Health and Public Policy

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Student Services Center

Student Services Center for the College of Education, Health & Public Policy  The Student Services Center’s mission is to mentor and assist freshman, sophomore and pre- majors in goal setting and establishing strategies to progress to advanced levels of education in the College of Education, Health and Public Policy. The objectives of the center are to: Encourage students to gather and evaluate information, and make meaningful decisions based upon a consideration of the information, alternatives, and personal values and goals. Assist students in the exploration of possible short- and long-range consequences of decisions and facilitate advisees' recognition and acceptance of personal responsibility for their choices. Assist students in developing an academic program consistent with their goals. Help students recognize and accept the reality of possible successes and failures, thereby encouraging a sense of confidence and maturity. Help students explore career choices and choices of academic major based on their interests, values, skills, and abilities. Student Services & Academic Advising Syllabus    


Mrs. Michele Rush
Student with last name A-D

Mr. Kevin Noriega
Academic Advisor
Students with last name E-K


Mr. Roger Phillips
Academic Advisor
Students with last name L-R


Ms. Charmaine Whyte
Assistant Director
Students with last name S-Z


Price Building, Rm 111
1200 North DuPont Highway
Dover, DE 19901-2277
(302) 857-6742

Mon. - Fri. 8:30 to 4:30
Appointments available

DE Center for Health Promotion

Welcome to the Delaware Center for Health Promotion The mission of the Delaware Center for Health Promotion (DCHP) is to encourage Delawareans to adopt healthier lifestyle habits in an effort to increase their quality of life and to reduce the incidence of preventable illness. DCHP is housed at Delaware State University, and is partially funded by corporate contributions, including Astra Zeneca.  DCHP collaborates with allied health organizations to identify current health priorities and provide programming to address those needs. About Delaware’s Health Delaware currently ranks in the bottom half of the nation - #31 out of 50 states – according to the United Health Foundation, 2013. The following statistics identify the need to increase health promotion efforts in the First State: In the past two decades, the prevalence of obesity among Delaware adults has doubled— from 14.4% in 1990 to about 30% in 2011. Currently, 64% of adult Delawareans are classified as either overweight or obese. Only about 50% of adults meet the recommended level of physical activity. About 80% are not consuming adequate amounts of fruits and vegetables daily. While the smoking rate among adults has declined, ~20% of adults continue to smoke.  The First State Can Do Better! DSU Inside Perspective – Heart Disease and Future DSU Smoking Restrictions  The latest segment of DSU Inside Perspective – a video interview show hosted by Carlos Holmes –  features Marianne Carter, director of Delaware Health Promotions at DSU, who shares info about Million Hearts Delaware, a heart disease prevention campaign, as well as the related recently announced plan to increase the restrictions on smoking on the DSU campus.  


Mrs. Marianne Carter

Wellness & Recreation Center, Room 107
1200 North DuPont Highway
Dover, DE 19901

Hours: Mon. - Fri. 8:30 am to 4:30 pm


The 2nd Annual Weight Management Strategies Conference

The 2nd Annual Weight Management Strategies Conference  

One Approach Doesn't Fit All 

Friday March 21, 2014
Delaware State University
Martin Luther King Student Center, Parlors A, B & C
8:30 am to 4:00 pm

Register for the Conference

Undergraduate Program in Social Work

The Baccalaureate Social Work Program was granted full accreditation status by the national professional accrediting agency, Council on Social Work Education (CSWE) in 1982 and Reaffirmation of Accredited Status in 1990 and 1998. The curriculum of the Bachelor’s of Social Work Program is designed to fulfill the program’s Mission, which is to prepare baccalaureate students for generalist practice at the entry level of the profession.  Upon graduating from the BSW program at Delaware State University, students are prepared to demonstrate the knowledge, values and skills integrated in the ten core competencies and all 41 practice behaviors when working in diverse practice settings with individuals, families, groups, organizations, and communities.  The BSW curriculum is grounded in the Department of Social Work’s five underpinnings. Applicants seeking admission to Delaware State University are expected to follow the general admission procedures. Formal admission into the Baccalaureate Social Work Program (BSW) is decided at the departmental level. The following admissions criteria must be completed: successful completion of two years of undergraduate study with a GPA of 2.50 or higher on a 4.00 scale; a grade of "C" or better in all social work courses and corequisites; Introduction to Psychology; Introduction to Sociology; Microcomputer Applications; a completed application form; and an interview. The Baccalaureate Social Work curriculum is structured to offer a well-integrated program in the liberal arts, socio-behavioral sciences, scientific-analytical study, and professional content courses. The foundation content areas include: Social Welfare Policies and Programs, Human Behavior and Social Environment, Social Work Practice, Research, and Field Practicum. Students must complete general education requirements as defined by the University, social work corequisites and social work courses, including twelve (12) credit hours of field practicum for a total of 124 credit hours as presented in the attached curriculum. Students are provided individual advisement by the social work faculty from time of contact through graduation. All care is taken to ensure that student career goals and objectives are in congruence with the objectives of the social work program and the profession. NO CREDIT IS GIVEN FOR PRIOR FIELD OR LIFE EXPERIENCES. Students are encouraged to participate in student organizations of the department and University and with affiliated professional organizations. THERE IS NO MINOR IN SOCIAL WORK.

Faculty/Staff Profile


Dr. Ezekiel Ette

Associate Professors
Finger Wright
Assistant Professors
Franklin (BSW Program Director)
Director of Field Instruction

Forms Library

BSW Student Handbook – under construction

BSW Assessment of Student Learning Outcomes

Secondary Special Education (7-12)

    Introduction The Special Education program prepares teachers to work with students who have high incidence disabilities. Students work closely with faculty and gain a large DOSE of direct real-world experience, developing the specialized skill set required by this challenging but rewarding profession.  Special Education teachers make a real difference in the lives of students and their families. The United States is currently experiencing a critical shortage of special education teachers, so graduates of this program often have a wide range of employment options, not only in schools but also in rehabilitation facilities, parent guidance centers, and counseling programs. Professional Preparation Graduates of the Special Education program are certifiable to teach in the state of Delaware and are prepared to assume the complex responsibilities of teaching students with special needs. Preparation is focused on developing researched-based strategies for instruction, assessment, behavior analysis and change, classroom management and for students with diverse backgrounds and needs in least restrictive environments.  Graduates will be able to:   Create individualized educational programs (IEP) tailored to each student’s strengths and needs Manage and monitor student behavior and social interaction skills Use adaptive technology in the classroom Communicate and collaborate with parents and other teachers Use art, music, fitness, and wellness in their special education programming Plan a culturally responsive special-education program Use adaptive and assistive technologies Collaborate with families and other stakeholders Faculty In the challenging field of special education, experience is the greatest teacher. Our special education faculty members have all worked in special education classrooms, providing them with researched-based approaches and practices. Their experience enables them to act as mentors and career coaches, offering specific guidance and problem-solving advice to teacher education students.   In addition to their practical experience, professors bring years of academic study, research, and scholarship into the classroom. Research and Experience Real-word experience for the Special Education major occurs in three phases; early field experience (EFE) during the sophomore year; a practicum for method course in the junior year; and a full semester of student teaching in the senior year.   Students also have the opportunity to participate in research on subjects such as behavior change and response to intervention (RTI), and to present their findings at the annual University-wide Honors Day presentation event.      

Bachelor's Programs

    Movement Science Program The Movement Science major's theoretical and experiential approach enables students to develop the knowledge, skills, and abilities required for careers and graduate education in fitness, wellness, movement science, kinesiology, exercise science, and human performance. In addition, it provides students with the undergraduate degree and courses required for admission to graduate health professional education programs including, but not limited to: medicine, osteopathic medicine, dental medicine, physician’s assistant, physical therapy, occupational therapy, chiropractics, podiatry, entry level Masters Certification programs in athletic training, etc. and graduate education in exercise science, movement science, kinesiology, motor behavior, and human performance. Regardless of the selected concentration, students are provided with opportunities to shape and practice ethical behaviors relative to fitness and allied health professions. The goal of the experiential component is to provide students with an opportunity to develop “applied skills” and acquire best practices in a service-oriented manner. The Movement Science Bachelor of Science degree offers two concentrations: 1) Fitness and Strength Certification Concentration, which prepares students to sit for and successfully pass certification exams required for immediate employment in senior positions in the field upon graduation and 2) Pre-Health Professional Concentration, which provides students with the requirements necessary for admission to a variety of graduate health professional programs. Upon graduation students are expected to possess the professional knowledge, skills, values, dispositions, and experiences required in allied health professions where under-represented populations are not found in large numbers. The Movement Science major consists of a combination of classroom lectures, laboratory work, service-learning, and community outreach experiences. Students learn the most current technologies and techniques used in the profession and engage in more than 150 hours of experiential learning via course-embedded laboratory practice, service-learning, internships, and volunteer experiences. The students gain practical, workplace-ready skills, including: health and fitness appraisals, exercise testing and prescription, risk management, interpersonal communication, socio-cultural competency, and teamwork. Students are provided with opportunities to work with individuals of different ages and cultures, skill levels, fitness status, and physical capabilities. Graduates of the Fitness and Strength Certification Concentration are fully prepared to sit for and successfully pass the certification exams of the American College of Sports Medicine and the National Strength and Conditioning Association. In addition, students in this track are prepared for admission to graduate programs in Kinesiology and Movement/Exercise Science disciplines, such as Exercise Physiology, Biomechanics, Motor Behavior, entry level Masters programs in Athletic Training Certification, and Occupational Therapy. Graduates of the Pre-Health Professional Concentration are prepared to meet admission requirements for Health Professional graduate education including, Physical Therapy, Physician’s Assistant, Chiropractics, and Medicine. In addition to acquisition of prerequisites typically required by graduate health education programs, graduates of the Pre-Health Professional Concentration gain experience in the use of instrumentation typically used to assess injury, injury mechanisms, proprioception, rehabilitation progress, and performance. Movement Science students in both concentrations are encouraged to participate in research and publication. While on campus, students have access to the Exercise Physiology, Rehabilitation, and Movement Analysis Research Laboratories, as well as the newly opened, state-of-the-art Recreation and Wellness Center. Requirements for Admission to the Program. Students seeking admission to the major are required to have a 2.5 GPA.    Lifetime Fitness & Wellness All Delaware State University students must successfully complete a Lifetime Fitness and Wellness course during their first year of study. This course combines instruction in and practice of physical activity, healthier food selection, sexual wellness, mental health, and the effects of chronic disease, stress, drugs and alcohol. Students are assessed for baseline health using the Polar Tri-Fit system at the beginning of the semester and are followed for the remainder of the stay at Delaware State University*. Students are required to participate in and document physical activity. Health risk appraisals and ongoing assessments are integrated into the course, which carries two hours of graded academic credit. This course is a required course in the General Education core and is applied toward the credit total for graduation regardless of major. An ancillary activity of Lifetime Fitness and Wellness, Healthy Hornets, provides all students, faculty, staff, and administrators with access to baseline health risk appraisals and personal training consultations.  Laboratories The Movement Analysis Laboratory, which is located in Delaware Hall, Room 130, provides students with opportunities to engage in Movement Science course encumbered activities and research.  The research conducted in this laboratory includes biomechanical and neuromuscular factors associated with musculoskeletal function, postural stability, musculoskeletal injury, disease, and rehabilitation. The laboratory houses a 12-camera motion capture system, 2-force platforms, 2 8-channel EMG systems, force instrumented treadmill, virtual reality system, isokinetic machine, gait trainer, offset unweighing device, energy expenditure monitors, and balance Trainer. This Exercise Physiology Laboratory, which is located in Memorial Hall, Room 101, is designed to enhance teaching and learning with the more applied aspects of exercise physiology in the Movement Science program.  It contains a variety of equipment that is commonly used in clinical fitness and wellness settings. Equipment includes: BodPod, 2-metabolic carts and spirometry units, 2-electrocardiography carts, Holter monitors, treadmills, cycle ergometers, skinfold calipers, heart watch monitors, pressure cuffs, sphygmanometers, etc. Research The faculty is engaged in a variety of research activities including: neuromechanical aspects of injury prevention and rehabilitation, chronic disease prevention, physical activity interventions, overweight and obesity prevention and intervention across the lifespan, physical activity intervention across the lifespan, and behavioral aspects of exercise participation and compliance. Community Engagement The Department participates in a variety of community outreach activities, including, but not limited to: community health fairs and health education workshops, sports nutrition education, strength and speed conditioning workshops, and in-depth health, fitness, and biomechanical assessments. These services are offered by the Department faculty and as student service learning activities that are supervised by the Department faculty. Health Promotion Program The Health Promotion graduate possesses a unique marketable set of skills required for employment in public health agencies, private and non-profit agencies, worksite health promotion offices, HIV prevention, and many other public health related careers. The Health Promotion major equips students with the knowledge, skills, dispositions and qualities required for work in diverse public and community health career settings. Graduates of this program can apply the science, theory, and practice of public health toward the enhancement of health status in the community. Health Promotion students participate in academic and applied training in program planning and implementation, program evaluation, policy analysis, research and management. This major gives students the strong foundation needed for careers in private and public sectors, particularly public health agencies, volunteer programs, business and industry.  It prepares students for graduate education in Public Health, epidemiology, Community Health Education, School Health Education, Occupational Health, and Chronic Disease Prevention. This Bachelor of Science in Health Promotion degree provides a solid background in health science, including public health education and policy, public health informatics, community health promotion in the work place, chronic disease management, health issues, human sexuality, mental health, nutrition, disease and injury prevention, substance use and abuse, environmental health, consumer health, personal health, and epidemiology. This major provides opportunities for students to acquire skills in:  advocacy, health education and health promotion services coordination; resource management; policy, and research. Requirements for Admission to the Program Students seeking admission to the major are required to have a 2.5 GPA. International students must submit a satisfactory TOEFL score.  Community Engagement The Department participates in a variety of community outreach activities, including, but not limited to: community health fairs and health education workshops, sports nutrition education, strength and speed conditioning workshops, and in-depth health, fitness, and biomechanical assessments. These services are offered by the Department faculty and as student service learning activities that are supervised by the Department faculty.  

Field Education

  Welcome to Field Education At Delaware State University, the department of social work takes your education into the community. We are excited to help students find the right field experience where they will spend their time putting theory into practice, engaging with other social workers, and developing their professional identity.  An important part of Social Work education is the practicum experience. While classroom learning focuses upon knowledge and theory, it is the practicum which provides the student with “hands on” experience, integrating social work theory with practice within a context of ethical principles and an ecological perspective. Field Practicum provides students with opportunities to employ the knowledge, values, skills and conceptual frameworks that undergird advanced practice in the generalist perspective in agency settings while under the supervision of an approved field instructor. Field practicum provides opportunities to intervene in serious complex problems where clients, families, and the community are the focus of intervention or where the client systems receive assistance. Students are expected to integrate the generalist perspective for social work practice, as well as the following department underpinnings:  Empowerment, Strengths Perspective, a Black Perspective, Global Perspective and Rural Perspective into their social work practice by combining what they have learned in class. Field Education has been identified as the signature pedagogy of social work, by the Council on Social Work Education (CSWE). A signature pedagogy is the method by which a student learns their profession; for social work, that is in field education. Signature pedagogies also do more; they disclose important information about the personality of a professional field, its values, knowledge, and manner of thinking, almost perhaps, its total worldview. Field Education makes a tremendous difference in the lives of students, and leaves a lasting impression.  We hope your field experience is one that helps set your path as a professional social worker. The Office of Field Education will guide and support you through your placement process and your experience. Chavon Dottin Director of Field Instruction  

Curriculum for Bachelor's in Physical Education (K-12)

    FIRST YEAR             01-101 English Composition I 3 01-102 English Composition II 3 12-124 Tchg Fit/Phys Acty Concepts 3 61-100 Lifetime Fitness and Wellness 2 12-191 University Seminar I 1 12-192 University Seminar II 1 25-101 Survey of Math I 3 25-102 Survey of Math II 3 12-253 History & Princ of Phys Educ 3 12-221 Mvmnt Ed: A Skill Theme Approach 3 xx-xxx Art & Humanities Elective 3 34-20x History/Social Science 3 (Select one of the following courses: 05-101, 06-100, 06-101, 01-113, 03-201, 03-202, 03-105)   (Select one of the following courses: 34-201,  34-202, 34-203, 34-204)         Take Praxis I                 Total Credits 16   Total Credits 15     SECOND YEAR               01-200 Speech 3 61-202 Anat & Physiology w/Lab 4 61-201 Anat & Physiology w/Lab 4 12-231 Tchg Net & Wall Games 3 12-204 Phil Found of Education 3 12-236 Tchg Target & Field Games 3 12-223 Tchg Territorial Games 3 xx-xx Foreign Language II 3 xx-xxx Foreign Language I 3 01-xxx Literature I 3   #(Select one of the following options: 01-201 & 01-206 OR 01-202 & 01-205)   #(Select one of the following options:                           01-201 & 01-206 OR 01-202 & 01-205)               Total Credits 16   Total Credits 16               Required to pass Praxis I and Apply for admission to Teacher Education Program     THIRD YEAR             36-201 Intro to Psychology 3 12-318/ 31-395 Multi Ed with Glob Soc 3 12-344 Instr Tech in Education 3 12-257 Motor Dev/Mvmnt Ed 0-8 3 61-355 Physiology of Exercise 3 12-363 Adventure-Based Education 3 12-241 Instructional Strategies 3 12-368 Anlys & Asses for Tchg PE 3 01-xxx Literature II 3 12-358 Adapted Physical Education 3   61-361 Sport Biomechanics 3 #(Select one of the following options: 01-201 & 01-206 OR 01-205 & 01-202)                     Total Credits 15   Total Credits 18     FOURTH YEAR               12-416 Analysis of Student Teaching 1 12-400 Student Teaching** 12 12-357 Eff Tchg Strat & Classroom Mgt 4       12-449 Methods of Tchg Elem Phys Ed 3       12-353 Meth of Tchg Sec Phys Ed 3       12-371 Contemporary Curriculum Models 3                     Total Credits 14   Total Credits 12         Required to pass Praxis II before student teaching               NOTE: See Advisor for Curriculum Updating           Total Credits: 122   Students must take 01-201 and 01-206 OR 01-202 and 01-205 to fulfill the Literature requirement for General Education for General Education.   ** Senior Capstone See advisor for curriculum updating  

Curriculum for Bachelor's in Elementary Special Education

  Elementary Special Education (1-8) First Year 12-191 University Seminar I 1 12-192 University Seminar II 1 01-101 English Composition I 3 01-102 English Composition II 3 05-101 OR 06-101 Introduction to Art  OR   Introduction to Music   3   36-201   Intro to General Psychology   3 25-105 Math for Teachers I or Higher 3 23-110 Essential Topics in Biology 4 16-100 Lifetime Fitness & Wellness 2 25-106 Math for Teachers II or Higher 3 27-207 Earth/Space Science 3 34-201 American History 3               Total Credits 18   Total Credits 17   Take Praxis I     Second Year     01-201 OR   01-205 World Literature I OR African American Literature   3 01-202 OR   01-206 World Literature II OR     African American Literature II   3 25-205 Math for Teachers III or Higher 3 xx-xxx Foreign Language II 3 12-205 Child Growth and  Development 3 12-257 Motor Dev/Movement Education for Children 3 12-204 Philo Foundations of Education 3 32-201 World Regional Geography 3 xx-xxx Foreign Language I 3 01-200 Speech 3               Total Credits 15   Total Credits 15               Required to pass Praxis I and apply for admission to Teacher Education Program     Third Year               12-313 Intro to Educ of Children w/Exceptional Needs 3 27-201 Physical Science Survey 3 12-344 Instructional Tech In Educ 3 12-311 Curr and Materials for Childr w/Except Lrng Needs 3 12-318/ 31-395 Multicultural Educ/Global Societies 3 12-346 Bhvr Analy & Mod for Indv 3 12-306 Methods of Tchg Math in Elementary and Middle School 3 12-342 Applications of Tech in Spec Ed 3 12-325 Language & Lit Development 3 12-335 Devlmntl Reading in Elem Schl 3               Total Credits 15   Total Credits 15                 Apply for Student Teaching and complete Senior Audit by Oct 15 Fall of Senior Year       Fourth Year               12-328 Tchg Students w/Specific Learning Disabilities 3 12-400 Student Teaching** 12 12-357 Effective Teaching Strategies & Clsrm Mgt 4       12-321 Diag Assmnt & IEP Dev 3       12-409 Methods of Tchg Students w/ Exceptional Lrng Needs Elem 3       12-324 Diag & Rem of Readng Instruc 3       12-416 Analysis of Student Teaching 1                                                   Total Credits 17                                    Total Credits 12 Must pass Praxis II before Student Teaching         Total Credits: 124   ** Senior Capstone Students must take 01-201 and 01-206 OR 01-202 and 01-205 to fulfill the Literature requirement for General Education. NOTE: See Advisor for Curriculum Updating

Social Work Program Information Request Form

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