of Labor Statistics (BLS) released a 2012-2022 summary that projected occupations
and industries related to health care are expected to add the most new jobs in 2012-2022. It is
projected to increase 10.8%, or 15.6 million during the decade.30 The report also stated that
occupations that require postsecondary education for entry are expected to grow faster than
occupations that require a high school diploma or less.
The U.S. Bureau of Labor Statistics provides data on a multitude of occupations and speculates
the future growth in categorized industries. The design of SUNY Oneonta’s degree in health and
fitness could prepare students for several different career paths. A snapshot of growth
industries linked to health and fitness is provided in Table 1.31
Table 1. Employment by BLS detailed occupation, 2012 and projected 2022 (Number in thousands)
OCCUPATION Change 2012-
22 Number
Change 2012-22
Percent
Job openings due to growth
Health teachers—postsecondary (education certification required)
92.6 35.9 131.3
30
http://www.bls.gov/news.release/ecopro.nr0.htm 31
http://www.bls.gov/emp/ep_table_102.htm
21
Athletes, coaches, umpires, and related workers
38.5 13.9 120.4
Coaches and scouts 36.2 14.8 108.5
Health diagnosing and treatment practitioners (advanced professional training required)
1015.3 20.3 2042.2
Dieticians and nutritionist (additional professional training required)
14.2 21.1 22.3
Physical therapists (additional professional training required)
73.5 36.0 123.7
Recreation and fitness workers 82.5 13.5 154.7
Fitness trainers and aerobic instructors
33.5 12.5 65.0
Recreation workers 49.0 14.2 89.7
New York State Overview
Data obtained for this section was found at the New York Department of Labor’s website by
clicking on “Employment Projections” and the “statewide data” link.32 To summarize, the
findings for New York employment projections align with the national trends. Table 2
provides more detailed information.
Table 2. New York State Employment Prospects to 2020
OCCUPATION Employment
Prospects
Annual Average
Openings
Entry Level Educational
Requirement
Health teachers—postsecondary (education certification required)
Very Favorable 370 Bachelor’s
Recreation and fitness studies teachers--postsecondary
Favorable 30 Master’s
Coaches and scouts Very Favorable 680 High school or
equivalent
Umpire, referee, and other sport officials
Very Favorable 60 High school or
equivalent
Health care practitioners and technical workers, all others
Favorable 70 Bachelor’s
Dieticians and nutritionist (additional professional training required)
Very Favorable 250 Bachelor’s
32
http://www.labor.ny.gov/stats/lsproj.shtm
22
Physical therapists (additional professional training required)
Very Favorable 600 Professional
Training
Fitness trainers and aerobic instructors
Very Favorable 800 High School or
equivalent
Recreation workers Very Favorable 1030 Bachelor’s
Summary—SECTION II
Both national and New York State labor statistics provide evidence that occupational growth in
the health and fitness industry is increasing rapidly. These findings are congruent with findings
in Section I that illuminated a future demand for health and fitness professionals in this
country.
SECTION III—SUNY’S ACADEMIC OFFERINGS AND RECOMMENDATIONS
SUNY Academic Offerings
All SUNY four-year liberal arts campuses (N=13) were examined in order to get a fair
comparison to Oneonta’s proposed health and fitness science degree. The results are depicted
in Table 3.
Table 3. SUNY four-year liberal arts campus comparisons—health and fitness
SUNY Ex Sci Fit
Develop Fit Well Ldshp
Health Sci Kines/PE
Wellness Mgt
Brockport *X n/a n/a X X n/a Buffalo n/a n/a n/a n/a n/a n/a
Cortland *X *X n/a n/a X n/a Empire n/a n/a n/a n/a n/a n/a
Fredonia n/a n/a n/a n/a n/a n/a Geneseo n/a n/a n/a n/a n/a n/a
New Paltz n/a n/a n/a n/a n/a n/a Old West. n/a n/a n/a n/a n/a n/a
Oneonta n/a n/a n/a n/a n/a n/a Oswego n/a n/a n/a n/a n/a X
Plattsburgh n/a n/a *X n/a n/a n/a Potsdam n/a n/a n/a n/a n/a n/a
Purchase n/a n/a n/a n/a n/a n/a
n/a – not applicable *comparable to SUNY Oneonta’s proposed health and fitness science degree
Based on SUNY’s offerings at its 13 liberal arts campuses, it is apparent that academic
preparation is occurring in the field of health and fitness. Out of the 13 campuses, four are
23
offering academic programs in health and fitness related fields (see Table 3). There are six
degree offerings in the SUNY system that align with the core curriculum of health and fitness (1.
exercise science, 2. fitness development, 3. fitness and wellness leadership, 4. health science, 5.
kinesiology and physical education, and 6.wellness management) and only four campuses are
delivering those degrees (see Table 3). Without knowing the number of enrollees in these
programs, it is difficult to determine if SUNY’s academic offerings, which seems sparse in this
field, is meeting the imminent employment demands in health and fitness.
Upon further examination, it becomes apparent that even fewer SUNY programs resemble the
learning outcomes and program objectives that are being proposed by Oneonta. According to
SUNY Oneonta’s program proposal description in section 3, students will acquire the following
skills upon completion of the degree:
The Health and Fitness Science major focuses on nutrition, kinesiology and its numerous applications to health, wellness, fitness and sport. This major prepares individuals for employment in clinical, commercial fitness, strength & conditioning, cardiac rehabilitation, exercise physiology, corporate/community/hospital wellness, and other related professions. Health and Fitness Science is also an excellent pre-professional program for students interested in entering physical therapy, occupational therapy, nursing, chiropractic, or medical schools. In some cases, additional course work will be necessary in order to meet entry requirements for a pre-professional program. It is important for students to make their career intentions known early so academic advisors can accurately inform students about their program of study.33
Only four of the eight SUNY degree offerings (see Table 3) have learning outcomes and program objectives similar to SUNY Oneonta's proposed degree. Those programs are Cortland's and Brockport's exercise science degree, Cortland's fitness development major, and Plattsburgh's fitness and wellness leadership major. With overwhelming evidence demonstrating occupational growth in health and fitness, it seems an ideal time for SUNY to begin strategically building academic curriculum in health and fitness across New York State.
Recommendations
Currently, the Department of Health and Fitness at SUNY Oneonta offers three minors: 1) sport management, 2) outdoor leadership, and 3) health and fitness. Completion of coursework in these programs prepares students for national certifications from professional organizations like Strength and Conditioning, Exercise Clinician, American Red Cross, USA Weightlifting, and personal trainer certification from ACE, ACSM, and NSCA. Also, SUNY Oneonta offers New York State’s coaching certification, which gives students the necessary credentials to coach interscholastic athletics in New York. These are unique programs at Oneonta and have
33
SUNY Oneonta New Course Program Proposal, Section 2.3, Fall 2014
24
attracted much interest by students seeking future employment in outdoor, health and fitness, and sport-related careers.
Based on the findings from this environmental scan and the predictions for future careers in the health and fitness field, it is recommended that SUNY Oneonta’s Department of Health and Fitness offer a Bachelor of Science degree in Health and Fitness Science.
VI. Curriculum Tables (See Program Proposal Directions for guidance—Handbook Section II. 6)
B.S. Degree in Health & Fitness Science—Exercise Science Track LOWER DIVISION
FALL SPRING
Course Offering Course Number
Cr GE LA M RE E N/R Instructor Course Offering Course Number
Cr GE LA M RE E N/R Instructor
SOCL 100 3 3 3 COMM 110 3 OS3 3
BIOL 180 4 N3 4 STAT 101 3 M3 3
CHEM 111 4 NL3 4 PSYC 100 3 SS3 3
COMP 100 3 BC3 3 NUTR 142 3 N3 3
PHIL 102 3 H3, WS3
3
BIOL 111 1 1
Total Credits
14 11 14 3 Total Credits
16 15 15 1
FALL SPRING
Course Offering Course Number
Cr GE LA
M RE E N/R Instructor Course Offering Course Number
Cr GE LA M RE E N/R Instructor
NUTR 241 3 3 BIOL 206 4 4 4
BIOL 205 4 4 4 PHED 243 3 3 N
PSYC/PHED 247 3 3 3 PSYC 252 3 3 3
PHED 159 2 2 THTR 104 3 3 3
PHED 209 3 OW3 N POLS 121 3 AM3 3 3
Total Credits
15 3 7 12 Total Credits
16 3 13 7 3 6
UPPER DIVISION
FALL SPRING
Course Offering Course
Number
Cr GE LA M RE E N/R Instructor Course Offering Course
Number
Cr GE LA
M RE E N/R Instructor
PHED 255 3 3 N PHED 289 3 3 N
PHED 210 3 3 N PHED 305 3 3 N
NUTR 325 3 3 N PHED 248 3 3
PHED 241 3 3 R HIST 100 3 3 3
PHED 202 3 3 N PHED 229 3 3
Total Credits 15 15 Total Credits 15 3 9 6
FALL SPRING
Course Offering Course
Number
Cr GE LA M RE E N/R Instructor Course Offering Course
Number
Cr GE LA
M RE E N/R Instructor
PHED 355 3 3 N PHED 398 1 1 N
PHED 300 3 3 N PHED 397 3 3
PHED 322 3 3 N PHED 393 3 3 N
PHED 303 3 3 ANTH 100 3 3
SOCL 218 3 3 3 SOCL 336 3 3 3
PSYC 280 3 3 3
Total Credits 15 3 9 6 Total Credits 16 9 7 6
CREDIT SUMMARY
General Education 32
Liberal Arts 64
Major 60
Required Electives 15
Electives 15
Total 122
