This course aims to filter the vast array of health-related knowledge available in the world today through sound biblical principles. Emphasis is placed on lifestyle-related wellness, health promotion, and disease prevention within the context of a range of health topics. Upon completion students should be able to demonstrate a cursory understanding of and basic skill set related to: healthy decision-making, consumer health education, healthy weight management, and other skills which will enable them to make health-enhancing choices and engage in health-enhancing activities to improve their quality of life.


This course introduces students to a variety of health and wellness topics and exposes them to the basics of behavior change strategies for personal health promotion. Emphasis is placed on lifestyle-related wellness, health promotion, and disease prevention within the context of a range of health topics, including: communicable and chronic diseases, nutrition, fitness, aging, the environment, and substance use and abuse. Upon completing the course, students will have a cursory understanding of and basic skill set related to: healthy decision-making, consumer health education, healthy weight management, and other skills which will enable them to make health-enhancing choices and engage in health-enhancing activities to improve their quality of life. This course aims to filter the vast array of health-related knowledge available in the world today through sound biblical principles.

There are no Prerequisites or Corequisites for this course.

Winnail, Scott D.

Executive Vice President and Dean of Faculty
Full Time
B.S. Ed. (1992), University of Georgia; M.S.P.H. (1994), University of South Carolina; Ph.D. (1998), University of Alabama-Birmingham.
Subject Matter: 
Health, Theology

Dr. Scott Winnail has taught in the university classroom since 1995. To Living University he brings teaching and committee experience, curriculum development, academic advising, professional writing and grants and contract work. Prior to working for Living University, Dr. Winnail served as a faculty member at the University of Wyoming in the area of Health Education and Public Health (1998-2005, tenured). His areas of research and publication have included: school health and coordinated school health programs, community development, community-based needs assessment, program evaluation, physical activity and nutrition, and parental involvement. Additionally, Dr. Winnail worked closely with State Departments of Health and Education, many other state health organizations in Wyoming, Alabama, and South Carolina. He was also very active in school health initiatives at the national level.

Dr. Winnail served as an unpaid elder for the Living Church of God in Wyoming and Colorado from 2000-2005. He then served as an employee for the Department of Church Administration for the Living Church of God headquarters in Charlotte, NC from 2005-2006. From 2006-2009 Dr. Winnail pastored congregations along the gulf coast of the southern US and served as an assistant pastor in Jamaica. He began serving as adjunct faculty for Living University in Fall 2008.

Dr. Winnail returned to Charlotte in 2009 to commence full-time service to Living University and for the first 3.5 years also served as a Regional Director for the Living Church of God congregations in the Caribbean. Dr. Winnail currently serves in both administrative and teaching roles for Living University and directs the on-campus program. He contributes regularly to Living Church of God publications and web productions and also serves in the Charlotte, NC congregation of the Living Church of God.

Course Credit: 
Three (3) semester credit hours.
Instructional Objectives: 

As a result of participating in HPRO 114, students will demonstrate a basic knowledge of:

  1. Identify and evaluate risk factors and behaviors associated with health, disease, and optimal wellbeing;
  2. Identify, analyze, and evaluate the physical, social, emotional, intellectual, and spiritual factors that influence health behavior and well-being;
  3. Develop theory-based intervention strategies and techniques to effectively influence health behavior change;
  4. Identify various psychosocial factors (e.g., self-esteem, locus of control, self-efficacy, health beliefs, cultural values, etc.) that play a role in the behavior change process and utilize them in individual and group program planning;
  5. Identify and promote the use of self-management skills that lead to lifelong adherence to healthy lifestyles;
  6. Demonstrate the use of various motivational (incentive, compliance, and adherence) techniques in the design of individual and group program planning and delivery;
  7. Identify, analyze, and utilize the socio-cultural forces that shape personal and group viewpoints regarding fitness, physical activity, health, and wellness; and
  8. Identify and analyze the impact of social determinants of physical activity, health and well-being in individual and group program planning and promotion.
Required Texts: 

Donatelle, R.J. Health: The Basics. 11th ed. Boston: Pearson Education, 2014. ISBN 9780321908728.
(This text is designed to be kept as reference resource upon the conclusion of the course).

Additional Readings: 

Additional readings will periodically come from church literature. The appropriate web links will be designated on the course web site.


Course lectures will take the format of both video and audio. PowerPoint slides will accompany lectures and videos will also periodically be available for download with lectures. See the course website for details.

Course Calendar: 
Week Topics
1 Introduction & Basics of Healthy Change
2 Psychological Health
3 Managing Stress
4 Preventing Violence and Injury
5 Healthy Relationships & Communication
6 Birth Control, Pregnancy, and Childbirth
7 Being a Wise Consumer
8 Nutrition & Healthy Eating
9 Weight Management – Finding a Healthy Balance
10 Fitness and Physical Activity
11 Complementary and Alternative Medicine
12 Understanding Addictions - Alcohol , Tobacco and Caffeine
13 Cardiovascular Disease and Cancer, Infectious and Noninfectious Conditions
14 The Aging Process & Environmental Health Issues
15 Course Wrap-Up & Summary
Course Requirements: 
  1. Submit assignments on or before the date due. No late or make-up assignments will be allowed except for extreme circumstances (permission of instructor is necessary).
  2. Students will be responsible for the chapter readings that correspond with the class lecture. Be sure to read the chapter prior to logging in and completing the weekly assignment. Readings will correspond with in-class assignments and will help you be better informed. Completing the readings in advance will make the assignments make more sense to you!
  3. Icebreaker: All students are required to post a brief biography to the forum by the end of the first week of class. Post a brief biography/background on yourself in which you briefly answer the following questions (please limit your comments to 200 words). The assignment is worth 15 points.

    a. Your Name and the Church area that you attend.
    b. How long you have been part of/attending the church.
    c. Why you are taking this particular course and what you hope to learn.
    d. Whether or not you have taken any other Living University courses.
    e. Where you intend to attend the Feast of Tabernacles this year (if you are able to attend), and why you picked this site.

  4. Discussion Forums and Class Participation: Students are expected to participate in class discussions by posting weekly comments and questions they might have on the Discussion Forum (see the link on the course website). Each week there will be one or two questions posted on the webpage that related to that week. If there are “no unique discussion questions” posted for that particular week, you should choose from one of the following questions to write on and relate the question to one of the topics covered in the readings for the week. Also, make sure that your “comments” are more than merely “personal opinion.” Your comments should be grounded in your chapter readings, lecture notes, and based on scripture.

    a) What item from the reading this week was most interesting to you? Why?
    b) How did the readings this week relate to, reinforce, or conflict with a Bible principle?
    c) What implications does one of the items that you learned about have for your lifestyle or the future of your family?
    d) How might something you learned this week be addressed similarly or differently in God’s Kingdom?

    Minimal participation requires “one” posting per week. Students should also take time at the end of each week to read/review comments from their classmates. You are required to "comment back" to at least two f your clasmates' comments. Re-posts and additional comments or questions are also encouraged. Class participation points will be assigned in accordance with your level participation, and will be a combination of student and instructor input. A rubric will be used for you and I to determine a class participation score (50 points possible). Please note that these discussion posts will add to the interactivity of the class, allow you to know what you fellow classmates are thinking, and also get to know your classmates better. The more you are engaged in these class discussions, the more you will learn from the course and the more you will enjoy it.

  5. Three article critiques will be due throughout the term. Critiques should be approximately one-two pages, single spaced, typed. They should include the author(s), source (where the article came from), article title, publication date, and page numbers and should use the MLA referencing style included at the end of the syllabus. Sources may include newspapers, magazines, professional journals, or websites. Topics should reflect health related topics of interest to you. Critiques should contain three components: 1) source/reference, 2) summary, and 3) personal opinion section. The summary should give a brief but detailed overview of the article content “in your own words” – try to avoid quoting the article directly. The personal opinion section should contain your commentary and comments on the article and the situation. Share how you felt after reading the article... was it easy to understand and read, was the information useful, was this source reliable (why or why not?), how do  you plan to use the information? etc. Critiques will be graded based upon the following criteria: 1) all three components should be present, 2) article summary and personal opinion should have sufficient detail so as to give the instructor a thorough understanding of both the article and your understanding of the article, 3) grammar, spelling, etc., 4) neatness, presentation, and flow, 5) Source/citation should be done in MLA style (see examples at end of syllabus). The point value is 20 points each.
  6. THREE quizzes will be given throughout the course. The quizzes will reflect the cumulative lecture material and readings up to the day of the quiz. After the first quiz, subsequent quizzes will cover material given between the two quizzes. Quizzes will be multiple choice and open book and notebook. Quizzes will address chapter readings, additional readings, and lectures. Quizzes may be submitted earlier than the due date. Quizzes are worth 75 points each.
    IMPORTANT NOTE: Although the quizzes are open book and notebook (NOT proctored), you really need to “study” ahead of time for these assessments. If you study ahead of time by reviewing your notes and the chapters covered, it will greatly expedite your quiz time on task. If you do not study ahead of time, the quiz will end up taking a great deal of time. There should be NO discussion with classmates regarding their quizzes.
  7. Four Additional Activities:You are free to complete these Activities and turn them in at any time prior to and up to the date due. These Activities are designed to get you to think further on particular topics and issues related to class. They will be graded upon the degree to which you completed the activity, clarity of your descriptions, and the amount of effort you put into them. Activities should be typed. These assignments are worth 25 points each. Activities will span the following four topics:

    A. Mental and Psychosocial Health
    B. Human Sexuality
    C. Health Consumerism
    D. Physical Activity Planning

Summary of Course Requirements Point Value   Letter Grade Total Points
Icebreaker 15   A 405 points or above (90%)
Three Article Critiques (20 points each) 60   B 360-404 points (80%)
Three Quizzes (75 points each) 225   C 315-359 points (70%)
Class Participation 50   D 270-314 points (60%)
Four Additional Activities (25 points each) 100   F 269 points or below
Total 450      

Students With Disabilities
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities have a learning environment that provides for reasonable accommodation of their disabilities. Students having a disability requiring an accommodation should inform the instructor by email (on the “Course Info” page click on the instructor’s name and then select “Send Email”).

Technology Access
This course requires web access and the student has to have an established e-mail account. The Adobe Acrobat Reader is necessary to view documents that are PDF files. One can download the reader free at

Course Evaluation
Student input is welcome for improving this course. Making suggestions by e-mail is helpful. Our goal in this course is to facilitate the successful achievement of all instructional objectives by all students. At the end of the course students have the opportunity of assessing the course. We want to make e-learning courses as effective as we can. We may also ask some other questions concerning a student’s experience in distance learning to help us improve our program. We appreciate students letting us know how we can improve our products and services for them and other distance learners.

Withdrawing From or Dropping This Course
It is the responsibility of a student to drop a course if he or she cannot meet the requirements of the course. Any student who stops attending a course without officially withdrawing from it risks receiving a punitive grade for that course. Withdrawal requests may be conveyed in any manner to the course professor, Registrar, or Vice President of Academic Affairs. This action is sufficient for ensuring any refund owed you. Please note the following: If a student drops a course on or before the “Last day to withdraw from a course without a grade penalty” as published in the University Academic Calendar, even if his or her work is not of a passing grade, then a “W” is recorded. If a course is dropped after that date, but before the last 21 calendar days of the semester, then the instructor determines the grade. The faculty member will at this time record a grade of “W” if passing (not computed in GPA) or “WF” if failing (computed in GPA). Students who drop a course, yet remain in one or more other courses during the last 18 calendar days of the semester, will receive a grade of “WF.” Students who completely withdraw from the University at any time during the semester may be given a grade of “W” on all courses. If students do not initiate the withdrawal process, the instructor is required to initiate the administrative process and to record a grade of “W” or “WF” for the course depending on the date the faculty member drops the student from the course. Students who register for a course as an audit, but then withdraw will be assigned a grade of “W” for the course.