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The Program in Health Education includes three degree programs:
M.A. in Health Education (32 points)
M.S. in Community Health Education (42 points)
Ed.D. in Health Education (90 points, 45 of which may be transfer credits)
All of these degree programs focus on a common theme of reducing health disparities through public health education for individuals, families and communities, and environmental changes that prevent disease and improve health and well-being. Our approach to professional preparation is predicated on informed decision making, self-determination, and environmental changes that bolster population health. Students learn about twenty-first century evidence-based approaches as well as practice-based evidence to help ensure that educational approaches are acceptable to their intended audience, feasible to implement, and effective in helping people make informed decisions. Rooted in the social and behavioral sciences, the Health Education faculty have trained generations of local, national, and global leaders working in governmental, public and community based organizations; research institutions and centers; academia; school systems; hospital and health care service delivery systems; and policy institutes.
The Program in Health Education specializes in preparing the leaders needed to address contemporary health care challenges, health disparities, and epidemics (e.g., obesity, diabetes, bullying/violence, HIV/AIDS, and other sexually transmitted diseases, etc.), as well as the links between health and academic achievement. The majority of our advanced graduate seminars feature small class sizes with accessible faculty. Ongoing academic support helps ensure high rates of timely degree completion. Our program features faculty with a consistent record of research grant funding, publications in leading peer-reviewed scientific journals, and providing national and global leadership in their respective fields.
Mission and Vision
The mission of the Program is to address the health of the public through the preparation of specialists in health education who focus on the community as the setting for needs assessment, program planning, evaluation, and research. This mission includes promoting health, preventing disease, and advancing health equity by preparing exceptional leaders. Varied structures, institutions, organizations, and agencies in New York City and the surrounding region—including schools, hospitals, clinics, worksites, and nonprofits—collaborate in fulfilling the mission.
The vision of the Program is to create a world-class learning environment that attracts, retains, and graduates leaders who share, with faculty, a deep commitment to health promotion, disease prevention, and health equity for diverse regional, national and international communities; and, work collaboratively with both faculty and community members through educational, service, and research endeavors, in order to advance and disseminate the behavioral and social science serving as the foundation for effective community health education.
Guiding Values
The Program in Health Education values:
Excellence. In order to magnify excellence as a Program, we value the importance of attracting and retaining graduate students who have demonstrated the capacity and/or potential for leadership, achieving at the highest levels academically, and successfully working collaboratively with program peers, faculty, other professionals, and community representatives.
Well-Rounded Preparation. In order to ensure that our graduate students have received well-rounded preparation for professional careers as health education specialists in varied community settings, we value the process of mentoring graduate students toward realization of their highest academic and professional potential through actively engaging students in instructional, colloquia, internship, practicum, service, and research endeavors.
Establishing the Evidence Base. We see great merit in training the next generation of professionals so they are capable of advancing and disseminating the behavioral and social sciences that establishes health education as evidence-based, doing so by ensuring involvement in relevant programs of research. At the same time, faculty embrace broad definitions of what constitutes evidence and support adapting evidence-based approaches so they are linguistically and culturally appropriate, being tailored for specific populations and individual clients.
Diversity, Health Equity, and Multicultural Competence. We value training that prepares professionals to function in diverse regional, national, and international communities, while advancing health equity, necessitating grounding in multicultural competency principles and practices that guide professional conduct as a health education specialist (i.e., working collaboratively with communities so they actively determine their own health, advancing the right to equity in health, ensuring empowerment, advocating for equal access to opportunities that support health, delivering education and interventions so they reflect cultural appropriateness, and co-producing knowledge with community members’ input to ensure research designs are culturally appropriate and produce findings of cultural relevance).
Goals for Achieving Our Program Mission
In order to achieve our mission, the Program has identified goals that fall within the broader categories of education, research, service, and diversity.
Educational Goals
One of the fundamental purposes of the Program is to deliver education that provides a firm foundation rooted in knowledge of the behavioral and social sciences that guide effective community-based education—including methods of analysis, assessment, program planning, evaluation, and research. We provide classroom instruction, advanced seminars, colloquia and statistical laboratory instruction that ensure training in core competencies essential for addressing public health through community health education.
The Program’s educational goals are:
Prepare competent community health practitioners equipped with foundational knowledge and practical skills in core public and community health areas.
Provide students with an intellectually stimulating learning environment.
Provide students with adequate support to complete their studies in a timely fashion.
Research Goals
The Program strives to advance and disseminate the evidence-base for behavioral and social science serving as the foundation for community health education. We foster exposure to rich and varied programs of research that emphasize establishing the evidence base for community health education practices, using multiple types of evidence and varied research designs (e.g. efficacy, effectiveness, epidemiological, public health, ethnographic, naturalistic, case-studies, process-outcome studies, meta-analyses).
The Program’s research goals are:
Advance and disseminate evidence-based research that addresses public health in diverse regional, national, and international communities.
Engage students in the advancement and dissemination of evidence-based research that addresses public health in diverse regional, national, and international communities.
Service Goals
The Program provides opportunities for engagement in internship, practice, and service activities that reflect collaboration with varied institutions, organizations, and agencies in the community setting—including schools, hospitals, clinics, work- sites, and non-profits—thereby providing a firm grounding in the practical application of knowledge in the real-world, as well as reinforcing and extending the knowledge base gained through education. We promote the sharing of expertise, learning, and working collaboratively with program peers, faculty, other professionals, community stakeholders, and community members—whether via service on advisory boards, institutional committees, advocacy groups, trans-disciplinary groups, or other organizational groups.
The Program’s service goals are:
Engage in collaborative work with varied institutions, organizations and agencies to promote public health.
Provide continuing education and workforce development opportunities to a national and global audience of public and community health practitioners.
Diversity Goals
Finally, our Program seeks to recruit and retain a diverse student body, faculty and staff as the multicultural setting for accomplishing educational goals—ensuring the representation of racial/ethnic minorities and other under-represented groups such as immigrants and people with disabilities. Students have the option of engaging in a confidential disclosure of their disability status to our Office of Access and Services for Students with Disabilities. We provide an education that prepares students for engagement with diverse populations in regional, national, and international communities. The education we provide also prepares students to engage in health equity research aimed at reducing and eliminating health disparities and addressing the most vulnerable populations.
The Program’s diversity goals are:
Recruit and retain a diverse student body, faculty and staff as a multicultural setting for accomplishing educational goals.
Prepare students for engagement with diverse populations in regional, national, and international communities.
Engage in health equity research aimed at reducing and eliminating health disparities and addressing the most vulnerable populations.
Course Flexibility
To accommodate our talented, growing, and diverse body of students, our program offers numerous courses in an online or “hybrid” format. (A hybrid course is offered both online and in-person, permitting distance learning and accommodating the schedules of busy professionals, as well as severe weather, and absences related to illness, etc); in other words and for some courses, students have the option of attending in-person or online.
In addition, our courses are offered with sufficient frequency (e.g., fall, spring and summer sessions, or 2-3 times per year) to support timely degree completion.
Points/Credits: 32
Entry Terms: Spring/Summer/Fall
Degree Requirements
The program of study leading to the degree of Master of Arts (M.A.) in Health Education is a 32-credit program of study designed for those who wish to develop the skills necessary to plan and implement health education programs for a variety of populations and in a range of practice settings. Successful completion of the program provides students with comprehensive understanding of the theory and practice of health education and health promotion. Students develop the critical thinking skills that are necessary to apply the principles of behavioral and social sciences that are the foundation of health education and health promotion to program development and implementation.
The program of study enables students to prepare for professional practice as a health education specialist in community, hospital, higher education, government agency, or other workplace settings. The M.A. degree may serve as an entry-level professional credential for a career in health education or may serve to prepare qualified students to go on for more advanced professional study in health education or other health-related fields.
Completion of the degree program currently makes graduates eligible to qualify for certification as a Certified Health Education Specialist (CHES) through the National Commission for Health Education Credentialing, Inc. The credit hours available through this degree program may also be utilized to make one eligible to sit for the examination for the Master Certified Health Education Specialist (MCHES)—also available through the National Commission for Health Education Credentialing, Inc.
No transfer credit is granted for work completed at other institutions. Major courses (21 points) provide a firm foundation in Health Education. There are also 6 points of courses addressing Broad and Basic Areas of Professional Practice; the purpose is to broaden the student’s background in education. These courses must be taken outside of the Program in Health Education, Department of Health Studies & Applied Educational Psychology. One course is taken within the domain of Research, Scholarship and Inquiry for 3 points; the selected course may cover research methods, evaluation, measurement, or statistics. There is also a Capstone Project for Research, Scholarship and Inquiry (2 points); the goal is to provide the opportunity for students to work closely with their advisor and to integrate what they have learned through a final culminating Capstone Project. The Capstone Project for Research, Scholarship, and Inquiry may involve any of the following: completion of a major research paper; development of a curriculum potentially implemented and evaluated in a school or other setting; participation in a practice setting via an internship where students work with a population specific to that setting (e.g., schools and children, hospitals and chronically ill adults, community-based organization and community members, or workplaces and well adults interested in prevention or health promotion). Students’ Research, Scholarship and Inquiry may include engagement in any aspect of program planning, development, implementation, and evaluation.
Students must receive advisement from their advisor before registering for classes each semester in order to ensure the proper selection of courses. The selection of courses is guided by the individual needs of the student, and is not limited to those courses listed below.
Courses and Requirements
MAJOR (21 Points)
Required Core Courses (18 Points)
HBSS 4100 Behavioral and Social Science Foundations of Health Education (3)
HBSS 4102 Principles of Epidemiology in Health Promotion (3)
HBSS 4118 Principles of Health-Related Behavioral & Social Change: Initiation to Maintenance (3)
HBSS 5110 Determinants of Health Behavior (3)
HBSS 5111 Planning Health Education Programs (3)
HBSS 5112 Social Marketing and Health Communications (3)
Elective Courses (3 points)
(Select 1 course for 3 points from among the options listed below. There is variability with regard to the courses actually being offered within an academic year.)
HBSS 4001 Health Provider Communications and Health Promotion (3)
HBSS 4110 Children and Adolescents: School Health Issues (3)
HBSS 4111 Addictions and Dependencies (3)
HBSS 4112 Social Policy and Prevention (3)
HBSS 4113 Human Sexuality Education (3)
HBSS 4114 Competency with Multicultural Populations: Research & Practice (3)
HBSS 4115 Health Promotion for Aging Adults (3)
HBSS 4116 Health Education for Teachers (3)
HBSS 4117 HIV/AIDS Epidemiology and Education (3)
Various topics in Health Education (See the course schedule for topics covered) (3)
HBSS 4121 Death Education (3)
HBSS 4122 Women's Health (3)
HBSS 4123 Violence and “All Hazards” Preparation (3)
HBSS 4130 Alcohol and Health (3)
HBSS 4140 Developing Workplace Health Promotion Programs (3)
HBSS 4141 Health and Illness in Cross-Cultural Perspective (3)
HBSS 5113 Community Health Analysis (3)
HBSS 5116 Social Relations, Emotions, and Health (3)
HBSS 5408 Practicum in Individual Health Advisement (3)
HBSS 5410 Practicum in Health Education (1-6)
HBSS 5551 Bioethics (3)
HBSS 5800 Health Disparities Research Conference (1)
HBSS 6100 Program Evaluation (3)
HBSS 6145 Health Psychology (3)
HBSS 6500 Grant Writing (3)
BROAD AND BASIC AREAS OF PROFESSIONAL SCHOLARSHIP AND PRACTICE (6 Points)
Nature of Education, Persons, and Learning Processes (3 Points required ): Students should take one course approved by their advisor in learning theory, human development, or counseling pertaining to a population group of interest, such as the child, adolescent, adult, or older adult.
Recommended courses include, but are not limited to, those offered by the Departments of:
Organization & Leadership (e.g., Program in Adult Learning and Leadership)
Counseling & Clinical Psychology (e.g., Program in Counseling Psychology)
Human Development (e.g., Developmental Psychology Programs)
Communications, Computing and Instructional Technology and Media (3 Points required ) Students should take one course approved by their advisor in communications, computing or instructional technology and media.
Recommended courses include, but are not limited to, those offered by the Department of:
Mathematics, Science & Technology (e.g., Programs in: Communication, Computing, and Technology in Education; or Computing in Education; or Instructional Technology and Media)
Note on Options: Depending upon an individual student’s needs, the student’s advisor may approve a course selection from another Department.
Potential Departments include:
Education Policy & Social Analysis
International & Transcultural Studies
RESEARCH, SCHOLARSHIP AND INQUIRY (3 points)
One required course in research methods, evaluation, measurement, or statistics. The recommended course is listed below, while another course may be approved by the student’s advisor if deemed an acceptable substitution:
HBSS 5040 Research Methods in Health and Behavior Studies I (3)
CAPSTONE PROJECT FOR RESEARCH, SCHOLARSHIP AND INQUIRY (2 points)
One required course for 2 points that permits close supervision by the student’s advisor of the Capstone Project for Research, Scholarship and Inquiry.
The recommended courses to be taken for 2 points include:
HBSS 4901 Research and Independent Study in Health Education (2) (up to 4 points is possible)
HBSS 5410 Practicum in Health Education
Points/Credits: 42
Entry Terms: Spring/Summer/Fall
Degree Requirements
The mission of the 42-point M.S. degree program in Community Health Education is to address the health of the public through the preparation of specialists trained to focus on the health of community members in varied community settings. Our graduates will be able to engage in the tasks of addressing community and public health via analysis, assessment, program planning, program implementation, intervention, evaluation, and research. This mission includes promoting health, preventing disease, and advancing health equity, while training exceptional leaders for the delivery of outstanding contributions to diverse regional, national, and international communities through teaching, research and service. Varied structures, institutions, organizations, and agencies in the community setting -- including schools, hospitals, clinics, work-sites, and non-profits -- are engaged in collaborative relationships for purposes of fulfilling the mission. The vision of the M.S. degree program in Community Health Education is to advance a world-class learning environment that attracts, retains, and graduates diverse leaders who share with faculty a deep commitment to health education, health promotion, disease prevention, and health equity for diverse regional, national and international communities; and, work collaboratively with both faculty and community members through educational, service, and research endeavors. We also value and emphasize the acquisition of cultural competence with multicultural populations, as well as a focus on health disparity reduction and elimination. Our collective work advances and disseminates the behavioral and social science serving as the foundation for effective community health education.
Completion of the M.S. degree program makes graduates eligible to qualify for certification as a Certified Health Education Specialist through the National Commission for Health Education Credentialing, Inc. The credit hours available through this degree program may also be utilized to make one eligible to sit for the examination for the Master Certified Health Education Specialist (MCHES) -- also available through the National Commission for Health Education Credentialing, Inc.
The Progression of Courses & Requirements for the 42 Point M.S. Degree
Public Health Core Knowledge (21 Points):
HBSS 4100 Behavioral and Social Science Foundations of Health Education (3)
HBSS 4102 Principles of Epidemiology in Health Promotion (3)
HBSS 4112 Social Policy and Prevention (3)
HBSS 4118 Principles of Health-Related Behavioral & Social Change: Initiation to Maintenance (3)
HBSS 4160 Introduction to Biostatistics for Community Health Educators (3)
HBSS 4161 Environmental Health (3)
HBSS 6100 Program Evaluation (3)
Community Health Core Knowledge (9 Points):
HBSS 4114 Competency with Multicultural Populations: Research & Practice (3)
HBSS 5111 Planning Health Education Programs (3)
HBSS 5112 Social Marketing and Health Communications (3)
Broad and Basic Areas of Professional Scholarship and Practice (6 Points):
Students should take two 3-point courses approved by their advisor, while selecting courses offered by another department (i.e. Non-HBSS) at the college.
Elective Course (3 Points):
Students should take one HBSS Elective Course: Select one from the List of Options, above, under the M.A. degree description. There is variability with regard to the courses actually being offered within an academic year, so check the current semester’s course offerings.
PRACTICAL SKILLS [FIELDWORK] (3 Points):
HBSS 5410 – Practicum in Health Education (3)
Culminating Project for Research, Scholarship and Inquiry (0 Points)
The Culminating Project for Research Scholarship and Inquiry (0 points) involves an opportunity for students to work closely with their advisor and to integrate what they have learned throughout the program (e.g., major research paper; community health education curriculum; design a health promotion, disease prevention, or health education program; research project; grant application; or, an approved alternative). Students are expected to meet with their advisor and receive approval, in advance, for various types of projects.
CAPSTONE PORTFOLIO (0 Points):
The Capstone Portfolio is a requirement for graduation (0 points). Students are expected to meet with their advisor and receive instructions and approval for the plan to compile this portfolio, as a collection of items (e.g., papers, etc.) reflecting their work in the degree program.
Points/Credits: 90
Entry Terms: Spring/Summer/Fall
Degree Requirements
The degree of Doctor of Education (Ed.D.) in Health Education at Teachers College emphasizes broad preparation for advanced professional responsibilities through a program based upon extensive study in a specialized branch of the field of education or in an area of instruction. The program of study and research leading to the Ed.D. degree in Health Education is designed to prepare graduates who will assume positions of leadership as program development and evaluation specialists in health education in various educational, governmental, and human-service delivery settings.
The program emphasizes the development of advanced competencies in: (1) assessing the cultural, psychological, social, economic, and political determinants of health and health-related behaviors; (2) developing and implementing educational and other interventions based on ecological models of health behavior and behavioral change that are appropriate to various educational practice settings ( communities, health care settings, schools, governmental agencies, and workplaces) and which have the potential to result in voluntary health-related behavioral and social change among individuals, groups, and populations, and their communities; and (3) conducting program evaluation and applied research in health education and health promotion.
The Doctor of Education degree program requires a minimum of 90 post-baccalaureate graduate points and the preparation and defense of a dissertation. Up to 45 graduate-level points taken at other institutions may be transferred toward doctoral requirements for courses in which the grade of “B” or better has been obtained. Of note, many students who excel in M.A. or M.S. degree programs have enjoyed admission into the doctoral program; indeed, all of the courses in the 32-point M.A. and 42-point M.S. can be applied toward the 90-point Ed.D. degree. In addition to completing coursework, candidates for the Ed.D. degree are also expected to demonstrate satisfactory performance on a departmental certification examination and to prepare and defend an acceptable dissertation project. In addition to the College requirements, all candidates for the Ed.D. degree in Health Education must have fulfilled the equivalent of the requirements for the Master of Arts (M.A.) degree in Health Education. For those students entering the doctoral program with only a baccalaureate degree, the M.A. degree must be completed first. Those applicants who, at the time of admission to the program, do not present the equivalent of a master's thesis are required to prepare and present an acceptable essay or pre-doctoral project prior to, or during, the term in which 60 points of applicable graduate study have been completed.
The program of study for the Doctor of Education degree in Health Education includes required courses, coursework in required areas, and elective courses. The exact program and sequence of study is determined by the previous academic preparation, professional experience, and professional career objectives of the student. A total of 90 points is required for the degree. Selection of courses that fulfill an area requirement in the program of study listed below is guided by the individual needs of the student and is not limited to those courses that are listed. A student who presents evidence of proficiency in those required courses or in an area of coursework required for the program may, at the discretion of the major advisor and upon approval of the department chair, select and substitute courses that represent more advanced study in the area in which the student has demonstrated competence, or additional preparation in other areas, in which the student’s preparation is less extensive. It should be noted that the point requirements indicated for each area of study given below are minimum requirements.
Courses and Requirements
MAJOR (45 Points)
Introductory Core Courses (Required 15 Points)
HBSS 4100 Behavioral and Social Science Foundations of Health Education (3)
HBSS 4102 Principles of Epidemiology in Health Promotion (3)
HBSS 4118 Principles of Health-Related Behavioral and Social Change: Initiation to Maintenance (3)
HBSS 4114 Competency with Multicultural Populations: Research & Practice (3)
HBSS 4160 Introduction to Biostatistics for Community Health Educators (3)
Advanced Core Courses (Required 15 Points)
HBSS 5110 Determinants of Health Behavior (3)
HBSS 5111 Planning Health Education Programs (3)
HBSS 5112 Social Marketing and Health Communications (3)
HBSS 6100 Program Evaluation (3)
HBSS 6145 Health Psychology (3)
Elective Courses (21 Points) to be selected from among:
Select seven courses from the List of Options, above, under the M.A. degree description. However, note that for this degree HBSS 6100 and HBSS 6145 are required courses and not electives. There is variability with regard to the courses actually being offered within an academic year, so check the current semester’s course offerings.
Broad and Basic Areas of Professional Scholarship and Practice (9 Points)
Nature of Education, Persons, and Learning Processes (6 points required): Students should take two courses approved by their advisor in learning theory, human development, or counseling pertaining to a population group of interest, such as the child, adolescent, adult, or older adult.
Recommended courses include, but are not limited to, those offered by the Departments of:
Organization & Leadership (e.g., Program in Adult Learning and Leadership)
Counseling & Clinical Psychology (e.g., Program in Counseling Psychology)
Human Development (e.g., Developmental Psychology Programs)
Communications, Computing and Instructional Technology and Media (3 points required): Students should take one course approved by their advisor in communications, computing or instructional technology and media.
Recommended courses include, but are not limited to, those offered by the Department of:
Mathematics, Science & Technology (e.g., Program in Communication, Media, and Learning Technologies)
Note on Options: Depending upon an individual student’s needs, the student’s advisor may approve a course selection from another Department.
Potential Departments include:
Education Policy & Social Analysis
International & Transcultural Studies
RESEARCH, SCHOLARSHIP AND INQUIRY: METHODS OF EVALUATION, STATISTICS, DISSERTATION PREPARATION (26 Points)
General Research Methods (9 points required)
Students should take courses selected in consultation with their advisor.
Recommended courses include, but are not limited to:
HBSS 5040 Research Methods in Health and Behavior Studies I (3)
HUD 4120 Methods of Empirical Research (3)
ORLJ 4009 Understanding Behavioral Research (3)
ORLJ 5040 Research Methods in Social Psychology I (3)
ORLJ 5041 Research Methods in Social Psychology II (3)
Measurement and Evaluation (6 points required)
Students should take courses selected in consultation with their advisor.
Recommended courses include, but are not limited to:
HUDM 4050 Introduction to Measurement (3)
ORL 5522 Evaluation Methods I (3)
ORL 5523 Evaluation Methods II--Seminar (3)
ORL 5524 Instrument Design and Validation (3)
Statistics (6 Points required)
Students should take courses selected in consultation with their advisor.
Recommended courses include, but are not limited to:
HUDM 4122 Probability and Statistical Inference (3)
HUDM 5122 Applied Regression Analysis (3)
HUDM 5123 Linear Models and Experimental Design (3)
HUDM 6026 Statistical Treatment of Mass Data (3)
Research Seminar and Preparation of the Dissertation (5 Points required)
HBSS 6510 Research Seminar in Health Education (3)
HBSS 7501 Dissertation Seminar in Health Education (2)
HBSS 8900 Dissertation Advisement in Health Education (0)
Preparation for the Oral Defense of the Dissertation
HBSS 6520 Advanced Seminar for Doctoral Dissertation Data Analysis in Health Education (3)
ELECTIVE COURSES, ADDITIONAL RESEARCH, OR INDEPENDENT STUDY (10 Points)
Elective courses or additional research and independent study enable the student to develop a specialization in an area of interest pertaining to a practice setting and the populations specific to that setting (e.g., schools and children, hospitals and chronically ill adults, or workplaces and well adults), or may be used to develop additional preparation in a related professional area or one of the behavioral or social sciences underlying the practice of health education. Course work or other learning experiences are selected by the student in consultation with the major academic advisor, and may be taken in other departments at Teachers College or in other divisions of Columbia University with permission of the academic advisor.
Recommended courses include, but are not limited to:
HBSS 6901 Research and independent study in health education (1-4)
Note on Total Points/Credits for the Ed.D. Degree: Variability
There may be variability in the total number of points/credits accumulated in each of the requisite categories shown above: i.e., 1) Major; 2) Broad and Basic Areas of Professional Scholarship and Practice; 3) Research, Scholarship and Inquiry: Methods of Evaluation, Statistics, Dissertation Preparation; and 4) Elective Courses, Additional Research, or Independent Study. This variability in points/credits in each of the requisite categories usually becomes apparent when the student and their advisor review and approve the student’s degree program plan, including approving any variability in the number of points/credits taken. The degree program plan is completed before the student takes the last 20 credits in the program and the Certification Examination. At the time of completion, the program plan will list all courses already taken at Teachers College, any credits transferred (up to 45 credits), and all courses to be taken (projecting into the future and up to the last semester of matriculation). Also, while the present document has listed (above) 45 points for the Major, on the program plan this number may vary (e.g. 50 credits) for Major, as well as for the other areas.For example, a student might accumulate 18, 22, 26 or more points for the category Research, Scholarship and Inquiry: Methods of Evaluation, Statistics, Dissertation Preparation. Thus, please consider the points indicated on the prior pages as a guide, given this variability.
Additional Requirements
In addition to the above minimum program requirements, students enrolled in the Program in Health Education are expected to fulfill requirements and achieve goals that transcend the completion of the requisite course work and other formal requirements for a degree. Although these additional requirements are difficult to precisely define, and the extent to which a student has fulfilled them equally difficult to evaluate, they are nevertheless recognized as being important in enabling the student to grow and develop both intellectually and professionally during the period of graduate study and afterward. These additional requirements include but are not limited to:
Demonstrating a willingness to attend and become actively involved in the breadth of departmental, college, and university functions (e.g., conferences, colloquia, centers, etc, which facilitate interaction with faculty and other students, and which have the potential to enrich the student’s intellectual and professional growth
For example, students may participate in the Center for Health Equity and Urban Science Education (CHEUSE). CHEUSE is co-directed by Professor Barbara Wallace, Director of the Program in Health Education and Dr. Christopher Emdin, Professor of Science Education (on leave). The CHEUSE is pioneering “HEALTH + HIP HOP”—as a new twenty-first century approach to school health, community health, and preparing youth for careers in the health sciences. CHEUSE advances multimedia education to foster health equity and academic achievement, including the dissemination of evidence-based curriculum content for purposes of disease prevention and health promotion, as well as to reduce/eliminate health disparities;
Developing the capacity to undertake the complex and challenging tasks associated with graduate study and other related learning experiences in such a manner that demonstrates the student’s intellectual discipline, including integrity, creativity, and innovativeness, as well as the student’s abilities to conceptualize at a high level, think critically, communicate effectively both orally and in writing, and provide leadership;
Demonstrating the ability to appreciate, relate to, and communicate with ethnically, racially, and linguistically diverse individuals and groups of people who possess different personal, social, and cultural histories than one’s own;
Developing a strong sense of professional identity and commitment to professional affairs in or related to health education which are demonstrated through active membership in appropriate national, regional, or local professional organizations, and through participation in such activities as attending a professional meeting, presenting an abstract or a paper at professional meeting, or serving on a professional committee.
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