FCS 517, LIFESPAN WELLNESS

Section 79
Spring 2017
Instructor: Dr. Norma Nealeigh
e-mail: nnealeigh@csc.edu
Office Hours: Your professor is not on campus this semester, but checks e-mail often. If you have not
received a reply to an e-mail within a day, please e-mail again.
Credit Hours: Three
Description: Students will use wellness models and developmental models as a basis for learning
assessment skills and creative intervention strategies which promote a lifetime of wellness.
Emphasis is on empowering students to work with individuals across the lifespan (birth through
old age) in assessing current states of wellness and promoting optimal wellness choices.
Required Texts:
Eliopoulos, C. (2014). Invitation to holistic health (3rd ed.). Sudbury, MA: Jones & Bartlett.
Seaward, B.L. (2017). Essentials of managing stress (4th ed.). Sudbury, MA: Jones & Bartlett.
Course Requirements:
Reading, Reviews .. 100
Discussions, Forums 100
Project .. 20
Participation, Activities, Videos . 40
Exams, Assessments . 40
Total Points . 300
(Note: Points are subject to change as the semester progresses.)
Grading Procedures: 90%-100% = A
80%-<90% = B
70%-<80% = C
60%-<70% = D
< 60% =F
In accordance with the Nebraska State College System Policy 4141 the following represents the
expected contact hours needed to ensure that the time involved in student learning is equivalent to that
needed to attain the learning outcomes in comparable courses; learning outcome equivalency is achieved
through multiple course modalities. It is expected that students will spend the following Hours per Week
participating in each of the listed course activities.

Learning Activity Hours Per Week Number of Weeks Total for Course
Reading Assignments 2 15 30
Discussion Boards (Forums) 2 15 30
Preparing Written Assignments 3 15 45
Reviewing Age Wellness 2 15 30
Projects 1 7 7
Assessments 1 3 3
Total 145

The actual hours spent on individual learning activities will vary from student to student depending on
prior knowledge; however, 135 hours represents the minimum expectation for any student.
Honesty: There will be many opportunities for student involvement in this course. Research shows that
involvement is critical to learning. Short-cuts to learning usually end up as roadblocks. Cheating on an
assignment, including plagiarism of an assignment, in whole or in part, is destructive to learning and
may result in failing the course, and/or expulsion from Chadron State College.

Late Papers: Any assignment turned in after it is due is a late paper and will earn zero credit.

Location: Papers must be submitted to the correct/assigned location to receive credit (correct location
and unit/topic of each location). Zero credit will be earned if posted to the wrong location.

Methods of Instruction: Problem-based learning, discussion, projects, activities; on-line format.

COURSE WEEK: The course week for this course will normally run from Wednesday of one week
through Wednesday of the next week. This means that units and assignments will be posted on
Wednesdays (around 6:00 p.m.), and assignments for that unit (discussions/responses, etc.) will be
DUE by Wednesday at 11:00 a.m. Mountain Time (12:00 noon Central Time) of the following week,
unless otherwise stipulated. NOTE: This is 11:00 in the MORNING, not at night.

Format for Papers: Your Name

FCS 517
Unit Number:
Topic:
Date Due:

Generally speaking, papers should be single spaced; double spaced between paragraphs.
No title page or cover page.
Standard font, font size, and margins.
Spelling and grammar count.
All citations will be in APA style.

CONTACTING YOUR PROFESSOR:

When contacting the professor for this course, please always include the number and title of this course
and also your full name. Please e-mail your professor directly from your e-mail address (do NOT use the
Sakai e-mail). Dr. Nealeighs e-mail address is nnealeigh@csc.edu.

STUDENT LEARNING OUTCOMES FOR THIS COURSE:

(1) Explain wellness models in theory and in practice
(2) Discuss developmental stages of the lifespan
(3) Analyze the interrelationships between developmental stages
and the dimensions of wellness
(4) Examine multiple dimensions of wellness (physical, social,
emotional, intellectual, spiritual, occupational, environmental, financial)
(5) Assess the dimensions of wellness in ones own life
(6) Explore new meanings of health and wellness

COURSE SCHEDULE/OUTLINE:
DATE TOPIC
Unit 1 Introduction to the class
Unit 2 Dimensions of Wellness: Theories and Models
Unit 3 Developmental Stages: Theories and Models
Unit 4 Physical Dimension of WellnessStress
Unit 5 Physical Dimension of WellnessExercise
Unit 6 Physical Dimension of WellnessFood
Unit 7 Physical Dimension of WellnessFood II
Unit 8 Wholism
Unit 9 Occupational Dimension of Wellness and Financial Dimension of Wellness
Unit 10 Intellectual Dimension of Wellness
Unit 11 Social Dimension of Wellness and Emotional Dimension of Wellness
Unit 12 Spiritual Dimension of Wellness and Environmental Dimension of Wellness
Unit 13 Special Circumstances
Unit 14 Special Project
Unit 15 Reflection: What Have We Learned?
Unit 16 Final Exam
*Note: The Units are approximate and may vary as the semester progresses.

IMPORTANT INFORMATION:
Student Behavior:
Academic Honesty - Students are expected to conduct themselves in conformity with the highest standards with regard to academic honesty.
Violation of college, state, or federal standards with regard to plagiarism, cheating, or falsification of official records will not be tolerated.
Students violating such standards will be subject to discipline, as per campus policies articulated in the Student Handbook. A full copy of the
handbook can be found at http://www.csc.edu/documents/publications/csc_student_handbook.pdf. Academic Policies, including academic
dishonesty, can be found between pages 33-35.
Attendance Policy The College assumes that students will seek to profit from the instructional program and will recognize the importance
of attending every class meeting of courses for which credit is expected. Responsibility for notifying faculty of absences, and for arranging
potential make-up, rests with the students. Online attendance and participation are expected
Civility Civil behavior enhances the academic setting, and is expected at all times. Courtesy and respect for others are essential elements of
the academic culture. The academic environment welcomes a difference of opinion, discourse, and debate within a civil environment.

Nondiscrimination Policy/Equal Educational Opportunity Policy: Chadron State College is committed to an affirmative action program
to encourage admission of minority and female students and to provide procedures which will assure equal treatment of all students. The
College is committed to creating an environment for all students that is consistent with nondiscriminatory policy. To that end, it is the policy
of Chadron State College to administer its academic employment programs and related supporting services in a manner which does not
discriminate on the basis of gender, race, color, national origin, age, religion, disability, or marital status. Student requests for reasonable
accommodation based upon documented disabilities should be presented within the first two weeks of the semester, or within two weeks of
the diagnosis, to the disabilities person (432-6268; Crites 011).

Disclaimer: This syllabus and schedule is articulated as an expectation of class topics, learning activities, and expected student learning.
However, the instructor reserves the right to make changes in this schedule that, within his/her professional judgment would result in
enhanced or more effective learning on the part of the students. These modifications will not substantially change the intent or objectives of
this course and will be done within the policies and procedures of Chadron State College.

CSC Mission & Master Academic Plan (MAP):

Mission Statement
Chadron State College (CSC) will enrich the quality of life in the region by providing educational opportunities, research, service and programs
that contribute significantly to the vitality and diversity of the region.

MAP Priorities, 2014-2018

CSC is committed to the achievement of tasks/projects that align with the following Priorities:
1) Continue to implement and improve the Essential Studies Program (ESP).
2) Define, develop, and promote co-curricular experiences that foster undergraduate and graduate student engagement.
3) Create and implement a strategic vision(s) for teaching and learning technologies, teaching and learning center (TLC) and the library learning
commons (LLC).
4) Evaluate campus-wide processes for student recruitment, advising and retention; recommend a plan for continuous improvement.
5) Study, create, and implement a strategic vision for the graduate studies program.
6) Evaluate campus-wide processes for faculty and staff recruitment and retention; recommend a plan for continuous improvement.