General Education Foundations
Please use this link to view a list of courses that meet each GEF requirement.
NOTE: Some major requirements will fulfill specific GEF requirements. Please see the curriculum requirements listed below for details on which GEFs you will need to select.
| General Education Foundations | ||
| F1 - Composition & Rhetoric | 3-6 | |
| Introduction to Composition and Rhetoric and Composition, Rhetoric, and Research | ||
or ENGL 103 | Accelerated Academic Writing | |
| F2A/F2B - Science & Technology | 4-6 | |
| F3 - Math & Quantitative Reasoning | 3-4 | |
| F4 - Society & Connections | 3 | |
| F5 - Human Inquiry & the Past | 3 | |
| F6 - The Arts & Creativity | 3 | |
| F7 - Global Studies & Diversity | 3 | |
| F8 - Focus (may be satisfied by completion of a minor, double major, or dual degree) | 9 | |
| Total Hours | 31-37 | |
Please note that not all of the GEF courses are offered at all campuses. Students should consult with their advisor or academic department regarding the GEF course offerings available at their campus.
Degree Requirements
| University Requirements | 60 | |
| Health and Well-Being Major Requirements | 60 | |
| Total Hours | 120 | |
University Requirements
| General Education Foundations (GEF) 1, 2, 3, 4, 5, 6, 7, and 8 (31-37 Credits) | ||
| Outstanding GEF Requirements 1, 2, 3, 5, 6, 7 & 8 | 30 | |
| PASS 191 | First-Year Seminar | 1 |
| General Electives | 29 | |
| Total Hours | 60 | |
Health and Well-Being Major Requirements
| Community Well-being | ||
| PSYC 101 | Introduction to Psychology (GEF 4) | 3 |
| PET 124 | Human Body: Structure and Function | 2 |
| PET 125 | Principles of Human Movement | 2 |
| PET 175 | Motor Development | 2 |
| PET 244 | Motor Learning and Performance | 2 |
| Complete one of the following courses: | 3 | |
| Argumentation | ||
| Organizational Communication | ||
| Nonverbal Communication | ||
| Communication and Aging | ||
| Interpersonal Relationships & Technology | ||
| Persuasion | ||
| Health and Well-being | ||
| PASS 110 | Introduction to Health and Well-being Professions | 2 |
| HN&F 171 | Introduction to Human Nutrition (GEF 2) | 3 |
| PASS 300 | Career Exploration in Physical Activity and Sport Sciences | 3 |
| Complete one of the following | 3 | |
| Introduction to Helping Professions | ||
| Mindfulness for Health and Well-being | ||
| EXPH 365 | Exercise Physiology 1 | 3 |
| SEP 383 | Exercise Psychology | 3 |
| SEP 415 | Physical Activity Promotion in Diverse Settings | 3 |
| PASS 401 | Foundations of Health Education | 3 |
| PASS 402 | Core Concepts in Health Education | 3 |
| PASS 403 | Program Design, Implementation, and Evaluation for Health Educators | 3 |
| PASS 489 | Capstone Experience in PASS | 3 |
| Dimensions of Health and Well-being Electives | 9 | |
| Optional Area of Emphasis | ||
Adventure and Outdoor Learning | ||
Aquatic Physical Activity | ||
Fitness | ||
Recreational Sport | ||
| Total Hours | 55 | |
Dimensions of Health and Well-Being Electives
| Physical Health and Well-Being | ||
| ATTR 121 | Sport Injury Control and Management | 3 |
| HN&F 126 | Society and Food | 3 |
| RPTR 145 | Recreation Services for Special Populations | 3 |
| FDST 200 | Food Science and Technology | 3 |
| HN&F 200 | Nutrition/Activity/Health | 3 |
| PE 229 | Fitness and Wellness | 2 |
| PET 349 | Health-Optimizing Physical Education | 3 |
| HN&F 350 | Cross-Cultural Cuisine | 3 |
| ACE 374 | Fitness Field Testing | 3 |
| No more than two of the following: | ||
| Fitness Walking | ||
| Group Fitness | ||
| Weight Training | ||
| Conditioning | ||
| Intermediate Yoga | ||
| Yoga for Health and Wellness | ||
| Emotional/Mental Health and Well-Being | ||
| CDFS 110 | Families Across the Life Span | 3 |
| CDFS 112 | Introduction to Marriage and Family | 3 |
| BIOL 122 | Human Sexuality | 3 |
| SOWK 147 | Human Diversity | 3 |
| SOWK 151 | Introduction to Social Work | 3 |
| SOC 207 | Social Problems in Contemporary America | 3 |
| GERO 212 | Introduction to Gerontology | 3 |
| SOC 221 | Families and Society | 3 |
| COUN 240 | Introduction to Addiction Studies | 3 |
| COUN 350 | Families & Addiction | 3 |
| DISB 380 | Disability and the Family | 3 |
| CDFS 413 | Stress in Families | 3 |
| CDFS 414 | Adolescent Problems and Disorders | 3 |
| CDFS 432 | Early Socio-Emotional Development | 3 |
| Health Policy and Healthy Environment | ||
| MDIA 101 | Media and Society | 3 |
| LARC 105 | Introduction to Landscape Architecture, Environmental Design and Planning | 3 |
| PHIL 130 | Current Moral Problems | 3 |
| DSGN 140 | Sustainable Living | 3 |
| ENVP 155 | Elements of Environmental Protection | 3 |
| ECON 201 | Principles of Microeconomics | 3 |
| POLS 210 | Law and the Legal System | 3 |
| ADV 215 | Principles of Advertising | 3 |
| POLS 220 | State and Local Government | 3 |
| POLS 230 | Introduction to Policy Analysis | 3 |
| DSGN 280 | Sustainable Design and Development | 3 |
| DISB 381 | Lifespan Disability Policy | 3 |
| DISB 385 | Disability and Society | 3 |
| JRL 450 | Writing for Health Promotion | 3 |
| ECON 465 | Health Economics | 3 |
| DISB 482 | Disability in the Community | 2 |
Areas of Emphasis
- Adventure and Outdoor Learning
- Aquatic Physical Activity
- Fitness
- Recreational Sport
Major Learning Outcomes
Health and Well-Being
The goal of the program is for students to graduate with the essential skills and knowledge to work effectively within community and organizational physical activity and well-being settings.
- Content Knowledge- Students will demonstrate knowledge and disciplinary concepts related to physical activity and well-being.
- Reflection and Critical Thinking - Students will demonstrate reflection and critical thinking in order to refine professional knowledge and practice.
- Programming and Assessment - Students will demonstrate evidence-based knowledge for designing, implementing and evaluating physical activity and well-being programs that address individual's needs determined by various forms of assessment.
- Professionalism and Ethics - Students will demonstrate professional behaviors, including commitment to excellence, valuing diversity and collaboration, service to others, techniques for lifelong learning, or applying to graduate school and/or professional programs to help advance their careers.
- Technology - Students will be able to demonstrate the use of different forms of technology to assess skills and provide meaningful feedback.