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Ed Groff, Undergraduate Coordinator
Bachelor of Fine Arts in Dance
The undergraduate program is designed to provide a sound preparation for students wishing to enter the dance profession in a variety of areas including performance, choreography, production, and teaching. It is also designed to serve as a strong foundation for the continued study of dance in any of these areas or in related areas in the field. The B.F.A. is designed for the student's personal development as well as the development of the technical skills demanded by the profession. Students are expected to extend their competency in the techniques as demanded of professional dancers; expand their understanding of choreography, performance, production, and other areas of knowledge in dance; and gain meaningful experiences in the related arts, sciences, and humanities.
Acceptance into the Undergraduate Program
Students who have been admitted to the University as dance majors are required to successfully complete an audition to gain formal acceptance into the program. Prospective and newly admitted students are strongly advised to make an appointment with the undergraduate coordinator to discuss personal goals and the department's program.
The audition consists of an introductory technique class taught by members of the dance faculty and an interview with a faculty committee. The dance faculty attempts to choose students with both the movement and intellectual potential to enter and complete the dance program with relative expectations of success. The faculty is concerned that potential students' goals and aspirations are compatible with the department philosophy.
A student must pass the audition prior to final acceptance by the University and notification of admission as a matriculated student. The department will accept a student as a dance major only after the University admissions process has been completed.
Freshmen and transfer students are formally advised by the Dance Department undergraduate coordinator. Freshmen should make an appointment for early advising in the semester prior to entrance. All transfer students, internal or external, should contact the undergraduate coordinator before completing the transfer process.
The Undergraduate Curriculum
The undergraduate dance major curriculum includes a maximum of 70 semester hours of required dance courses. In addition, a maximum of 40 hours in the Core Curriculum are required. A minimum 15 hours of electives are available inside or outside the department. The dance minor consists of 21 semester hours of required courses,125 s.h..
Program Distribution of Dance Courses
The curriculum is based on a sequence of dance experiences and additional groups of courses in nine areas of dance.
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Clara Haignere, Undergraduate Adviser
Note: The departments of Health Education and Sports Management and Leisure Studies anticipate curricular changes during the 1996-97 academic year which will broaden the opportunities for both departments by combining programs in public health and therapeutic recreation.
Bachelor of Science Degree
in Health Education
As the numbers and magnitude of health problems affecting society have increased, the need for public health education has grown accordingly. Many of the major health threats of today involve individual choices as well as issues which affect neighborhoods, worksites and the community environment.
To address these concerns, the Department of Health Education at Temple University offers a Bachelor of Science Degree. Students matriculate in health education to become community health educators, school health educators, or pre-physical therapists.
Community Health Education
Community health educators typically function in settings other than schools. They are engaged in planning, teaching, and/or administering health education programs at hospitals, clinics, drug and alcohol rehabilitation centers, voluntary health agencies, public health departments, and in industry. They may serve as consultants, grant administrators, and health planners for private and public institutions and frequently develop media materials or write articles and pamphlets on health-related issues.
The community health emphasis has been developed to conform closely with the competency-based teacher track. Core content courses remain requirements for both emphases. Two senior year internships replace the student teaching requirement.
Health Science Content
This includes both the content to be taught to consumers and the supplementary knowledge from the health science field and from allied fields that are needed by the health educator for perspective and flexibility in planning health education programs. The content area includes a minimum of 44 semester hours.
Group and Interpersonal Skills
This component provides the student with the skills required to communicate health concepts to community audiences of varying sizes, including individual health counseling, and small and large group facilitation. The group and interpersonal skills area includes a minimum of 15 semester hours.
Teaching and Organization Skills
This component derives its foundational framework from educational methodology, teacher behavior, learning, and administration and organization. This area requires 20 semester hours.
Evaluation and Planning Skills
This area provides an awareness of the basic designs for evaluating the effectiveness of health problems and provides the community health educator with the ability to utilize the results of evaluation in the planning of needed health education services in the community setting. The evaluation and planning area includes a minimum of 12 semester hours.
School Health Education
Completion of this program demonstrates the accomplishment of competencies required to teach in schools in the Commonwealth of Pennsylvania. In addition, completion of the school health program satisfies the requirements for teaching in several other states. Students who plan to become school health educators can anticipate teaching in a primary or secondary school setting. Because health education is not offered at all schools for all students, school health educators are usually employed by large schools or districts. For this reason, many students develop expertise in a second area. School health educators usually teach content dictated in large part by a curriculum designed for students from kindergarten through 12th grade. The idea is to introduce appropriate level content at the life span stages at which students would most benefit from it.
The professional education component encompasses approximately 60% of the four-year program divided among five areas: health science content; foundations of health; learning, planning, and teaching; research, measurement, and evaluation; and interpersonal skills.
Health Science Content
This includes both the content to be taught to pupils and the supplementary knowledge from the health science field and from allied fields that are needed by the health educator for perspective and flexibility in teaching. The content area includes a minimum of 29 semester hours.
Foundations of Health
This component derives its foundational framework from the history and philosophy of education and from the areas of curriculum, administration, and organization. The theoretical-practice area includes a minimum of 9 semester hours.
Planning, Teaching, Learning
This includes the study of teaching methods, teacher behavior, learning and appropriate laboratory experiences for a minimum of 28 semester hours.
Research, Evaluation, and Measurement
This area provides an awareness of the basic nature of educational research and provides the teacher with the ability to read and interpret the results of such research within the field of health education. The research area includes a minimum of six semester hours.
Group and Interpersonal Skills (minimum 9 hrs.)
Provides the student with necessary skills required to communicate health concepts in an educational setting.
Pre-Physical Therapy Program
Pre-physical therapy majors receive a strong understanding of the factors that influence health behavior. In addition, the curriculum is designed to fulfill physical therapy school prerequisites. Upon completion of the three year Health Education curriculum, majors can choose from two options:
Health Science Content
This includes both the content to be taught to consumers and the supplementary knowledge from the health science field and from allied fields that are needed. The content areas include a minimum of 28 hours to be taken the first three years.
Group and Interpersonal Skills
This component provides the students with the skills required to communicate health concepts to varying audiences. The group and interpersonal skills area includes a minimum of 9 hours to be taken the first three years.
Teaching and Organizational Skills
Courses to be taken in the first three years. Minimum of 6 hours taken in three years.
Courses to be completed in fourth year if not accepted to Physical Therapy. Minimum of 35 hours.
University Core 35-40 s.h.
Group and Interpersonal Skills 9 s.h.
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Rick Swalm, Undergraduate Coordinator
The undergraduate program in physical education leading to the Bachelor of Science degree requires students to do coursework in three broad areas: University Core Curriculum, the discipline of human movement, and a professional application track or advanced study in the discipline of human movement.
Study in the discipline of human movement includes a group of courses (PE 0001, 0202-0206) which deals with the intellectual, physical, social, psychological, and philosophical factors which influence and are influenced by human beings as they move. In addition to the Core courses, students take six hours in advanced courses in the discipline and satisfy a forms of movement competency requirement which consists of developing knowledge and skills in a broad spectrum of movement activities (i.e., aquatics, dance, fitness, survival, and sports).
The third general area of the undergraduate physical education major program is the professional application track. Students select the track or tracks which satisfy their professional goals.
Athletic Training (AT)-prepares students to serve as athletic trainers with sports teams at all levels of competition. Certified trainers can practice in high schools, collegiate, or professional environments, or in sports medicine centers. The athletic trainer provides leadership in the prevention and rehabilitation of sport-related injuries and in directing conditioning programs for athletes. Coursework and field work in training rooms and/or sports medicine centers prepare the student to take the certification tests of the National Athletic Trainer's Association (NATA). The athletic training program is NATA-approved and admission into the program is competitive. Prerequisite courses (PE 0241 and 0242) must be completed at Temple University.
Exercise Science/Wellness-is the study of human performance during exercise, sport, work, and play. The application of this knowledge is relevant to people of all ages and levels of physical ability. The goal of the exercise scientist is to help improve a person's movement efficiency, endurance, and enjoyment.
Exercise Science/Wellness deals with a variety of health-related fitness issues. Successful graduates practice primarily in the field of preventive and rehabilitative exercise programming within business and industry, YMCAs, health clubs, hospital wellness centers, rehabilitation centers, and adult fitness programs. The Exercise Science/Wellness program holds to a general wellness philosophy while meeting the standards recommended by the American College of Sports Medicine.
Physical and Health Education Teacher Education (PHETE)-prepares students to teach physical and health education in public and private schools (grades K through 12). This program integrates academic preparation with field work experience each semester. Upon completion of the program, and after passing the National Teachers Examinations, graduates will be licensed to teach by the Commonwealth of Pennsylvania.
Pre-Physical Therapy-a program of study designed for students interested in preparing for a master's degree in physical therapy. Students study human anatomy and physiology, biomechanics, and motor learning as well as various forms of movement. Students also complete a standard set of physical therapy prerequisite courses while completing their undergraduate degrees in exercise science or human movement studies.
Human Movement Studies-a general degree program which includes an overview of the discipline of human movement but not a professional emphasis. Students choose an expanded liberal arts background or use electives to design their own programs. Sports journalism, sport psychology, and health-fitness promotion are examples of possible programs.
Curriculum and Degree Requirements
All students must complete 1-4 below:
Professional Option Requirements
Students may select a professional application track and electives to complete the 128 s.h. required for graduation.
Exercise Science and Leadership
Physical and Health Education Teacher Education (PHETE)
PE C100-C101 Human Anatomy and Physiology
Chemistry C071-C073, C072-C074
Biology C083, C084
Physics C083, C084
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