Health and Wellness Coaching program. Click here for a description of the added value of a graduate program. Review this comparative summary to learn more about these professions. The program consists of 15 credits of required coursework of foundational health and wellness coaching courses and Practical Skills Assessment. Course descriptions are available in the Academic Catalog. This program is offered in the online and hybrid formats. The hybrid format of the Post-Baccalaureate Certificate program gives students the opportunity to select which courses they will take online and which they will take on campus.
Not all courses are offered in both formats or in every trimester. On-campus courses are delivered in a weekend format to accommodate students with weekday commitments and those who can travel to attend the program. Classes typically meet Friday evenings and all-day Saturdays and Sundays. Most on campus coursework is completed in this format, with some assignments due between weekend classes. Class dates are subject to change. For trimester start and end dates, see the Academic Calendar.
Tuition costs are for illustrative purposes only. The Post-Baccalaureate Certificate in Health and Wellness Coaching and the Master of Arts in Health and Wellness Coaching programs offer two professional credentialing pathways in both delivery formats online and hybrid.
Additional requirements apply for this ICF credential, and requirements beyond coach training increase with higher level of credentials. Interested individuals are encouraged to check for the most recent requirements with ICF at coachfederation. Additional requirements may apply for this credential. Students who complete these programs are eligible for credentialing by both organizations. See the Licensure, Certification, and Credentialing section below for additional information. Many graduates chose to have a portfolio career in which they have multiple positions and employers within one or more profession, rather than one full-time job.
This course provides a dynamic and interactive introduction to teaching and learning with technology. We will discuss interdisciplinary K practices that integrate technology in the service of understanding core ideas and concepts. We will review concrete examples of technology-infused lessons and technology-based assessments. The course will draw on class discussions, inquiry, instructional technology, and collaborative activities to support teachers to enhance their own teaching practice through technology.
This course will explore ways that technology is used to collect, organize, and analyze the myriad types of data generated in schools, including data regarding student progress toward learning, the impacts of behavioral and learning support services, curriculum implementation plans, professional development, and more.
We will investigate ways school-based data is managed and work to understand, critique, and inform the decision-making processes involved at the level of the classroom, school, district, and state. Through course readings, online discussions, hands-on activities, collaborative projects, and independent work, participants will develop knowledge, skills, and attitudes relating to:. This course situates technological literacy and the use of technology in the classroom within larger social and cultural contexts.
We will explore and discuss the ways that learners may benefit from digital and technological opportunities in school and the potential for those opportunities to support students in the long-term.
Along with exploring social opportunities afforded by technology, this course will cover important social and cultural dimensions of technology, including equity, inclusion, ethical issues, questions related to privacy in the digital age, and digital citizenship. We will discuss some of the existing inequities that persist within digital opportunities afforded to students in different cultural, societal, and economic contexts and how teachers might effectively bridge digital divides.
For all questions related to the program, please contact Dr. Graduate students in the College of Education are responsible for meeting University and the Graduate School policy, and for meeting Program requirements.
The Graduate Catalog is the official listing of Policies governing graduate education at the University of Maryland.
The Schedule Adjustment Policy is available from the Office of the Registrar and provides information on adding and dropping courses, penalties, and refund schedules. The Graduate Student Life Handbook provides information on academics, campus resources, finances, health, job opportunities, and information on how to get involved as a graduate student.
Graduate students are required to submit various forms at specific points in the program and as part of the degree clearance process. Please refer to Steps Toward Graduation to determine the steps and forms that are required.
Skip to main content. Admissions Requirements. The statement must indicate both the applicant's practical experience as well as professional goals. Letter of Recommendation : One letter of recommendation that addresses the applicant's leadership potential, relevant experience, and ability to succeed in the program. Our program includes courses that synthesize science coursework with practical applications to prepare you for medical school, while medical tutorials offer students exceptional clinical and research experiences with faculty from the Johns Hopkins School of Medicine.
A small group of peers set amidst the many resources and opportunities within the wider institution make this program unique. Submitting your application and all supplementary materials by March 1, guarantees that your application will be reviewed for available seats in the incoming class. After March 1, , we will still be accepting applications until our class is filled. If you need to send materials to our program, please email them to postbac jhu. View more of our student testimonials. Ashish Thakrar.
The objective of the post-bac program is to help address disparities in education, health care, and the health care profession within Nevada.
The program highly encourages candidates who are Nevada residents, individuals who are members of groups that are underrepresented in healthcare, or those who live in or were raised in a medically underserved community to apply. Applicants accepted to the post-bac complete a rigorous program that purposefully mimics the intensity of medical school.
Programs of study are created individually for each student based on their academic needs and may include upper-division biology, biochemistry, public health, and other related subjects. NOTE: Meeting application requirements does not guarantee selection for an interview.
Applicants are required to complete the following prerequisites before starting the Post-baccalaureate Program. UNR Med will only accept three 3 recommendation letters and require the following letters for your application to be considered complete:. Each cycle, UNR Med invites thirty applicants to interview for the post-bac program.
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