Morris College

1. Demonstrate knowledge of students as diverse learners including exceptionalities, learning styles, intelligences, second language acquisition and the influence of prior learning experiences, as well as knowledge of the legislation governing students.
2. Apply the theoretical foundations of human development, human motivation and human behavior in the learning environment to support developmentally appropriate learning.
3. Using knowledge of the foundations of learning and human development, engage in learning activities that teach autonomy and initiative, thereby providing effective classroom management and strategies that will promote purposeful learning.
4. Employ major physical, social, emotional, and cognitive processes associated with child development to provide a wide range of appropriate instructional strategies, as well as assessment strategies, using all available resources to enhance student learning.
5. Articulate the steps in planning all phases of the learning process, using national, state and local standards to insure that developmental appropriateness in all experiences is maintained.
6. Demonstrate application and integration of effective communication techniques both verbal and nonverbal with students and parents.
7. Implement a personal growth plan to incorporate professional development and usage of community resources to enhance the learning process for themselves, the students, the parents, and the community as a whole.
8. Interpret all major laws related to students’ rights and teacher responsibilities to meet the needs of all students.

1. Demonstrate knowledge of students as diverse learners including exceptionalities, learning styles, intelligences, second language acquisition and the influence of prior learning experiences, as well as knowledge of the legislation governing these students.
2. Apply the theoretical foundations of human development, human motivation and human behavior in the learning environment to support individual and group work in the classroom.
3. Using knowledge of the foundations of learning and human development, engage in learning activities that teach self-motivation, thereby providing effective classroom management and strategies that will promote purposeful learning.
4. Employ major cognitive processes associated with student learning to provide a wide range of appropriate instructional strategies, as well as assessment strategies, using all available resources to enhance student learning.
5. Articulate the steps in planning all phases of the learning process, using national, state and local standards to insure that effective bridges between goals and students’ experiences are maintained.
6. Demonstrate application and integration of effective communication techniques both verbal and nonverbal.
7. Implement a personal plan to incorporate professional development and usage of community resources to enhance the learning process for themselves, the students, the parents, and the community as a whole.
8. Interpret all major laws related to students’ rights and teacher responsibilities to meet the needs of all students.

Upon completion of the Health Science degree programs, graduates will

1. Assess individual and community needs for health education
2. Plan health education strategies, interventions, and programs
3. Implement health education strategies, interventions, and programs
4. Evaluate the effectiveness of health education programs
5. Administer health education intervention programs
6. Serve as a resource person in Health Education
7. Communicate and advocate health, health education needs, and health concerns and resources.

1. Students graduating from the program shall demonstrate entry-level knowledge of the scope of the profession that is the focus of the program, along with professional practices of that profession.
2. Students graduating from the program shall demonstrate entry-level knowledge of the historical, scientific, and philosophical foundations of the profession for which the program prepares students.
3. Students graduating from the program shall demonstrate the ability to apply knowledge of the professional practice and the historical, scientific, and philosophical foundations of the relevant profession decision-making.
4. Students graduating from the program shall demonstrate the ability to design recreation and related experiences clearly reflecting application of knowledge from relevant facets of contemporary professional practice, science, and philosophy.
5. Students graduating from the program shall demonstrate the ability to facilitate recreation and related professional experiences for diverse clientele, settings, cultures, and contexts.
6. Students graduating from the program shall demonstrate the ability to evaluate recreation and related professional service offerings and to use evaluation data to improve the quality of offerings.
7. Students graduating from the program shall be able to recognize basic facts, concepts, principles, and procedures of management/administration in recreation and related professions.
8. Students graduating from the program shall be able to apply entry level concepts, principles, and procedures of management/administration in recreation and related professions.
9. Students graduating from the program shall demonstrate, through two practicum courses (50 clock hours each) and a comprehensive internship of not less than 400 clock hours, the ability to use diverse, structured ways of thinking to solve problems related to different facets of professional practice, engage in advocacy, and stimulate innovation.