Health and Public Policy

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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

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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 2.00 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.   COURSE SYLLABI Introduction to Social Work (SCWK 101) Economics, Politics & Social Welfare (SCWK 201) HBSE I (SCWK 302) HBSE II (SCWK 303) Elementary Statistics for Social Work (SCWK 310) Social Welfare Policies & Programs I (SCWK 315) Social Welfare Policies & Programs II (SCWK 316) Seminar in Helping (SCWK 341) Social Work Practice I Seminar (SCWK 342) Research & Evaluation Methods I (SCWK 413) Research & Evaluation Methods II (SCWK 414) Issues in Social Service Delivery Systems (SCWK 421) Social Work Practice Seminar II (SCWK 441) BSW Field Practicum I (SCWK 450) BSW Field Practicum II (SCWK 451) Senior Seminar (SCWK 460)
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Faculty/Staff Profile


 

Chair
Dr. Marlene A. Saunders

 
Associate Professors
Finger Wright
(302) 857-6784
 
Hill
(302) 857-6790
 
Assistant Professors
Balliro
(302) 857-6794
 
Franklin (BSW Program Director)
(302) 857-6773
 
Director of Field Instruction
Dottin
(302) 857-6778
 

Forms Library


BSW Student Handbook

BSW Assessment of Student Learning Outcomes

Secondary Special Education (7-12)

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    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

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    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

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  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)

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    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

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  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

Curriculum for Bachelor's in Early Childhood Education

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  Early Childhood Education (Birth to Grade 2) First Year     12-191             University Seminar I 1 01-101             English Composition I 3 05-101             Introduction to Art  OR 06-101             Introduction to Music 3 25-105             Math for Teachers I OR Higher 3 16-100             Fitness and Wellness 2 xx-xxx                Foreign Language I 3   15     12-192            University Seminar II 1 36-201            Introduction to General Psychology 3 01-102            English Composition II 3 23-110            Essential Topics in Biology 4 25-106            Math for Teachers II OR Higher 3 xx-xxx               Foreign Language II 3   17 Take Praxis I    Second Year     01-200           Speech 3 01-201           World Literature I OR 01-205           African-American Literature I 3 25-205           Math for Teachers III OR Higher 3 12-207           Life Span Development 3 34-201           American History to 1865 3 12-204           Philosophical Foundations of Education 3   18 Select one of the following options: 01-201 and 01-206 or 01-202-01-205 to fulfill the Literature requirement for General Education           12-205           Child Growth and Development 3 12-206            Intro to Early Childhood Education 3 01-202            World Literature II OR 01-206            African American Literature II 3 27-201            Physical Science Survey 3 32-201            World Regional Geography 3 12-313            Intro to Education of Children w/ Exceptional Learning Needs 3   18  Required to pass Praxis I and  apply for admission to Teacher Education Program   Third Year     12-257            Motor Development/Movement Education for Children 3 12-325            Language and Literacy Development 3 12-318 / 31-395            Multicultural Education w/Global Societies 3 12-329            Curriculum for Infant and Toddler Care and Development - Early Childhood Education Practicum I 4 12-319             Mathematics Curriculum in Early Childhood and Primary Grades             3   16     12-333            Methods of Teaching Students with Exceptional Leaning Needs at Pre-K Level 3 12-315            Parents, Families and Community Partnerships 3 12-340            Integrating Chldrn’s Lit. through Lang. Arts 3 27-207            Earth Space Science 3 12-337            Curr. Intgrtn In Early Chldhd Educ. and Practicum II 4   16  Apply for Student Teaching and complete Senior Audit by October 15th, Fall of Senior Year    Fourth Year     12-401            Assessment of Young Children 3 12-416            Analysis of Student Teaching 1 12-344            Instructional Technology in Education 3 12-345            Admin of Early Chldhd Educ 3 12-338           Curriculum Integration in Early Childhood Educ and Practicum III 4   14 Must pass Praxis II before Student Teaching       12-400           Student Teaching ** 12   12     Total credits 126    ** Senior Capstone   NOTE:  See Advisor For Curriculum Updating  

Science Education (MA)

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Introduction The United States faces a critical shortage of qualified science teachers, particularly within diverse communities. The Science Education program at Delaware State addresses both of these needs. Students benefit from small classes, and they gain valuable hands-on teaching experience in real-world schools. Since science education is a critical needs field with teacher shortages nationwide, program completers have good prospects for employment. Professional Preparation The Science Education program is NCATE accredited and is recognized by the National Science Teachers’ Association (NSTA).  It prepares graduates to teach physical and earth sciences at the middle school and high school levels. All graduates become licensed teachers in the state of Delaware. Students will develop professional teaching skills in: core subjects such as physics, biology, chemistry, and astronomy cutting-edge scientific material such as climate change and environmental issues the use of advanced technology in the classroom lesson planning assessment Faculty Delaware State’s diverse faculty come from a wide range of ethnic and national backgrounds, making them especially qualified to prepare teachers for multicultural classrooms. They have many years of direct teaching experience and have been involved in developing statewide science curriculum and professional development standards for teachers. Above all, science education faculty act as mentors, taking a personal interest in students to help them meet challenges in the classroom, the professional world, and in life. Research and Experience Students as part of the science education program must complete a short-term content-specific research project. In addition, they participate in direct classroom observations and a capstone student teaching experience. The process begins in the sophomore year, with more than 20 hours of early field experience (EFE), and concludes with a full semester of student-teaching placement during the senior year. Two required courses in the Master’s program — Research Experience in Science, and Analysis of Research in Teaching Science — provide participants with first-hand scientific research experience, with emphasis on research applications for the classroom. In addition, all Master’s degree candidates must complete a Capstone project, which can take one of the following two forms: Research Thesis: Students must conduct an empirical research study, develop and write a thesis, and defend it before a faculty committee. Scholarly research and multimedia presentation:  Students must write a scholarly research paper and deliver the contents in a multimedia presentation to a faculty committee. Contact: Dr. N. K. Rathee Acting Director, Graduate Program nrathee@desu.edu Ext. 7170, Room 112        

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