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Holistic Health Minor at Richard Stockton College of New Jersey

Holistic Health Minor at Richard Stockton College of New Jersey.

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Holistic Health Minor at Richard Stockton College of New Jersey

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  1. Holistic Health Minor atRichard Stockton College of New Jersey

  2. by learning integrated medicine concepts.Theories that came before the pharmaceutical companies and modern western medicine; andwhy some of those theories arestill used as main practices in parts of the world. B r o a d e n Your Horizon

  3. The Holistic Health Minor at Stockton  Offered to students of all majors seeking to expand their knowledge of integrative medicine.  Students learn folk traditions and philosophical underpinnings that make up the foundations of holistic medicine.  Gain research skills to evaluate these aspects throughout their lives.

  4. Well Being that can help you, and help you help others. • Courses required include an introductory course to holistic health, research methods course, and three electives. • Introductory Holistic Health Courses include: • GNM 2201 Health and Healing • GNM 1026/2144 Alternative Health Care

  5. Taking care of our bodies is a part of everyday living. With the Holistic Health Minor, students learn how to do this in a natural, optimal way that suits their health, and learn why these practices are important to incorporate with modern day health care. With a research class added, students evaluate clearly the effectiveness of integrative practices, and their safety within our modern health care system.

  6. Research Methodology Courses • GEN 3411 Research Methods • POLS 2150 Intro. to Political Methodology • PSYC 2241 Statistical Methods • PSYC 3242 Experimental Psychology • PUBH 2330  Research Methods & Statistics • PUBH 4610 Public Health Research Methods • SOWK 3102 Research Methods and Statistics (Social Work majors only)

  7. Experiential Aspects of Holistic Health:Mindfulness Meditation and Body Awareness

  8. With three electives to choose from, students can direct their minor more specifically towards their interest of study. GNM 2267 Folk & Traditional Medicine GSS 2159 Psychology of Well Being GSS 2351 Herbal Psychopharmacology GSS 3160 Stress and Anxiety PHIL 2111 Daoism PHIL 3112 Philosophy East and West PSYC 3635 Positive Psychology PUBH 2432 Contemporary Health Issues SOWK 3220 Aging and Spirituality ANTH 2136 World Perspectives on Health GAH 2162 Medicine, Ethics and the Arts GEN 2158 The Body in Motion GEN 2319 Meditation: Theory & Practice GNM 2325 Nutrition and Health GEN 3617 Physical and Mental Wellness GIS 3207 Contemporary Issues in Bioethics GIS 4636 Yoga: East Meets West

  9. Half Shoulder Stand Ardha Sarvangasana

  10. Boat Pose – Navasana

  11. Child’s Pose - Garbhasana

  12. Five-Year Assessment of HHM • Meetings with HHM faculty • Revisions of program and student outcome goals • SWOT Analysis • Subcommittee Meetings to complete the document • Student Surveys • Aggregate IDEAs • Document submitted to Consultant • Consultant visit – March 2011 • Plans for Assessment Workshop to continue momentum through course evaluations

  13. Organizational Chart of HHM HHM Assessment Committee Joan Perks, Chair Joyce Welliver, Co-Chair General Studies Holistic Health Minor Mary Lou Galantino, Coordinator Elective Faculty Luanne Anton Dr. Lisa Calamedes Dr. Lisa Cox Patricia Donahue Dr. Laurie Greene Dr. Hossay Dr. Maritza Jauregui Dr. Thomas Nolan Joan Perks, RN, NP Dr.Bill Reynolds Dr. Marcello Spinella Dr. Peter Straub Joyce Welliver Dr. Ralph Werner Cluster A Faculty Alternative Health Care, Dr. Ron Caplan Health and Healing – Dr. Elaine Bukowski Cluster B Faculty Research Methods or Statistics Dr. Tara Crowell, Dr. Michael Frank Dr. Peter Straub

  14. Faculty Development Workshop Mary Lou Galantino, PT, PhD Joan Perks, MSN, RN, APN-C Joyce Welliver, MSN, CRNP

  15. Goals for our Participation in Workshop 1. Review of five-year assessment. 2. Develop specific rubrics to measure new student learning outcomes. 3. Develop curriculum map to assess present course offerings. 4. Organize and establish timeline and priorities for ongoing HHM assessment.

  16. Steps to Assessment • Modified surveys for Program and Student HHM Courses • Added demographics as an important component to garner responses in a more meaningful way. • Align surveys with new program and student learning outcomes. • Developed Curricular Map • Analysis of course data related to program and course learning outcomes. • Acquired rubric for Information Literacy • Developed plan going forward

  17. Surveys • Holistic Health Minor Program Assessment http://www.zoomerang.com/Survey/WEB22CFB7J8MS4/Preview • Student Self Assessment-Holistic Health Minor http://www.zoomerang.com/Survey/WEB22CFAVP8FRR/Preview

  18. Establish specific review cycles • Initiate a course syllabi schedule for analysis • Ongoing monitoring • Develop ongoing grid with specific timeline Timeline AY 2011-2012

  19. Submit Interim Report (October/ February) Summarize Data – Forms/ (November/ March) Submit Final Report to HHM Assessment Committee Chair (December/ May) Stockton College - Holistic Health Minor Assessment Process Schedule Phase 1: Planning/ Data Collection Phase 2: Data Submission Phase 3: Review/ Feedback Phase 4: Dissemination Of Findings Assessment subcommittee review reports (Jan/May) Notify Faculty of upcoming assessment (April) Final Report Sent to Dean of General Studies (June) Select HHM courses to be measured (May) Subcommittee chair summarizes feedback / recommendations (February/June) Dean of General Studies/HHM Chair presents findings to Provost Meet with HHM Faculty to discuss the plan/data collection proc (May) Subcommittee Chair forwards a one page report to Chair of HHM (Mid-June) HHM Committee sends memo to review courses in next round for assessment Begin collecting data related to course goals (September) Final Summary Reports (end of June)

  20. “Being present to the joy of reflection is a gift for all” This is the art of assessment

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