Skip to main content

Health and Human Sciences | College Catalog

Undergraduate Programs

Majors

Athletic Training
Family and Consumer Sciences
Health and Exercise Science
Health and Physical Education
Nutritional Science

Minors

Coaching

Concentrations

Child Development
Family Life Education
Gerontology
Nutritional Science

Pre-Professional Programs

Occupational Therapy
Physical Therapy
Physician Assistant

Graduate Programs

Master of Science in Athletic Training

The Department of Health and Human Sciences teams experienced faculty, challenging coursework and relevant experiential learning to prepare students for the needs of today’s employers and graduate schools. Students within this department will have rich opportunities that foster innovation, creativity and risk-taking while being challenged to explore scientific foundations and practical applications within each discipline. Whether a student prefers to enter the job force or move on to graduate school after their bachelor’s degree is complete, the Department of Health and Human Sciences has programs that enhance success in the varied fast-paced and ever-changing disciplines of athletic training, family and consumer sciences, health and exercise science, health and physical education, nutrition and coaching.

The dynamic curricula empower students to address issues affecting individuals, families and communities. Graduates of our programs have demonstrated success in professions such as childhood, adolescent and adult education, state cooperative extension programs, school administration, law enforcement, pharmaceutical sales, medicine, chiropractic, nutrition and dietetics, nursing, physician assistant, paramedic, prosthetics, athletic training, massage therapy, occupational therapy, physical therapy, coaching, recreation, fitness, and varied human services careers.

In addition to departmental major, minor and concentration course offerings, students across the campus are invited to explore interests in physical activity and wellness. Instruction in activities that develop new physical skills are designed to translate into lifetime activity and healthy living.

Undergraduate Programs

In the summer of 2017, BC launched a new master of science in athletic training. Bridgewater College is no longer admitting students into the bachelor of science in athletic training program. Any student wishing to pursue athletic training at Bridgewater College should consider seeking admissions to the master of science in athletic training program as an accelerated B.S./M.S. or post-baccalaureate program student.

Master of Science in Athletic Training

Consists of 63 credit hours from the following courses:

In-depth exploration of the structure andfunction of the skeletal and muscular systems ofthe body. An emphasis is placed on theinterrelated functions of these systems withother body systems and the impact that age and avariety of pathologies have on them.

Unit(s): 3

In-depth exploration of the structure andfunction of the cardiovascular respiratoryneurological and urinary systems of the body. Anemphasis is placed on the interrelated functionsof these systems with other body systems and theimpact that age and a variety of pathologies haveon them.

Unit(s): 3

Introduces the foundational principles of theathletic training profession. Topics such asinjuryillness prevention scope of practiceconcepts of patient care healthcare ethicslegal considerations and pre-participationexaminations will be investigated.

Unit(s): 1

Concepts and techniques in the application ofathletictherapeutic taping and wrapping for theappendicular and axial musculoskeletal system.Includes athletic protective equipment fittingguidelines and skill development.

Unit(s): 1

Preparation in patient musculoskeletal andneurovascular examination for the clinicaldiagnosis of athletic and non-athleticinjuriesconditions of the upper and lowerextremities. Includes the development of clinicalreasoning skills treatment interventionsreferral actions and return to activity decisions.

Unit(s): 4

Preparation in patient musculoskeletal andneurovascular examination for the clinicaldiagnosis of athletic and non-athleticinjuriesconditions of the head face neckspine thorax and abdominal regions of the body.Includes the development of clinical reasoningskills treatment interventions referral actionsand return-to-activity decisions.

Unit(s): 4

Foundational course in the theoretical conceptsclinical applications and physiological effectsof therapeutic modalities exercise andrehabilitation. Topics such asthermalacousticelectrical agents and thefoundations of therapeuticexerciserehabilitation design and implementationare examined. An emphasis is placed on patientassessment clinical decision making in designand progression patientclinician-orientedoutcomes and equipment safety and maintenance.

Unit(s): 4

Introduces manual therapy techniques functionalrehabilitation and return-to-activity assessment.Manual therapy techniques such as jointmobilizations instrument-assisted soft tissuemobilization strain counter strain and massageare examined. An emphasis is placed on patientassessment clinical decision making in designand progression patientclinician-orientedoutcomes and equipment safety and maintenance.

Unit(s): 4

Assessment of the professional knowledge of theathletic training student based on theircoursework in the Summer I term. This includesassessing the students competency andproficiency in athletic training professionalknowledge clinical skills and behaviors.

Unit(s): 1

Assessment of the professional knowledge of theathletic training student based on theircoursework in the Fall I term. This includesassessing the students competency andproficiency in athletic training professionalknowledge clinical skills and behaviors.

Unit(s): 1

Clinical education experience within theprofession of athletic training. This clinicalexperience allows the opportunity for theathletic training student to apply theirprofessional knowledge skills and behaviorsunder the direct supervision of a clinicalpreceptor within an athletic setting during atraditional athletic preseason. Students mustcomplete a minimum of 100 hours but no more than120 hours during this clinical experience. Thisclinical experience may require travel tooff-campus clinical sites.

Unit(s): 1

Clinical education experience within theprofession of athletic training. This clinicalexperience allows the opportunity for theathletic training student to apply theirprofessional knowledge skills and behaviorsunder the direct supervision of a clinicalpreceptor within an orthopedic setting. Studentsmust complete a minimum of 200 hours but no morethan 240 hours during this clinical experience.This clinical experience may require travel tooff-campus clinical sites.

Unit(s): 2

Clinical education experience within theprofession of athletic training. This clinicalexperience allows the opportunity for theathletic training student to apply theirprofessional knowledge skills and behaviorsunder the direct supervision of a clinicalpreceptor within an orthopedic setting. Studentsmust complete a minimum of 100 hours but no morethan 120 hours during this clinical experience.This clinical experience may require travel tooff-campus clinical sites.

Unit(s): 1

First of two seminar courses integrating avariety of concepts within the athletic trainingfield. This course includes a focus on exercisefitness nutrition and pharmacology. This courseincorporates a number of speaking engagementsfrom professionals in a variety of health carefields. Some of the course requirements areconducted outside of scheduled course meetingtimes and may require travel to off-campus sites.

Unit(s): 3

Planning identification and management ofemergent athletic and non-athleticinjuriesconditions. Emphasis on clinicaldecision-making for emergency interventionreferral and return-to-activity. Emergentintervention skills such as splinting spineboarding ambulatory aids and basic life supportskills will be developed.

Unit(s): 3

Concepts and techniques in the fabrication andapplication of custom protective equipmentsplints and orthotics. Includes the foundationalconcepts and fitting of orthopedic braces andother custom orthopedic devices.

Unit(s): 1

Preparation in patient examination for theclinical diagnosis of general medical illnessesand conditions for body systems such as thecardiovascular pulmonary endocrinegastrointestinal genitourinary neurological andintegumentary. Includes the development ofclinical reasoning skills treatmentinterventions referral actions andreturn-to-activity decisions.

Unit(s): 2

Examines the health promotion roles and functionsof the athletic trainer within the healthcarecommunity. An emphasis is placed on theoreticalfoundations needs assessment interventionstrategies and program planning for healthrisks injuries conditions and illnesses.

Unit(s): 3

Assessment of the professional knowledge of theathletic training student based on theircoursework in the Spring semester. This includesassessing the students competency andproficiency in athletic training professionalknowledge clinical skills and behaviors.

Unit(s): 1

Assessment of the professional knowledge of theathletic training student based on theircoursework in the Summer II term. This includesassessing the students competency andproficiency in athletic training professionalknowledge clinical skills and behaviors.

Unit(s): 1

Assessment of the professional knowledge of theathletic training student based on theircoursework in the Fall II term. This includesassessing the students competency andproficiency in athletic training professionalknowledge clinical skills and behaviors.

Unit(s): 1

Clinical education experience within theprofession of athletic training. This clinicalexperience allows the opportunity for theathletic training student to apply their generalmedical professional knowledge skills andbehaviors under the direct supervision of aclinical preceptor within a general medicalsetting. Students must complete a minimum of 50hours but no more than 60 hours during thisclinical experience. This clinical experience mayrequire travel to off-campus clinical sites.

Unit(s): 1

The second clinical education immersion withinthe profession of athletic training. Thisclinical immersion allows the opportunity for theathletic training student to apply theirprofessional knowledge skills and behaviorsunder the direct supervision of a clinicalpreceptor within an orthopedic setting and gainexperience in the daily operating functions of aclinical facility. Students must complete aminimum of 500 hours but no more than 700 hoursduring this clinical immersion. This clinicalimmersion may require travel to off-campusclinical sites.

Unit(s): 5

The second clinical education immersion withinthe profession of athletic training. Thisclinical immersion allows the opportunity for theathletic training student to apply theirprofessional knowledge skills and behaviorsunder the direct supervision of a clinicalpreceptor within an orthopedic setting and gainexperience in the daily operating functions of aclinical facility. Students must complete aminimum of 500 hours but no more than 700 hoursduring this clinical immersion. This clinicalimmersion may require travel to off-campusclinical sites.

Unit(s): 5

Second of two seminar courses integratingconcepts related to athletic training. Thiscourse includes a focus on health careinter-professionalism medical referralscommunication and evidence-based practice. Thiscourse incorporates a number of speakingengagements from professionals in a variety ofhealth care fields. Some of the courserequirements are conducted outside of scheduledcourse meeting times and may require travel tooff-campus sites.

Unit(s): 3

AT/
Concepts of administration such as devisingpolicy and procedures record-keeping budgetingfacilitydesign risk management and productivitystandards for healthcare professionals.

Unit(s): 3

AT/
Examination of the mental healthbenefits of exercise as well as motivationalfactors involved in exercise and the manyvariables that influence exercise behavior (e.g.stress emotional states anxiety anddepression). Additionally this course exploresthe psychological antecedents and consequences ofinjury and illness.

Unit(s): 3

This program is for individuals looking to prepare for a career in the healthcare profession of athletic training. Working collaboratively with physicians and other healthcare providers, athletic trainers engage in preventative services, emergency care, clinical diagnosis, therapeutic intervention and rehabilitation of injuries and medical conditions. Earning a degree from a Commission on Accreditation of Athletic Training Education (CAATE) accredited program is the way a student becomes eligible for credentialing by the Board of Certification (BOC) as an athletic trainer.

NOTE: The master of science in athletic training is fully accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) and the Commission on Accreditation of Athletic Training Education (CAATE).

Admissions Requirements

Admission to the master of science in athletic training program is regardless of sex, race, color, national or ethnic origin or disability. Only applicants who have met the minimum requirements established

below will be admitted under unconditional status. The admission process will be competitive for limited positions. A committee of faculty will evaluate all applicants based on overall GPA, prerequisite GPA, Graduate Record Examination scores (where applicable), personal statement, letters of recommendation and personal interview. Applicants must understand that a felony or misdemeanor conviction may affect a graduate’s ability to sit for the Board of Certification (BOC) examination or attain state licensure thus preventing a graduate from becoming a credentialed athletic trainer.

Admission Requirements for Graduate Athletic Training

  • Successful academic performance resulting in a minimum cumulative GPA of 2.7
  • Minimum grade of “C” in all prerequisite coursework
  • Complete 50 observation hours under the supervision of a certified/licensed athletic trainer
  • Complete the BC Health Questionnaire/Physical form
  • Complete all required immunizations
  • Basic Life Support for Healthcare Providers certification
  • Complete Technical Standards Form
  • Professional statement and goals essay
  • Applicant interview
  • 3 letters of recommendation (one AT, one faculty and one other)
  • Completion of prerequisite coursework
  • Graduate Record Examination (GRE) within five years (Not required of BS/MS accelerated students)
  • 8 credits in Anatomy/Physiology
  • 3 credits in Communications
  • 4 credits in General or Inorganic Chemistry with Lab
  • 3 credits in English Composition (not literature)
  • 3 credits in Nutrition
  • 3 credits in Kinesiology or Biomechanics
  • 3 credits in Exercise Physiology
  • 3 credits in Statistics or Research Methods
  • 4 credits in Physics with Lab
  • 3 credits in General Psychology

Waiver of Graduate Record Examination (GRE)

Bridgewater College students and/or graduates may qualify for waiver of the requirement for the Graduate Record Examination (GRE). To qualify, the applicant must meet one of the following criteria:

  • The applicant must currently be enrolled in the Bachelor to Master Accelerated Program and meets all other requirements for unconditional admission to the graduate program.
  • The applicant graduated from Bridgewater College within the previous five years and meets all other requirements for unconditional admission to the graduate program.
  • Applicants that qualify for GRE waiver must comply with all other college and program specific requirements for admission.

Technical Standards Information

The Athletic Training Program at Bridgewater College is a rigorous and intense program that places specific requirements and demands on the students enrolled in the program. An objective of this program is to prepare graduates to enter a variety of employment settings and to render care to a wide spectrum of individuals engaged in physical activity. The technical standards set forth by the Athletic Training Program establish the essential qualities considered necessary for students admitted to this program to achieve the knowledge, skills and competencies of an entry-level athletic trainer, as well as meet the expectations of the program’s accrediting agency (Commission on Accreditation of Athletic Training Education [CAATE]). The following abilities and expectations must be met by all students admitted to the Athletic Training Program. In the event a student is unable to fulfill these technical standards, with or without reasonable accommodation, the student will not be admitted into the program. Compliance with the program’s technical standards does not guarantee a student’s eligibility for the Board of Certification (BOC) exam. Candidates for selection to the Athletic Training Program must demonstrate:

  • The mental capacity to assimilate, analyze, synthesize, integrate concepts and problem solve to formulate assessment and therapeutic judgments and to be able to distinguish deviations from the norm.
  • Sufficient postural and neuromuscular control, sensory function and coordination to perform appropriate physical examinations using accepted techniques; and accurately, safely and efficiently use equipment and materials during the assessment and treatment of patients.
  • The ability to communicate effectively and sensitively with patients and colleagues, including individuals from different cultural and social backgrounds; this includes, but is not limited to, the ability to establish rapport with patients and communicate judgments and treatment information effectively. Students must be able to understand and speak the English language at a level consistent with competent professional behavior.
  • The ability to record the physical examination results and a treatment plan clearly and accurately.
  • The capacity to maintain composure and continue to function well during periods of high stress.
  • The perseverance, diligence and commitment to complete the athletic training education program as outlined and sequenced.
  • Flexibility and the ability to adjust to changing situations and uncertainty in clinical situations.
  • Affective skills and appropriate demeanor and rapport that relate to professional education and quality patient care.

Candidates for selection to the Athletic Training Program will be required to verify they understand and meet these technical standards or that they believe that, with certain accommodations, they will meet the standards.

The Bridgewater College director of academic support services will evaluate a student who states he or she could meet the program’s technical standards with accommodation and confirm that the stated condition qualifies as a disability under applicable laws.

If the student states he or she can meet the technical standards with accommodation, then the College will determine whether it agrees that the student can meet the technical standards with reasonable accommodation; this includes a review of whether the accommodations requested would jeopardize clinician/patient safety, or the educational process of the student or the institution, including all coursework, clinical experiences and internships deemed essential to graduation.

Master of Science in Athletic Training Degree Completion Criteria

The MSAT Program requires completion of 63 credit hours for degree completion:

  • Complete all course requirements for the specific MSAT program.
  • Earn a minimum GPA of 3.0 in courses required for the MSAT program.
  • Filing of an application for graduation and the final plan of study with registrars’ office by the end of the first week of classes in the term/semester prior to which the degree will be granted.
  • Payment of all accounts owed the College. Transcripts of students owing money to the College will be held until the account is cleared.
  • All the above requirements must be met by the deadlines stated in the academic calendar.

Additional Requirements for Athletic Training

  • There are additional requirements for program progression and retention identified in the Athletic Training Program Student Manual. Please contact the department of health and human sciences for a copy of this manual.
  • Students admitted to the professional phase of the program may be required to complete their clinical affiliations or immersions during normal college breaks, e.g. spring break and holidays.
  • Additional fees for the program are announced in the master of science in athletic training student manual and may include things such as the cost for class books, laboratories, clinical affiliations, criminal background check, medical examinations, CPR/AED certification and clinical uniforms.
  • Students admitted to the program and enrolled in clinical experience or immersion courses may need to travel to off-site locations.

Athletic Training Major

Advising template undergraduate Athletic Training

Consists of 56 credit hours in the following courses:

Exploration of basic nutritional requirements for active individuals and the relationship of proper nutrition to increased health and human performance. Topics include how nutrients (e.g. carbohydrates proteins) can influence exercise performance appropriate ways to manage weight and evaluation of the role of ergogenic aids in human performance.

Unit(s): 3
 
Survey course in athletic training. Introduces the student to prevention of injuries emergency care general medical conditions and administration.

Unit(s): 3

Introduces the student to risk factors prevention etiology (anatomical biomechanical and physiological mechanisms) recognition and treatment of recreational and competitive sports injuries. Prerequisites ES 250 ES 320 and BIOL 305

Unit(s): 3

Introduces the newly admitted athletic training student to the competencies and proficiencies related to the field of athletic training. This clinical affiliation may require travel to off-campus clinical sites. Prerequisites ES 250 and admission to the Athletic Training Educational Program

Unit(s): 1

Examination of general medical conditions of all body systems including causes of pathogen-related illnesses chronic diseases and other acute illnesses. The application of basic human anatomy is required for common medical condition screening assessment referral and treatment. Prerequisites BIOL 305

Unit(s): 3

Examination of the function of the human musculoskeletal system. Selected musculoskeletal structures and their functions as well as analysis of movements as they relate to physical activity exercise and sport. Prerequisites BIOL 305 or ES 318

Unit(s): 3

Basic physiological concepts of the nervous muscular and energy systems including the effect of exercise on such functions as circulation respiration and temperature regulation. Prerequisites BIOL 305 or ES 318

Unit(s): 3

Examination of systemic evaluation techniques for injuries. The ability to recount analyze and demonstrate an accurate systemic evaluation suggest a physical dysfunction based on the analysis of the evaluation findings and plan a treatment approach based on the assessment is required for course completion. Prerequisites ES 251 and BIOL 314 or permission of instructor

Unit(s): 4

Assessment of the competencies and proficiencies related to the evaluation and care of lower extremity injuries and illnesses. This clinical affiliation may require travel to off-campus clinical sites. Prerequisites Satisfactory grade in ES 252

Unit(s): 1

Assessment of the competencies and proficiencies related to the evaluation and care of upper extremity injuries and illnesses. This clinical affiliation may require travel to off-campus clinical sites. Prerequisites Satisfactory grade in ES 352

Unit(s): 1

Examination of the theoretical bases of treatment goals appropriate therapeutic modality selection application and assessment of the treatment response that is required for the successful integration of therapeutic modalities into the athletic training practice. Identification of theoretical foundations (physiology physics and safety) for appropriate decision-making in the selection of the appropriate therapeutic modality including appropriate psychomotor skills for pre-treatment assessment treatment set-up modality application and assessment of treatment response and appropriate documentation. Prerequisites ES 351 or permission of instructor

Unit(s): 4

Development of rehabilitation programs for individuals recovering from injury. Upon identification of theoretical and practical approach for the design of rehabilitation protocols and the use of available rehabilitation equipment including specific parameters for providing exercise and rehabilitation recommendations for people encountering special disease illness or injury states. Prerequisites ES 351 or permission of instructor

Unit(s): 4

Examination of advanced evaluation skills enabling professionals to critically analyze injuries and their ensuing treatments. Prerequisites ES 351

Unit(s): 3

Assessment of the competencies and proficiencies related to the application and care of protective medical devices and athletic equipment. This clinical affiliation may require travel to off-campus clinical sites. Prerequisites Satisfactory grade in ES 353

Unit(s): 1

Assessment of the competencies and proficiencies related to the evaluation and care of general medical conditions. This clinical affiliation may require travel to off-campus clinical sites. Prerequisites Satisfactory grade in ES 451

Unit(s): 1

Introduction to the concepts of pharmacology and counseling as related to healthcare. Prerequisites ES 450

Unit(s): 3

Concepts of administration such as devising policy and procedures record-keeping budgeting facility design risk management and productivity standards for healthcare professionals.

Unit(s): 3

Introduction to the biological sciences covering biological chemistry celltissue structure and function genetics and microevolution. Intended for biology health and human sciences and environmental science majors. Three lectures and one lab per week. Corequisites
Real numbers exponents radicals and algebraic operations with polynomial and rational functions. Solving equations and graphing expressions involving polynomial and rational functions and exponential and logarithmic functions. Credit may not be received for both MATH 118 and 110. General education master core skill 2016 Summer Session I offered as an online course

Unit(s): 3
or
This course is designed to provide development of basic computational skills and introductory algebra concepts like solutions of single variable equations. It will also cover some introductory statistics and probability concepts. Problem solving will be emphasized. The course will contain at least one project that requires students to make extensive use of spreadsheet software like Excel. General Education Master Core Skill

Unit(s): 3
Biology and environmental science majors should take
Real numbers exponents radicals and algebraic operations with polynomial and rational functions. Solving equations and graphing expressions involving polynomial and rational functions and exponential and logarithmic functions. Credit may not be received for both MATH 118 and 110. General education master core skill 2016 Summer Session I offered as an online course

Unit(s): 3
. Other students should consult with their advisor about which course to take. General Education natural and physical sciences

Unit(s): 4

Introduction to the structure and function of the human body examining the skeletal muscular circulatory nervous digestive respiratory urinary and reproductive systems. Lecture focuses on topics of physiologyfunction histology and their relation to anatomical structure while the lab focuses on descriptive anatomy. Three lectures and one lab per week. Prerequisites BIOL 110 or permission of instructor 2016 Summer Session I Begins 5-23-16

Unit(s): 4

Introduction to the physiology of the human body including the physiology of enzymes and membranes tissue physiology (nervous muscular) and a detailed survey of the physiology of the major organ systems. Three lectures and one lab per week. Prerequisites BIOL 111 or BIOL 110 and 305 Credit may not be received for both BIOL 311 and 314

Unit(s): 4

For individuals looking to prepare for an allied health career in athletic training. In addition, the major provides an added avenue for students interested in pursuing graduate studies in physical therapy or occupational therapy.

Students are required to maintain a cumulative grade point average of 2.5 and complete the application process to the department of health and human sciences (January 15 is the deadline). Additionally, students must complete their clinical experience under the supervision of a preceptor and successfully complete the Clinical Competencies and Proficiences and the five clinical affiliations.

NOTE: Bridgewater College will stop admitting students into the bachelor of science in athletic training program after the 2016-17 academic year. Any student wishing to pursue an undergraduate athletic training degree must be admitted to BC during the 2016-17 academic year. After 2016-17, BC will be only admitting students into the master of science in athletic training program.

Admissions Standards

Admission to the athletic training major is regardless of sex, race, color, national or ethnic origin or disability. Only applicants who have met the minimum requirements established below will be considered for a position. The admission process will be competitive for limited positions. Admission packets may be requested from the director of the athletic training program.

  • Understand and sign the Technical Standards Form for the athletic training program.
  • A complete application—submitted before January 15 of the application year.
  • Three letters of reference—stipulating academic and leadership potential and overall character of the applicant—from the faculty at Bridgewater College.
  • Completion of a minimum of 200 “pre-placement” hours with intercollegiate athletics at Bridgewater College. These hours are used to familiarize the student with the athletic training profession and the practical requirements of the program.
  • Successful academic performance resulting in a minimum cumulative GPA of 2.5.
  • Successful completion of
    Survey course in athletic training. Introduces the student to prevention of injuries emergency care general medical conditions and administration.

    Unit(s): 3
    ,
    Exploration of basic nutritional requirements for active individuals and the relationship of proper nutrition to increased health and human performance. Topics include how nutrients (e.g. carbohydrates proteins) can influence exercise performance appropriate ways to manage weight and evaluation of the role of ergogenic aids in human performance.

    Unit(s): 3
    and
    Introduction to the structure and function of the human body examining the skeletal muscular circulatory nervous digestive respiratory urinary and reproductive systems. Lecture focuses on topics of physiologyfunction histology and their relation to anatomical structure while the lab focuses on descriptive anatomy. Three lectures and one lab per week. Prerequisites BIOL 110 or permission of instructor 2016 Summer Session I Begins 5-23-16

    Unit(s): 4
    (final grade of C or above).
  • Self-direction essay (500 words or more).
  • All students meeting established minimum requirements will be interviewed by the Curriculum Admission Committee.

The Curriculum Admission Committee will interview and rank candidates based on objective criteria. Admission will not exceed a ratio of more than eight students per licensed athletic trainer. Letters of admission will be sent to applicants prior to February 1.

Transfer Students

A student who has attended another accredited college or university and is in good standing may apply for admission to Bridgewater College. One who has attended an accredited two-year college may transfer as many as 68 credits in courses comparable to those offered at Bridgewater College. Transfer students applying for admission to B.C. must have a cumulative grade point average of 2.0 or above and be in good standing at the college they are attending. A transfer student applying for admission into the Bridgewater College Athletic Training Program must have a minimum of a 2.5 cumulative grade point average and must have completed the aforementioned admissions standards (Technical Standards Form,

Exploration of basic nutritional requirements for active individuals and the relationship of proper nutrition to increased health and human performance. Topics include how nutrients (e.g. carbohydrates proteins) can influence exercise performance appropriate ways to manage weight and evaluation of the role of ergogenic aids in human performance.

Unit(s): 3
,
Survey course in athletic training. Introduces the student to prevention of injuries emergency care general medical conditions and administration.

Unit(s): 3
,
Introduction to the structure and function of the human body examining the skeletal muscular circulatory nervous digestive respiratory urinary and reproductive systems. Lecture focuses on topics of physiologyfunction histology and their relation to anatomical structure while the lab focuses on descriptive anatomy. Three lectures and one lab per week. Prerequisites BIOL 110 or permission of instructor 2016 Summer Session I Begins 5-23-16

Unit(s): 4
observational hours, essay, application and interview). No student will be admitted into the program without successful completion of the pre-placement phase. Credentials collected for admission include all of those that are required for first-time entering students as well as a Dean’s Reference Form and an official transcript from each institution of higher learning attended since completion of the secondary program. Transcripts will be evaluated by the registrar on a course-by-course basis. Credit will be awarded only for those courses that a grade of C or above has been earned. The only course that may be transferred in within the athletic training major is
Introduction to the physiology of the human body including the physiology of enzymes and membranes tissue physiology (nervous muscular) and a detailed survey of the physiology of the major organ systems. Three lectures and one lab per week. Prerequisites BIOL 111 or BIOL 110 and 305 Credit may not be received for both BIOL 311 and 314

Unit(s): 4
. All other courses for this major must be taken at Bridgewater College. Other general education requirements may be transferred based on the above criteria.

Graduation Requirements

  1. Complete a minimum of 123 credit hours with a minimum of 48 credit hours chosen from junior- and senior-level courses.
  2. Complete general education requirements for the respective degree.
  3. Complete course requirements for the major.
  4. Earn a minimum cumulative GPA of 2.0 and a minimum GPA of 2.0 in courses required for the major.
  5. Complete a minimum of 33 credit hours with 30 of the last 33 credit hours of academic work in residence at Bridgewater College or at a College-approved study abroad program. In addition, complete at least 9 credit hours of the major at Bridgewater College.

Following successful completion of this program, a student will be eligible to sit for the Board of Certification (BOC) exam.

Additional Requirements for Athletic Training

  • There are additional requirements for program progression and retention identified in the Athletic Training Program Student Manual. Please contact the department of health and human sciences for a copy of this manual.
  • All students admitted to the professional phase of the program are required to attend pre-season training as early as August 1 each year.
  • Students admitted to the professional phase of the program may be required to complete their clinical affiliations during normal college breaks, e.g. spring break and holidays.
  • Additional fees for the program are announced in the athletic training student handbook and may include things such as the cost for class books, laboratories, clinical affiliations, criminal background check, medical examinations, CPR/AED/First Aid certification and clinical uniforms.
  • Students admitted to the professional phase of the program and enrolled in clinical affiliation courses may need to travel to off-site locations for their clinical experience.

Family and Consumer Sciences Major

Advising Templates

Students must complete 21 credits of core courses and 18 credits from one of the two tracks (Human Development and Family Studies or Family and Consumer Sciences Education). Consists of 39 credit hours distributed as follows:

Core Courses (21 credits)

An introduction to the history of Family andConsumer Sciences with consideration of familystrengths and weaknesses and internal dynamics offamilies. Emphasis placed on knowledge of the useof critical science and creative skills toaddress problems in diverse family community andwork environments. Exploration of the field ofFamily and Consumer Sciences career planning andknowledge of occupational skill development.

Unit(s): 3

Students will examine family and interpersonalrelationships from a variety of theoretical andconceptual frameworks to gain an understanding ofthe changes in society relative to marriage andfamily. Students will engage in criticalexamination of issues related to families workand their interrelationships. Using familyscience theories students will consider thecontextual factors that influence the family.Emphasis placed upon the reciprocal impacts ofrelationships within the family and a personsrelationships to individuals and society. Thiscourse focuses on family as a basic socialinstitution the various theoretical perspectiveson the family and provides an overview ofcurrent social scientific research on the family. The history structure and functions of thefamily will be addressed as will topics such asdating cohabitation marriage parenting familyviolence and divorce. Corequisites
Taught in the style of a seminar a small groupof students learn thinking skills throughdiscussion debate peer review andbrainstorming. Context varies from section tosection. Incoming students rank topic preferencesand then are assigned to a section. Focusesspecifically on two key areas of personaldevelopment (1) intellectual growth isstimulated through systematic criticalquestioning and (2) a sense of communityinvolvement and responsibility is developedthrough classroom group work collaborativelearning and a class community engagementproject. The course also contains success skillexercises and college orientation informationincluding an introduction to the portfolioprogram.General education master core skills2017 Fall Semester TopicsPDP-150-01 A Mans Man and a Womans WomanPDP-150-02 The Power of Physical Activity andSportPDP-150-03 Human Behavior in a Computational AgePDP-150-04 Strange IdeasPDP-150-05 After the ScourgePDP-150-06 Swimming in a sea of misinformationPDP-150-07 A Mans Man and a Womans WomanPDP-150-08 Creativity in the Arts SciencesBusiness Sports... in LifePDP-150-09 How to Rock the BoatPDP-150-10 Superhero NarrativesPDP-150-11 Dog is My Co-PilotPDP-150-12 Leadership and the Art of DecisionPDP-150-13 Free PlayPDP-150-14 Knowledge The Only FrontierPDP-150-15 Music Sweet Music PDP-150-16 The Fine Line between Glory & GuiltPDP-150-17 The Souls of Black Folk CriticalReadings By and About African Americans in the20th and 21st CenturiesPDP-150-18 Whos Sorry Now Thinking ThroughApologies Made on the Public StagePDP-150-19 Chickens Chickens ChickensPDP-150-20 The Narnian The Life and Imaginationof C.S. LewisPDP-150-21 Liberal Arts of the Living DeadPDP-150-22 Liberal Arts of the Living DeadPDP-150-23 Human Behavior in a Computational AgePDP-150-24 Latino USAPDP-150-25 Tweet Friend Pin Social Media &You as a 21st Century CitizenPDP-150-26 The Power of Physical Activity andSportPDP-150-29 Free PlayPDP-150-30 Media Narratives Spinning the Truth

Unit(s): 3
or
An introduction to the academic community ofBridgewater College to the liberal arts and tothe skills of critical thinking and reflectivewriting specifically designed for transferstudents. Transfer students will explore theunique challenges of integrating into a liberalarts educational environment and will begin theprocess of documenting their experiences andgrowth in the four dimensions of personaldevelopment intellectual growth and discoverycitizenship and community responsibility ethicaland spiritual growth and emotional maturationandphysical health.general education 2014 master core skills

Unit(s): 3
General Education social sciences

Unit(s): 3

Examine issues related to physical cognitive andsocio-emotional development of the child fromconception through early adolescence. Studentswill develop theoretical and practical knowledgeof child development concepts. Provisions aremade for observing and working with preschoolchildren.Prerequisite junior standing

Unit(s): 4

Developmental changes of individuals in familiesthroughout the adolescent years into emergingadulthood. Emphasis placed on knowledge ofphysical emotional cognitive and socialaspects of development.

Unit(s): 3

Overview of the process of parenting in diversecultural and familial structures. Exploration ofissues related to parenting at various stages ofdevelopment as well as formation of parentinggoals and styles. Emphasis placed on parent-childinteractions through the child rearing years.Provides an emphasis on evidence-based practicesand evaluation of programming.Prerequisites PDP 150 or PDP 350 Experiential learning

Unit(s): 3

Examines issues related to management process andits significance on the quality of lifeexperienced by families with consideration ofvalues goals standards decision making andallocation of resources. Topics includedevelopment and allocation of resources socialenvironment influences life cycle and familystructure influences and consumer issues anddecisions.Prerequisite Junior or senior standing

Unit(s): 3

This capstone course explores special topics inall family and consumer content areas. Specialtopics and problems are developed according tothe individuals specialization and professionalinterests. Students synthesize research in aparticular area of family and consumer sciencesto complete a capstone research project.

Unit(s): 2

Track 1-Human Development and Family Studies (18 credits)

Introduction to research process includingformulating research questions research methodsgeneral statistical evaluation presentationand research ethics.MATH 140 recommended but not required.

Unit(s): 3
 
Examine issues related to geriatrics withemphasis on issues including historicalcultural biological physiologicalpsychological and social contexts. Opportunitiesfor experiential learning in residential andintermediate facilities with appropriateagencies.Prequisite PDP 150 or PDP 350 Experiential learning

Unit(s): 3

Students will develop an understanding of thelegal issues policies and law influencing thewell-being of families. Topics include family andthe law relating to marriage divorce familysupport child custody child protection andrights family planning social serviceseducation the economy religion and publicpolicy as it affects the family including taxcivil rights social security economic supportlaws and regulations.

Unit(s): 3

Critical examination of principles of the generalphilosophy and broad principles of family lifeeducation in conjunction with the ability toplan implement and evaluate such educationalprograms. An understanding of the character andquality of human social conduct and the abilityto critically examine ethical questions andissues as they relate to professional practiceand community concerns and values.

Unit(s): 3

The nature of racial relations and inequalitiesinAmerican society including their historicalorigins and relationship to Western capitalistdevelopment. The ethnic composition ofcontemporary American society impact of legalandillegal immigration patterns dynamics of modernstructures and institutions the Civil RightsMovement inter-ethnic conflicts and attitudesmulticulturalism and status of affirmative actionare analyzed in the context of national andglobal social change.Prerequisite PDP 150 or PDP 350 and SOC 101General education global dynamics

Unit(s): 3

-or-
An introduction to the theories and concepts inthe interdisciplinary field of cultural studieswith special emphasis on the political economyand identity politics of contemporary Americancollege campuses.Prerequisites PDP-150 or PDP-350

Unit(s): 3

-or-
Theoretical and practical survey of interculturalcommunication processes. Examines intrapersonalinterpersonal organizational and mass mediadimensions of intercultural communication. Thecourse specifically focuses on the distinctivecultural behaviors expectations values andpower dynamics that affect our abilities tocommunicate effectively and people from diversecultures.Prerequisite PDP 150 or PDP 350General Education global dynamicsAlternate years offered 2017-2018

Unit(s): 3

One additional FCS course based on career goals

Track 2-Family and Consumer Sciences Education (18 credits) 

Basic nutrition concepts nutrition needsthroughout the life cycle and current nutritionissues.

Unit(s): 3

Investigation of the scientific principlesinvolved in basic cookery with emphasis onquality characteristics and product evaluation.Structure composition and nutritive value offoods are studied as well as food selectionstorage preparation processing and mealmanagement techniques. Food safety and anecological approach to food selection andpreparation is emphasized. Instruction requirestwo class meetings per week and one three-hourlab.

Unit(s): 3

Examine the management of the decision-makingprocesses related to housing furnishings andequipment for individuals and families withattention given to special needs and thediversity of individuals.

Unit(s): 3

Emphasis on factors influencing fashion includingthe sociological psychological and physiologicalaspects of clothing and basic construction ofclothing.

Unit(s): 3

Instructional practice management and evaluationappropriate for the secondary Family and ConsumerSciences classroom. Laws governing vocationaleducation its management and guidance and itsrelationship to state and national programs isconsidered. Emphasis on organizing andimplementing a FCCLA program into classroominstruction.Alternate years offered 2015-2016

Unit(s): 3

Principles of economic systems in relation tostandards in selection of goods and services andsources of reliable consumer information.Prerequisite ECON 200 or ECON 210 or permissionof instructor

Unit(s): 3

For students wishing to pursue Teacher Education endorsement, admission to the Teacher Education Program (TEP) is required. The following TEP requirements apply:

Secondary (6-12) Education Licensure 

  • Education course requirements for teacher candidates must be completed (EDUC 140, 200, 215, 334, 372, 380X, 412 and 470 in 6-12 classroom).
  • Must complete Praxis II in Family and Consumer Sciences content area.

Health and Exercise Science Major

Advising Templates

Consists of 48 credit hours in the following courses:

Introduction to the biological sciences coveringbiological chemistry celltissue structure andfunction genetics and microevolution. Intendedfor biology health and human sciences andenvironmental science majors. Three lectures andone lab per week.Corequisites
Real numbers exponents radicals and algebraicoperations with polynomial and rationalfunctions.Solving equations and graphing expressionsinvolving polynomial and rational functions andexponential and logarithmic functions.Credit may not be received for both MATH 118 and110.General education master core skill2017 Summer Session I offered as an online course

Unit(s): 3
or
This course is designed to provide development ofbasic computational skills and introductoryalgebra concepts like solutions of singlevariable equations. It will also cover someintroductory statistics and probability concepts.Problem solving will be emphasized. The coursewill contain at least one project that requiresstudents to make extensive use of spreadsheetsoftware like Excel.General Education Master Core Skill

Unit(s): 3
Biology and environmental science majors shouldtake
Real numbers exponents radicals and algebraicoperations with polynomial and rationalfunctions.Solving equations and graphing expressionsinvolving polynomial and rational functions andexponential and logarithmic functions.Credit may not be received for both MATH 118 and110.General education master core skill2017 Summer Session I offered as an online course

Unit(s): 3
. Other students should consultwith their advisor about which course to take. General Education natural and physical sciences

Unit(s): 4

Exploration of contemporary issues in the fieldof health and exercise science including exposuretoa variety of career opportunities some of whichinclude athletic training exercise physiologyfitness physical therapy occupational therapyand recreation.

Unit(s): 3

Exploration of basic nutritional requirements foractive individuals and the relationship of propernutrition to increased health and humanperformance. Topics include how nutrients (e.g.carbohydrates proteins) can influence exerciseperformance appropriate ways to manage weightand evaluation of the role of ergogenic aids inhuman performance.

Unit(s): 3

Introduction to the structure and function of thehuman body examining the skeletal muscularcirculatory nervous digestive respiratoryurinary and reproductive systems. Lecture focuseson topics of physiologyfunction histology andtheir relation to anatomical structure while thelab focuses on descriptive anatomy. Threelectures and one lab per week.Prerequisites BIOL 110 or permissionof instructor2016 Summer Session I Begins 5-23-16

Unit(s): 4

Introduction to the physiology of the human bodyincluding the physiology of enzymes andmembranes tissue physiology (nervous muscular)and a detailed survey of the physiology of themajor organ systems. Three lectures and one labper week.Prerequisites BIOL 111 or BIOL 110 and 305Credit may not be received for both BIOL 311 and314

Unit(s): 4

Examination of the function of the humanmusculoskeletal system. Selected musculoskeletalstructures and their functions as well asanalysis of movements as they relate to physicalactivity exercise and sport.Prerequisites BIOL 305 or ES 318

Unit(s): 3

Examination of the multiple determinants ofhealth and wellness from a personal and communityperspective. Through service-based learningexperiences students critically analyzeindividual social and environmental factors thatinfluence health. This course requires studentsto spend time off-campus serving at communityagencies in order to successfully fulfill courserequirements.Prerequisites PDP 150 or PDP 350 ENG 110 andES-230 or permission of the instructorExperiential learning and writing intensive

Unit(s): 3

Basic physiological concepts of the nervousmuscular and energy systems including theeffect of exercise on such functions ascirculation respiration and temperatureregulation.Prerequisites BIOL 305 or ES 318

Unit(s): 3

ES/
Concepts of administration such as devisingpolicy and procedures record-keeping budgetingfacility design risk management and productivitystandards for healthcare professionals.

Unit(s): 3

-or-
Examination of standards and policies in theorganization supervision and administration ofhealth exercise science and athletics on allschool levels and in all phases of the program.

Unit(s): 3

ES/
Examination of the mental healthbenefits of exercise as well as motivationalfactors involved in exercise and the manyvariables that influence exercise behavior (e.g.stress emotional states anxiety anddepression). Additionally this course exploresthe psychological antecedents and consequences ofinjury and illness.

Unit(s): 3

Capstone experience integrating the core learnedin major level courses through readings classdiscussions and projects. Additionally skillapplication occurs by completing 75 hours ofcompetency-based work in an environment relevantto the discipline and reflecting upon thisexperience in light of their knowledge and skilldevelopment.Prerequisites senior Health and Exercise Sciencemajors or permission of instructor

Unit(s): 3

-or-
First of two seminar courses integrating avariety of concepts within the athletic trainingfield. This course includes a focus on exercisefitness nutrition and pharmacology. This courseincorporates a number of speaking engagementsfrom professionals in a variety of health carefields. Some of the course requirements areconducted outside of scheduled course meetingtimes and may require travel to off-campus sites.

Unit(s): 3

And 12 additional credit hours from the following courses:

In-depth exploration of the structure andfunction of the skeletal and muscular systems ofthe body. An emphasis is placed on theinterrelated functions of these systems withother body systems and the impact that age and avariety of pathologies have on them.

Unit(s): 3

Introduces a variety of business principles andpractices as a foundation for students majoringinBusiness Administration and for non-businessmajors interested in acquiring basicunderstanding of the business world. Addressesaspects of leadership and personal assessment anddevelopment through a semester-long business planproject helping students to assess theirinterest in and aptitude for various businessdisciplines.2017 Summer Session II offered as an onlinecourse

Unit(s): 3

Explores the principles and practices of howgoods servicesand ideas are developed and distributed in orderto satisfy individual and organization needswants and objectives.Emphasis is placed on the micro-marketingperspectives including product price promotionand place.Prerequisites BUS 120 and COMM 100 orpermission of instructor ECON 210 recommendedbut not required

Unit(s): 3

Overview of the functional groups and reactivityof organic molecules using biological examples.Three hours of lecture and one two-hour lab perweek.Prerequisites CHEM 125 or 162Credit may not be received for both CHEM 250 and305

Unit(s): 4

Examines the role of news advocacyscientific analysis decision and policy makingrisk perception and other factorsin the communication of issues related toscience environment and health. Providesstudents with rich theoretical backgroundcritical understanding and practical skills toproduce investigate and critique communicationprocesses related to the topics. Students in thiscourse are required to conduct field work andoriginal research write and publish news andanalytical articles.Alternate years offered 2016-2017

Unit(s): 3

Introduction to research process includingformulating research questions research methodsgeneral statistical evaluation presentationand research ethics.MATH 140 recommended but not required.

Unit(s): 3

A first aidCPRAED course that provides basicand instructor level knowledge and skills neededto give immediate care to an injured or illperson. The course helps students recognize andrespond appropriately to cardiac breathing andfirst aid emergencies. The first aidCPRAEDprogram in this course offer a variety ofcombination to meet the various training needs ofa diverse audience.

Unit(s): 3

-or-
Fundamentals of administering first aid in allitsaspects with attention to the prevention andtreatment of athletic injuries. Emphasis ongeneral safety procedures surrounding activitiesof school college and community environments.Estimated Extra Cost 2015 Interterm 125

Unit(s): 3

Practical experience in evaluation of physicalfitness and its application to the implementationof safe and effective exercise training programs.

Unit(s): 3

Administration of school health and exercisescience programs including health instructionenvironmental services and curriculum content.Methods and materials used in teaching health andexercise science as well as experiences in unitstructure and application are covered. Prerequisites ES 300WX and EDUC 215

Unit(s): 3

Preparation in scientifically sound principles ofconditioning in professional settings includingin-depth study of strength training speeddevelopment cardiovascular training flexibilitytraining and exercise program design. Principlesand concepts derived from physiology psychologyanatomy and kinesiology are practically applied.Application of principles of training to allpopulations including those with special needsand athletes.Prerequisites ES 320

Unit(s): 3

Examination of human movement from theperspectivesof motor learning motor development and motorcontrol. The basic psychological learningprinciples and theories apply to the acquisitionof motor skills and factors which may influenceskill learning are identified as is physicalgrowth and development as related to motorperformance across the lifespan.

Unit(s): 3

Examination of the theoretical basesof treatment goals appropriate therapeuticmodality selection application and assessmentof the treatment response that is required forthesuccessful integration of therapeutic modalitiesinto the athletic training practice.Identification of theoretical foundations(physiology physics and safety) for appropriatedecision-making in the selection of theappropriate therapeutic modality includingappropriate psychomotor skillsfor pre-treatment assessment treatment set-upmodality application and assessment of treatmentresponse and appropriate documentation.Prerequisites ES 351 or permission of instructor

Unit(s): 4

Development of rehabilitation programs for individuals recovering from injury. Uponidentification of theoretical and practicalapproach for the design of rehabilitationprotocols and the use of available rehabilitationequipment includingspecific parameters for providing exercise andrehabilitation recommendations for peopleencountering special disease illness or injurystates.Prerequisites ES 351 or permission of instructor

Unit(s): 4

Examination of the field of Adapted PhysicalEducation. Exposure to recreational needs andcapabilities of people with disabilities isprovided. Practical experience in working withthe special populations as well as orientation towheelchair sports. Off campus laboratoryexperience required.

Unit(s): 3

Development of community based interventionstrategies to modify health risk behaviors withemphasis on theoretical foundations andcomprehensive program planning strategies.

Unit(s): 3

This course is meant to be a practicalapplication of the material covered in ES 427Health Promotion and Wellness. Students who havepreviously completed ES 427 will then implementthe health program they developed and dopreliminary measurements on its effectiveness.These interventions strategies will becommunity-focused to achieve behavioral changesin at-risk populations.Prerequisites ES 427

Unit(s): 3

Upon approval of the Department and the VicePresident and Dean of Academic Affairs a studentwith a cumulative grade point average of 2.20 orbetter may engage in an independent study orresearch project. One desiring to pursueindependent study or research must submit awritten description of the proposed work to thechair of the appropriate department and to theVice President and Dean for Academic Affairs bythe first day of the semester in which the studyis to be conducted. At the end of the semesterthe supervising professor files with the Registrara grade for the student and a description of thework accomplished. Credit may be received for notmore than three independent studies or researchprojects.

Unit(s): 3

-or-
An Honors Project is one in which a studentresearches a subject by examination of relevantliterature or by experimentation or both thestudent reports the results in an accuratelydocumented and well-written paper or appropriaterepresentation of the work. Whenever the studydeals with the subject of an established coursethe student is expected to go well beyond theusual work of the course in research and inassimilation of the results as revealed in thereport. Juniors and seniors with a cumulativegrade point average of 3.40 or above may registerfor an Honors Project. One desiring to pursue anHonors Project must submit a written descriptionof his or her proposed work to the chair of theappropriate department and to the Vice Presidentand Dean for Academic Affairs by the first day ofthe semester in which the study is to beconducted. At the conclusion of the HonorsProject the supervising professor files with theRegistrar a grade for the student and adescription of the work accomplished and withtheLibrary Director a copy of the written paper orappropriate representation of the work. It isthestudents responsibility to provide the materialsfor the library in compliance with specificationsapproved by the Council on Education. TheLibraryDirector arranges for binding and storage.

Unit(s): 3

Basic nutrition concepts nutrition needsthroughout the life cycle and current nutritionissues.

Unit(s): 3

Examine issues related to geriatrics withemphasis on issues including historicalcultural biological physiologicalpsychological and social contexts. Opportunitiesfor experiential learning in residential andintermediate facilities with appropriateagencies.Prequisite PDP 150 or PDP 350 Experiential learning

Unit(s): 3

A study of the effects of nutrition on the wellbeing of the athlete and the relationship of goodnutrition to optimum performance.Prerequisite FCS 240

Unit(s): 3

Basic descriptive statistics probabilityhypothesis testing correlation and regression.Statistical computer software is used to analyzedata.Prerequisites MATH 118 MATH 110 MATH 115 orsatisfactory performance on placement test

Unit(s): 3

Pressing issues confronting professionals in atechnological era. Utilizing the insights ofphilosophical and religious ethics the courseexamines the responsibilities of the professionalperson in business medicine law education theministry and other fields. Problems consideredinclude confidentiality accountabilitywhistleblowing governmental regulation andethical codes.Prerequisites PDP 150 or PDP 350 ENG 110 andjunior or senior standingGeneral Education philosophy or religionEthical Reasoning Course

Unit(s): 3

-or-
Confronts a number of modernscientific and ethical problems includingabortion genetic testing genetically modifiedplants and animals stem cells gene therapyresearch on humans and physician-assistedsuicide. Biology and biotechnology often confoundour notions of right and wrong and what ethicalbehavior is.Prerequisites PDP 150 or PDP 350 and ENG 110General Education philosophy or religion andEthical Reasoning Alternate years offered 2017-2018

Unit(s): 3

Empirical findings related to the descriptionclassification assessment etiology andtreatments of various psychological disorders. Specific disorders examined include anxietydisorders mood disorders substance-relateddisorders personalitydisorders and schizophrenia. An importantemphasis is understanding the impact ofmental illness on individuals and their familyand friends.Prerequisite PSY 101 or SOC 101 or permissionof instructor

Unit(s): 3

Surveys historical approaches basic issuesrecent research and current theoreticalperspectives in developmental psychology.Emphasis on describing and explaining the changesthat characterize physicalperceptual cognitive social and emotionaldevelopment across the lifespan.Prerequisite PSY 101 or permission of instructor

Unit(s): 3

This major introduces students to the sub-disciplines of health and exercise science, providing students with a sound preparation upon which to develop a career or to pursue graduate study in the discipline.

Health and Physical Education Major

For the student pursuing a career in teaching health and/or physical education. Consists of 51 credit hours. Separate admission to the Teacher Education Program (TEP) is a requirement for anyone wishing to graduate with a major in health and physical education.

Advising template for Health and Physical Education

Consists of 51 credit hours in the following courses:

Survey exploration for freshman and sophomoresinterested in the Health and Physical Educationmajor. Observational experiences in each level ofphysical education teaching. Concepts includephilosophy of physical education behaviormanagement establishing a positive learningenvironment advocacy and differentiatinginstruction. Two days each week in the classroomand three days each week in the field.

Unit(s): 3

Introduces students to the fundamental skills andconcepts involved in team sports. Through atactical games approach students will developskill technique and tactical awareness tosuccessfully participate in a variety of teamsports including but not limited to basketballsoccer and volleyball.

Unit(s): 3

Exploration of basic nutritional requirements foractive individuals and the relationship of propernutrition to increased health and humanperformance. Topics include how nutrients (e.g.carbohydrates proteins) can influence exerciseperformance appropriate ways to manage weightand evaluation of the role of ergogenic aids inhuman performance.

Unit(s): 3

This is a survey course which examines a varietyof personal and community health and wellnesstopics. Students will gain the content knowledgeand understanding of health topics and develophealth literacy skills that will prepare them toteach school health aligned with the NationalHealth Education Standards and the VirginiaStandards of Learning.

Unit(s): 3

Performance and teaching techniques forgymnastics rhythms dance cooperativeactivities and outdoor education with a focuson pedagogical issues.Prerequisites ES 235 or permission of instructor

Unit(s): 3

Introduction to human structures andphysiological systems which are fundamental tohuman activity. Systems covered includemusculoskeletal respiratory cardiovascular andnervous with particular attention to theintegration of function across systems. Studentsneeding a laboratory-based course should takeBIOL 305 Introduction to Human Anatomy and BIOL314 Human Physiology as an alternative.

Unit(s): 3

Examination of the function of the humanmusculoskeletal system. Selected musculoskeletalstructures and their functions as well asanalysis of movements as they relate to physicalactivity exercise and sport.Prerequisites BIOL 305 or ES 318

Unit(s): 3

Basic physiological concepts of the nervousmuscular and energy systems including theeffect of exercise on such functions ascirculation respiration and temperatureregulation.Prerequisites BIOL 305 or ES 318

Unit(s): 3

Administration of school health and exercisescience programs including health instructionenvironmental services and curriculum content.Methods and materials used in teaching health andexercise science as well as experiences in unitstructure and application are covered. Prerequisites ES 300WX and EDUC 215

Unit(s): 3

Examination of human movement from theperspectivesof motor learning motor development and motorcontrol. The basic psychological learningprinciples and theories apply to the acquisitionof motor skills and factors which may influenceskill learning are identified as is physicalgrowth and development as related to motorperformance across the lifespan.

Unit(s): 3

Preparation for future health and physicaleducation teachers to construct and identifyvarious forms of authentic and traditionalassessments in the secondary PE setting. Includes the use of technology to gather andrecord data enhance learning and enhancepersonal productivity in the physical activitysetting.Prerequisites Admission to Teacher EducationProgramCorequisite ES 370

Unit(s): 3
*
Introduction to the role psychology plays inphysical education and sport settings.Exploration of how psychological factors (e.g.personality achievement motivation anxiety) caninfluence participation in physical activity andmotor performance how the structure of sport andphysical education programs influencepsychological development and how teachingmental skills (e.g. arousal regulation goalsetting visualization) may enhance motorperformance in physical education and sport.Prerequisites
Taught in the style of a seminar a small groupof students learn thinking skills throughdiscussion debate peer review andbrainstorming. Context varies from section tosection. Incoming students rank topic preferencesand then are assigned to a section. Focusesspecifically on two key areas of personaldevelopment (1) intellectual growth isstimulated through systematic criticalquestioning and (2) a sense of communityinvolvement and responsibility is developedthrough classroom group work collaborativelearning and a class community engagementproject. The course also contains success skillexercises and college orientation informationincluding an introduction to the portfolioprogram.General education master core skills2017 Fall Semester TopicsPDP-150-01 A Mans Man and a Womans WomanPDP-150-02 The Power of Physical Activity andSportPDP-150-03 Human Behavior in a Computational AgePDP-150-04 Strange IdeasPDP-150-05 After the ScourgePDP-150-06 Swimming in a sea of misinformationPDP-150-07 A Mans Man and a Womans WomanPDP-150-08 Creativity in the Arts SciencesBusiness Sports... in LifePDP-150-09 How to Rock the BoatPDP-150-10 Superhero NarrativesPDP-150-11 Dog is My Co-PilotPDP-150-12 Leadership and the Art of DecisionPDP-150-13 Free PlayPDP-150-14 Knowledge The Only FrontierPDP-150-15 Music Sweet Music PDP-150-16 The Fine Line between Glory & GuiltPDP-150-17 The Souls of Black Folk CriticalReadings By and About African Americans in the20th and 21st CenturiesPDP-150-18 Whos Sorry Now Thinking ThroughApologies Made on the Public StagePDP-150-19 Chickens Chickens ChickensPDP-150-20 The Narnian The Life and Imaginationof C.S. LewisPDP-150-21 Liberal Arts of the Living DeadPDP-150-22 Liberal Arts of the Living DeadPDP-150-23 Human Behavior in a Computational AgePDP-150-24 Latino USAPDP-150-25 Tweet Friend Pin Social Media &You as a 21st Century CitizenPDP-150-26 The Power of Physical Activity andSportPDP-150-29 Free PlayPDP-150-30 Media Narratives Spinning the Truth

Unit(s): 3
or
An introduction to the academic community ofBridgewater College to the liberal arts and tothe skills of critical thinking and reflectivewriting specifically designed for transferstudents. Transfer students will explore theunique challenges of integrating into a liberalarts educational environment and will begin theprocess of documenting their experiences andgrowth in the four dimensions of personaldevelopment intellectual growth and discoverycitizenship and community responsibility ethicaland spiritual growth and emotional maturationandphysical health.general education 2014 master core skills

Unit(s): 3
ENG 110Writing intensive

Unit(s): 3

Preparation for the physical educator to teachlifetime physical activity at the secondarylevel. Curriculum development unit and lesson planningand effective instructional strategies andtechniques will be explored and applied throughpeer teaching and practical field experience. Prerequisites EDUC 215 and ES 235

Unit(s): 3
*
Examination of the field of Adapted PhysicalEducation. Exposure to recreational needs andcapabilities of people with disabilities isprovided. Practical experience in working withthe special populations as well as orientation towheelchair sports. Off campus laboratoryexperience required.

Unit(s): 3

Preparation for future health and physicaleducation teachers to apply principles of classmanagement assessment unit and lesson planningand instructional techniques as part of adevelopmentally appropriate elementary physicaleducation program. Peer teaching a providesstudents with practical experience. Prerequisites EDUC 401

Unit(s): 3
*
Twenty-hour field experience in local schools andpreschool program. Reports reflections andjournal entries required. Students will gainexperience in observations assessment andteaching in the PE setting.Prerequisites Admission to Teacher EducationProgramCorequisite ES 426

Unit(s): 1
*
Development of community based interventionstrategies to modify health risk behaviors withemphasis on theoretical foundations andcomprehensive program planning strategies.

Unit(s): 3

2017 Fall Semester Begins 8-30-17 First TenWeeks

Unit(s): 1

2018 Spring Semester MW Begins 2-12-18 TRBegins 2-13-18 Last Ten Weeks

Unit(s): 1

2017 Fall Semester Begins 8-29-17 First TenWeeks2018 Spring Semester Section 01 Begins 1-9-18 First Ten WeeksSection 02 Begins 1-8-18 First Ten WeeksSection 03 Begins 2-13-18 Last Ten Weeks

Unit(s): 1

In addition to the major, the following courses are required for licensure/certification:

Helps candidates explore the career of teaching.Emphasis on the historical sociological andpedagogical foundations of American publiceducation as well as culturally responsivepedagogy with academically culturally andlinguistically diverse populations. IntroducesInTASC standards and provides information aboutlocal state and national requirements of theteaching profession.

Unit(s): 3

Surveys principles of development learning andevaluation as they relate to learnerseducational growth. The study of the physicalsocial emotional and intellectual development ofthe learner focuses on how this developmentrelates to pedagogy motivation classroommanagement and assessment.

Unit(s): 3

Explores cultural linguistic and academicdiversity with an introduction to multiculturaleducation. Introduction to appropriate andeffective strategies for instructing thesediverse learners in inclusive classroom settings.Includes a minimum 10 hours of field experience.Successful field experience is necessary for apassing grade in the class.Prerequisites minimum 2.5 GPA application tothe TEP have taken Praxis Core Academic Skillsfor Educators Tests Mathematics have taken orregistered for the Virginia Communication andLiteracy Assessment (VCLA) Sophomore standing.

Unit(s): 4
*
Helps secondary education candidates describe anddevelop effective content literacy strategies foracademically culturally and linguisticallydiverse 6-12 students. Candidates use theircontent area curriculum to enhance literacydevelopment including vocabulary developmentliteral interpretive critical and evaluativecomprehension critical thinking writingstrategies and listening and speaking skills.Includes minimum 20 hours of field experience.Successful field experience is necessary for apassing grade in the class.Prerequisites admission to the TEP and juniorstanding

Unit(s): 3
*
Effective and efficient management of time spaceand resources including lessons and classroombehaviors are examined as a means of promotinglearning. Candidates develop a management planthat is inclusive respectful and based uponcurrent theory and practice. Effectiveorganization and communication techniques arestressed. Includes a minimum of 20 hours fieldexperience in 6-12 classroom (or in a classroomof the licensure.) Successful field experience isnecessary for a passing grade in the class.Prerequisites admission to the TEP

Unit(s): 4
*
Three-week full-day field practicum takenimmediately before student teaching. Candidatesteach in a grade-level range different from theirstudent teaching placement but within theirrange of licensure and certification. Candidatesteach a minimum of two times participates in allprofessional activities of their classroomcooperating teacher and engage in reflectiveseminars back on campus or through onlinedelivery.Prerequisites
Taught in the style of a seminar a small groupof students learn thinking skills throughdiscussion debate peer review andbrainstorming. Context varies from section tosection. Incoming students rank topic preferencesand then are assigned to a section. Focusesspecifically on two key areas of personaldevelopment (1) intellectual growth isstimulated through systematic criticalquestioning and (2) a sense of communityinvolvement and responsibility is developedthrough classroom group work collaborativelearning and a class community engagementproject. The course also contains success skillexercises and college orientation informationincluding an introduction to the portfolioprogram.General education master core skills2017 Fall Semester TopicsPDP-150-01 A Mans Man and a Womans WomanPDP-150-02 The Power of Physical Activity andSportPDP-150-03 Human Behavior in a Computational AgePDP-150-04 Strange IdeasPDP-150-05 After the ScourgePDP-150-06 Swimming in a sea of misinformationPDP-150-07 A Mans Man and a Womans WomanPDP-150-08 Creativity in the Arts SciencesBusiness Sports... in LifePDP-150-09 How to Rock the BoatPDP-150-10 Superhero NarrativesPDP-150-11 Dog is My Co-PilotPDP-150-12 Leadership and the Art of DecisionPDP-150-13 Free PlayPDP-150-14 Knowledge The Only FrontierPDP-150-15 Music Sweet Music PDP-150-16 The Fine Line between Glory & GuiltPDP-150-17 The Souls of Black Folk CriticalReadings By and About African Americans in the20th and 21st CenturiesPDP-150-18 Whos Sorry Now Thinking ThroughApologies Made on the Public StagePDP-150-19 Chickens Chickens ChickensPDP-150-20 The Narnian The Life and Imaginationof C.S. LewisPDP-150-21 Liberal Arts of the Living DeadPDP-150-22 Liberal Arts of the Living DeadPDP-150-23 Human Behavior in a Computational AgePDP-150-24 Latino USAPDP-150-25 Tweet Friend Pin Social Media &You as a 21st Century CitizenPDP-150-26 The Power of Physical Activity andSportPDP-150-29 Free PlayPDP-150-30 Media Narratives Spinning the Truth

Unit(s): 3
350 admission to the TEPsuccessful completion of EDUC 370303 and takenin the Interterm or summer before studentteachingGeneral education Experiential learningNote Those seeking ESL certification take thiscourse the junior year but after having takenEDUC 370-303.2017 Summer Session I Meets May 17 - June 7 2017 Summer Session II Meets August 7 - 25

Unit(s): 3
*
EDUC-450*
Fifteen-week final field experience involvinginstructional planning observation and teaching.Supervised by the classroom cooperatingteacher and a college supervisor. Students areexpected to assume complete responsibility fortheclassroom during the student teaching experienceand engage in all activities related to teachingin the school community. Prerequisites admission to the Teacher EducationProgram and completion of all coursework in theTeacher Education Program Corequisite EDUC 450

Unit(s): 13
*

*Courses only offered to students accepted into the Teacher Education Program

Students wishing to pursue this major should declare their intentions early in their academic career due to the significant course loads required to graduate in four years and the need for careful planning and advising.

Nutritional Science Major

Consists of 48 credit hours in the following courses:

BIOL-112

Introduction to the structure and function of thehuman body examining the skeletal muscularcirculatory nervous digestive respiratoryurinary and reproductive systems. Lecture focuseson topics of physiologyfunction histology andtheir relation to anatomical structure while thelab focuses on descriptive anatomy. Threelectures and one lab per week.Prerequisites BIOL 110 or permissionof instructor2016 Summer Session I Begins 5-23-16

Unit(s): 4

Introduction to the physiology of the human bodyincluding the physiology of enzymes andmembranes tissue physiology (nervous muscular)and a detailed survey of the physiology of themajor organ systems. Three lectures and one labper week.Prerequisites BIOL 111 or BIOL 110 and 305Credit may not be received for both BIOL 311 and314

Unit(s): 4

Principles of chemistry including stoichiometrystates of matter atomic and molecular structurechemical bonding periodicity energyrelationships and equilibria acid-basechemistry electrochemistry kineticssolubilitythermodynamics kinetic molecular theory ofgases and the systematic study of families ofelements. Three hours of lecture and onefour-hourlaboratory per week.Prerequisite MATH 110 MATH 115 or MATH 118General Education natural and physicalsciencesCredit may not be received for both CHEM 125 and161

Unit(s): 4

Principles of chemistry including stoichiometrystates of matter atomic and molecular structurechemical bonding periodicity energyrelationships and equilibria acid-basechemistryelectrochemistry kinetics solubilitythermodynamics kinetic molecular theory ofgasesand the systematic study of families of elements.Three hours of lecture and one four-hourlab per week.Prerequisites CHEM 161 or permission of theinstructorGeneral Education natural and physicalsciencesCredit may not be received for both CHEM 125 and161

Unit(s): 4

Overview of the functional groups and reactivityof organic molecules using biological examples.Three hours of lecture and one two-hour lab perweek.Prerequisites CHEM 125 or 162Credit may not be received for both CHEM 250 and305

Unit(s): 4

Examination of the multiple determinants ofhealth and wellness from a personal and communityperspective. Through service-based learningexperiences students critically analyzeindividual social and environmental factors thatinfluence health. This course requires studentsto spend time off-campus serving at communityagencies in order to successfully fulfill courserequirements.Prerequisites PDP 150 or PDP 350 ENG 110 andES-230 or permission of the instructorExperiential learning and writing intensive

Unit(s): 3

Development of community based interventionstrategies to modify health risk behaviors withemphasis on theoretical foundations andcomprehensive program planning strategies.

Unit(s): 3

Basic nutrition concepts nutrition needsthroughout the life cycle and current nutritionissues.

Unit(s): 3

Investigation of the scientific principlesinvolved in basic cookery with emphasis onquality characteristics and product evaluation.Structure composition and nutritive value offoods are studied as well as food selectionstorage preparation processing and mealmanagement techniques. Food safety and anecological approach to food selection andpreparation is emphasized. Instruction requirestwo class meetings per week and one three-hourlab.

Unit(s): 3

Nutritional needs throughout each phase of thelife cycle are emphasized. Instructional deliveryappropriate to each age group is stressed.Prerequisite FCS 240

Unit(s): 3

A study of the effects of nutrition on the wellbeing of the athlete and the relationship of goodnutrition to optimum performance.Prerequisite FCS 240

Unit(s): 3

Study of the health and nutritional concerns andneeds of a community the nutritional servicesavailable to the community preventive nutritionpractices and the process involved inidentifying designing and implementing programsfor the community. Additionally MedicalNutrition Therapy and the Nutrition Care Processis learned and practiced for later developmentduring a practicum or internship. This knowledgeprovides the student with the tools to practicenutrition medical charting in the clinicalsetting with the understanding of various diettherapies.Prerequisite FCS 240

Unit(s): 3

Basic counseling skills and models are outlinedfor students who plan to enter a helpingprofession. Primary focus is placed on currentcounseling techniques and strategies. Helpingskills such as attending reflecting clarifyingempathizing supporting examining feedbackconfronting and facilitating group process aretreated. Goal setting decision makingself-awareness and referral techniques are alsoincluded.Prerequisite SOC 1012015 Fall Semester Estimated Extra Cost 45

Unit(s): 3

Coaching Minor

Graphic of NCACE Logo

The coaching minor program at Bridgewater College seeks to prepare competent and quality coaches, in line with the National Standards for Sport Coaches, who will become reflective and transformational leaders in their sport and communities.

The coaching minor program focuses on combining the science and practice of coaching to help students develop the knowledge and skills to effectively coach as well as understand why certain coaching practices are important to implement. Core to our training of coaches is the development of the whole person as our future coaches are encouraged to develop an athlete-centered philosophy, promote life skill development, and see coaching as teaching student-athletes physical as well as mental skills.

Our curriculum incorporates a learner-centered approach using a variety of instructional strategies to meet students’ varied learning styles and experiences and help students develop the knowledge and skills to be an effective coach. The program also incorporates several practical learning experiences (e.g., case studies, coach observations, micro-teaching) culminating in a coaching practicum where the students apply what they have learned as well as reflect on their own coach development.

To attest to the quality of the program, the coaching minor program has been accredited by the National Committee for Accreditation of Coaching Education (NCACE), making it the first undergraduate program at a private, four-year liberal arts college to be accredited.

Advising template for Coaching Minor

The coaching minor consists of 24 credit hours. The following courses are required:

Introduction to the coaching profession. Examination of areas such as developing an athlete-centered philosophy teaching positive values and facilitating social and emotional growth through sport physical training basics the role of nutrition in athletic performance accurate information about drugs and supplements effective communication skills and motivational techniques organizing practices and creating practice plans and generating program and coach evaluations.

Unit(s): 3

Fundamentals of administering first aid in all its aspects with attention to the prevention and treatment of athletic injuries. Emphasis on general safety procedures surrounding activities of school college and community environments. Estimated Extra Cost 2015 Interterm 125

Unit(s): 3

Practical experience in evaluation of physical fitness and its application to the implementation of safe and effective exercise training programs.

Unit(s): 3

Examination of human movement from the perspectives of motor learning motor development and motor control. The basic psychological learning principles and theories apply to the acquisition of motor skills and factors which may influence skill learning are identified as is physical growth and development as related to motor performance across the lifespan.

Unit(s): 3

Examination of standards and policies in the organization supervision and administration of health exercise science and athletics on all school levels and in all phases of the program.

Unit(s): 3

Introduction to the role psychology plays in physical education and sport settings. Exploration of how psychological factors (e.g. personality achievement motivation anxiety) can influence participation in physical activity and motor performance how the structure of sport and physical education programs influence psychological development and how teaching mental skills (e.g. arousal regulation goal setting visualization) may enhance motor performance in physical education and sport. Prerequisites
Taught in the style of a seminar a small group of students learn thinking skills through discussion debate peer review and brainstorming. Context varies from section to section. Incoming students rank topic preferences and then are assigned to a section. Focuses specifically on two key areas of personal development (1) intellectual growth is stimulated through systematic critical questioning and (2) a sense of community involvement and responsibility is developed through classroom group work collaborative learning and a class community engagement project. The course also contains success skill exercises and college orientation information including an introduction to the portfolio program. General education 2014 master core skills

Unit(s): 3
or
An introduction to the academic community of Bridgewater College to the liberal arts and to the skills of critical thinking and reflective writing specifically designed for transfer students. Transfer students will explore the unique challenges of integrating into a liberal arts educational environment and will begin the process of documenting their experiences and growth in the four dimensions of personal development intellectual growth and discovery citizenship and community responsibility ethical and spiritual growth and emotional maturation and physical health. general education 2014 master core skills

Unit(s): 3
ENG 110 Writing intensive

Unit(s): 3

The course introduces students to the fundamentals of teaching sport skills how to organize and run effective practices and basic strength and conditioning principles to effectively train student-athletes. Organizational methods technological considerations and administrative concerns are also included. Students will also learn the techniques and tactics from basic fundamentals to detailed strategies of a sport as well as gain practical experience with a sport coach. Prerequisite ES 240

Unit(s): 3

Practicum experience within the field of coaching. Students will complete 100 hours of competency-based work in a coaching environment as well as reflect on their experiences as it relates to the knowledge and skill competencies of the National Standards for Sport Coaches. Prerequisites ES 380 and junior standing or permission of instructor

Unit(s): 2

ES activity course

This minor may be taken with any major, including health and physical education or health and exercise science.

Save

Save

Save

Save

Save

Child Development Concentration

For students interested in working with children. Consists of 13 credit hours in the following courses:

Development and analysis of the major types of childrens literature are addressed including picture books poetry fables folktales fantasy realism and historical fiction. Students read and analyze classic examples of each type. Prerequisites PDP 150 or PDP 350 and ENG 110 General Education Literature Writing Intensive

Unit(s): 3

Theory and practice related to what general education teachers need to know as they work with learners who are provided special education services. Emphasis is on implementing IEPs providing accommodation and differentiation and collaborating co-teaching with special educators. Prerequisite EDUC 140 and EDUC 200 or permission of instructor

Unit(s): 3

Overview of the process of parenting in diverse cultural and familial structures. Exploration of issues related to parenting at various stages of development as well as formation of parenting goals and styles. Emphasis placed on parent-child interactions through the child rearing years. Provides an emphasis on evidence-based practices and evaluation of programming. Prerequisites PDP 150 or PDP 350 Experiential learning

Unit(s): 3

Examine issues related to physical cognitive and socio-emotional development of the child from conception through early adolescence. Students will develop theoretical and practical knowledge of child development concepts. Provisions are made for observing and working with preschool children. Prerequisite junior standing

Unit(s): 4

Family Life Education Concentration

For students in any major wishing to work in a community setting as a family life educator. Consists of 15-16 credit hours distributed as follows:

Overview of the process of parenting in diverse cultural and familial structures. Exploration of issues related to parenting at various stages of development as well as formation of parenting goals and styles. Emphasis placed on parent-child interactions through the child rearing years. Provides an emphasis on evidence-based practices and evaluation of programming. Prerequisites PDP 150 or PDP 350 Experiential learning

Unit(s): 3

Overview of the psychological social and biological aspects of sexuality that will be of use for communicating with romantic partners doctors and children. Topics include sexual anatomy and physiology sexually transmitted diseases methods of contraception prenatal sexual differentiation sex research attraction and love sexual orientation and sexual dysfunction and sexual ethics. Prerequisite PSY 101 or SOC 101 and junior or senior standing.

Unit(s): 3

Critical examination of principles of the general philosophy and broad principles of family life education in conjunction with the ability to plan implement and evaluate such educational programs. An understanding of the character and quality of human social conduct and the ability to critically examine ethical questions and issues as they relate to professional practice and community concerns and values.

Unit(s): 3

Human Development and Family Science

Choose one course from the following:

Examine issues related to physical cognitive and socio-emotional development of the child from conception through early adolescence. Students will develop theoretical and practical knowledge of child development concepts. Provisions are made for observing and working with preschool children. Prerequisite junior standing

Unit(s): 4

Students will examine family and interpersonal relationships from a variety of theoretical and conceptual frameworks to gain understanding of the changes in society relative to marriage and family. Students will engage in critical examination of issues related to families work and their interrelationships. Emphasis placed upon the reciprocal impacts of relationships within the family and a persons relationships to individuals and other institutions such as educational governmental religious and occupational institutions in society.

Unit(s): 3

Examines issues related to management process and its significance on the quality of life experienced by families with consideration of values goals standards decision making and allocation of resources. Topics include development and allocation of resources social environment influences life cycle and family structure influences and consumer issues and decisions. Prerequisite Junior or senior standing

Unit(s): 3

Students will develop an understanding of the legal issues policies and law influencing the well-being of families. Topics include family and the law relating to marriage divorce family support child custody child protection and rights family planning social services education the economy religion and public policy as it affects the family including tax civil rights social security economic support laws and regulations.

Unit(s): 3

Interpersonal Relationships

Choose one course from the following:

Examines issues related to communication within personal and professional relationships. Students will develop theoretical and practical understandings of verbal and nonverbal communication the role of technology in interpersonal communication and how interpersonal communication functions to develop negotiate maintain and terminate relationships.

Unit(s): 3

Examines issues and research related to communication in romantic relationships including serial arguments conflict management technology mediated communication power dynamics and post-dissolutional communication. Particular emphasis will be placed on examining the utility of popular press relationship advice by comparing and contrasting with empirical research. Alternate years offered 2015-2016 2016 Interterm Estimated Extra Cost 25

Unit(s): 3

Gerontology Concentration

For students in any major wishing to work with the aging population. Consists of 9 credit hours including the following:

Examination of how society supports controls and constrains our arrival into and departure from the world revealing the ways that events often assumed to be natural are in fact conditioned by social and cultural forces. Special emphasis on the communication of cultural norms regarding birth and death the impact of advances in medicine and technology and how birth and death become cultural metaphors for other social phenomena. Prerequisite SOC 101 Alternate years offered 2015-2016

Unit(s): 3

Investigation of the major areas of cognitive psychology. Topics include perception and attention representation of knowledge models of memory problem solvingreasoning language and intelligence. Analysis of the validity and reliability of measuring cognitive processes occur through participation in hands-on experiments and demonstrations. Prerequisite PSY 230 or permission of the instructor

Unit(s): 3

Examine issues related to geriatrics with emphasis on issues including historical cultural biological physiological psychological and social contexts. Opportunities for experiential learning in residential and intermediate facilities with appropriate agencies. Prequisite PDP 150 or PDP 350 Experiential learning

Unit(s): 3

Nutritional Science Concentration

A concentration in Nutritional Science provides depth to the studies of students interested in the basics of foods and current nutrition topics. Those interested in health and wellness community programs for employment or wanting a general knowledge of these areas will have the knowledge and experiential learning in these areas from this concentration. Consists of 9 credit hours including the following :

Basic nutrition concepts nutrition needs throughout the life cycle and current nutrition issues.

Unit(s): 3

Investigation of the scientific principles involved in basic cookery with emphasis on quality characteristics and product evaluation. Structure composition and nutritive value of foods are studied as well as food selection storage preparation processing and meal management techniques. Food safety and an ecological approach to food selection and preparation is emphasized. Instruction requires two class meetings per week and one three-hour lab.

Unit(s): 3

Nutritional needs throughout each phase of the life cycle are emphasized. Instructional delivery appropriate to each age group is stressed. Prerequisite FCS 240

Unit(s): 3

Nutritional Science majors cannot complete a concentration in Nutritional Science.

Pre-Professional Programs and Articulation Agreements

Majors in health and exercise science and athletic training can specifically prepare a student for graduate school admissions in the fields of physical therapy, occupational therapy and physician assistant. The student should team with his/her advisor in order to devise a plan allowing the student to complete all prerequisite courses for graduate school admissions. An articulation agreement exists with Shenandoah University in physical therapy. Students applying to this program and meeting minimal requirements will be strongly considered for admission to the doctorate of physical therapy program. A second articulation agreement exists between Bridgewater College and Methodist University. Two qualified students from Bridgewater College will be admitted into either the physical therapy or occupational therapy programs at Methodist University. Finally, an articulation agreement exists with Mary Baldwin University allowing two qualified students from Bridgewater College to be admitted into their physical therapy, occupational therapy and physician assistant programs. A special application process is required in order to be considered for the Mary Baldwin University articulation agreement. Please see the department chair, Dr. Robert R. Hammill, for specific information regarding this applications process. All additional questions regarding the articulation agreements should be directed to the student’s advisor or Dr. Hammill.

General Education Requirements

In addition to major offerings, the Department of Health and Human Sciences contributes to the College's general education program. All students are required to develop skill in a physical activity by completing a one-credit activity course. No more than 4 credits in activity courses may be applied toward graduation.

Activity courses meeting the College's general education requirement are listed as follows:

2018 Spring Semester Begins 1-9-18 First TenWeeks

Unit(s): 1
(1 Credit; F, S)


Unit(s): 1
(1 Credit; F, S)
(1 Credit; F, S)
Womens Lacrosse is a non-contact field sportwhich uses sticks to carry and propel the ball.This course intended for beginners willintroduce students to 1) basic skills such ascradling throwing and catching 2) basicstrategy 3) game rules and 4) the historyculture and development of the sport. Thiscourseis open to both men and women. All necessaryplaying and safety equipment will be provided.

Unit(s): 1
(1 Credit; F)
2018 Spring Semester MW Begins 2-12-18 TRBegins 2-13-18 Last Ten Weeks

Unit(s): 1
(1 Credit; F, S)
An introduction to hatha yoga a traditionalsystem of exercise that combines concentrationrelaxation and mind-body integration withendurance balance and flexibility.2017 Fall Semester Begins 8-29-17 First TenWeeks2018 Spring Semester Begins 2-13-18 Last TenWeeks

Unit(s): 1
(1 Credit; S)
(1 Credit; S)
2013 Interterm Estimated Extra Cost 144 withrentals 132 without rentals

Unit(s): 1
(1 Credit; I)
2013 Interterm Estimated Extra Cost (144 withrentals 132 without rentals)

Unit(s): 1
(1 Credit; I)
2017 Fall Semester Begins 8-30-17 First TenWeeks2018 Spring Semester Begins 1-8-18 First TenWeeks

Unit(s): 1
(1 Credit; F, S)
2017 Fall Semester Begins 8-30-17 First TenWeeks2018 Spring Semester Begins 1-8-18 First TenWeeks

Unit(s): 1
(1 Credit; F, S)
2017 Fall Semester Begins 8-30-17 First TenWeeks

Unit(s): 1
(1 Credit; F, S)
2017 Fall Semester Begins 8-29-17 First TenWeeks2018 Spring Semester Section 01 Begins 1-9-18 First Ten WeeksSection 02 Begins 1-8-18 First Ten WeeksSection 03 Begins 2-13-18 Last Ten Weeks

Unit(s): 1
(1 Credit; F, S)
2017 Fall Semester Begins 8-29-17 First TenWeeks2018 Spring Semester ES 177-01 - Begins 1-8-18 First Ten WeeksES 177-02 - Begins 1-9-18 First Ten Weeks

Unit(s): 1
(1 Credit; F, S)
2018 Spring Semester Begins 2-13-18 Last TenWeeks

Unit(s): 1
(1 Credit; S)
(1 Credit; F, S)
This course introduces students to the use of themedieval longsword as taught by the German andItalian fechtmeister (fight or fencing masters)inthe 14th and 15th centuries. Instruction willencompass fundamentals (stance footwork focusinitiative etc.) principles of attack anddefense and advanced techniques (windingsclose-quarter play half-sword techniques). Thechivalric attitudes of honor and courtesy will beemphasized in partner drills throughout thecourse. The evolution of swords and armor duringthat period will also be discussed.General Education ES activity

Unit(s): 1
(1 Credit; F)
This course will introduce students to UltimateFrisbee a growing sport that combines manyaspects of football soccer and basketball.Instruction will include rules of the gamedevelopment of individual skills (throwingcatching and defensive technique) and teamstrategy. Students will participate insmall-scale drills that develop individualtechnique and team strategy as well as team gameplay.General Education ES Activity2016 Fall Semester Begins 8-31-16 First TenWeeks

Unit(s): 1
(1 Credit; F)
(1 Credit; S) successful completion leads to American Red Cross certification