University of Maine at Farmington 2021-2022 Catalog

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Community Health Education: Teaching Concentration in School Health Education
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Degree Earned
Bachelor of Science: Community Health Education: Teaching Concentration in School Health Education

The University of Maine at Farmington prepares caring teachers, competent educators and confident professionals, grounded in the arts and sciences, who will become the educational leaders of the 21st century.

Learning Goals, Assessment and Requirements


HEA 120 Emergency Medical Response/Principles and Practices 4
HEA 123 Introduction to Community Health 4
HEA 218 Health Communications and Theory 4
HEA 231 Child and Adolescent Health 2
HEA 244 Nutrition Care for Children 2
HEA 262 Human Sexuality 2
HEA 310 Principles of Disease Prevention and Health Promotion                                            4
HEA 350  Principles of Epidemiology 4
HEA 410  Resource Management and Grant Writing 4
HEA 411  Planning for Health Promotion 4
*NOTE: A minimum grade of C- is required in all Major Requirements.
EDU 222    Learning with Technology in Secondary Education    1
EDU 223    Curriculum, Instruction, and Assessment    3
EDU 224     Practicum Field Experience    4
SED 361     Teaching Students with Disabilities and At-Risk Conditions in the Secondary General Classroom    4
EDU, SHE, HEA or Gen Electives                                                                                                                               8
EDU 490     Student Teaching and Seminar for Health Education K-12 16
SHE 330      Foundations of School Health Education 4
SHE 433      Curriculum and Methods in Health Education 4
*NOTE: A minimum grade of B- is required in all Professional Requirements.
Required Supporting  Courses (12 Credits):
BIO 150N Human Anatomy and Physiology I*                            4
PSY 225S Child and Adolescent Development                                                                              
  (C- or higer required)  
PSY 226 Adulthood and Aging 4
MAT 120M Introductory Statistics* 4
*May be used to satisfy general education requirements.
Total Credits for the Major: 90
For specific information about general education requirements and expectations, see the General Education Requirements in the Academic Programs section of this catalog.
Students entering ALL UMF Teacher Education programs ( ECH, ECS, ELE, SEC/Middle, SED, WLK-12 and School Health, School Health-PE) must be fingerprinted and have a Criminal History Record Check prior to their first practicum.

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Students are eligible to apply for Candidacy upon the completion of Candidacy requirements. Applications for Candidacy are completed in Tk20. Only students who have been approved for Candidacy are eligible to continue in their professional education program. Candidacy requirements are:

  1. Completion of the Candidacy application
  2. Cumulative GPA of 2.750 or higher
  3. Grade of B- or better in all professional education courses. ( A student may have one exemption, although the student must earn a grade of C- or higher in that particular course. Practicum courses are not eligible for exemption.)
  4. Grade of C or better in English 100 (AP credit is accepted, as is an equivalent English course transferred with a grade of C or higher.)
  5. Successful completion of practicum/practica with a grade of B- or higher
  6. Successful completion of the Teacher Candidate Dispositions and Professional Expectations Assessment
Prior to beginning student teaching, students must meet these additional criteria:
  1. Complete all required professional education courses with a minimum grade of B- or higher. A student may have received one exemption for extenuating circumstances

  2. Achieve a cumulative GPA of 2.750 or higher

  3. Complete 80% of all required coursework


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To graduate with a Community Health Education major, students must have:
1. Grades of B- or higher in all professional education courses, with the possibility of one exemption for extenuating circumstances (with the exception of practicum);
2.  Grades of C- or higher in all major requirement;
3. A cumulative GPA of 2.750 or higher.
Learning Goals:
Philosophy, purposes and goals:
Our candidates will become the educational leaders of the 21st century who are caring teachers, competent educators and confident professionals (C3TEP). These guiding principles and beliefs reflect the ideals we hold for ourselves, our candidates, and the students and communities with whom they will work.
Caring Teachers:
  • Build respectful relationships
  • Create communities of learners
  • Support and encourage successful learning for all students
  • Honor and respond to differences
  • Utilize knowledge of human development
Competent Educators:
  • Design, plan, implement and evaluate instruction
  • Use best practices for instruction and assessment
  • Know content and strategies for integration
  • Communicate clearly and effectively
  • Solve problems creatively and constructively
  • Use the tools of a changing world
Confident Professionals:
  • Collaborate effectively with families, communities, and colleagues
  • Practice reflective, self-directed, life-long learning
  • Demonstrate a commitment to ethical and legal responsibilities
  • Contribute to and lead in diverse societies
Our essential goals and purposes are embodied in the Maine’s Common Core Teaching Standards:

Learner Development

Standard 1.) Learner Development:

The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard 2.) Learning Differences:

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his or her full potential.

Standard 3.) Learning Environments:

The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self motivation.


Standard 4.) Content Knowledge:

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.

Standard 5.) Innovative Applications of Content:

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking, and collaborative problem solving related to authentic local and global issues.

Instructional Practice

Standard 6.) Assessment:

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning and instruction.

Standard 7.) Planning for Instruction:

The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.

Standard 8.) Instructional Strategies:

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.

Professional Responsibility

Standard 9.) Reflection and Continuous Growth:

The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.

Standard 10.) Collaboration:

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.


      Standard 11.) Technology Standards for Educators:

Educators model and apply the International Society for Technology in Education (ISTE) Standards for Educators as they leverage technology to explore best practices and evolving pedagogies to enrich professional practices, and support and deepen student learning.

Assessment Criteria:

Within the context of each program, candidates are evaluated based on important knowledge, skills and dispositions in the areas of:
  • Content Knowledge
  • Effective Planning
  • P-12 Learning
  • Diversity
  • Dispositions
  • Technology
  • Curriculum Planning, Instruction, and Assessment as demonstrated in Student Teaching or Internship
  • Achievement of Standards

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