Community Health Education MS

M.S. Degree in Community Health Education

Accredited by the Council on Education for Public Health (CEPH)*

CEPH Accredited


The Master of Science degree program in Community Health Education will host an accreditation review site visit by the Council on Education for Public Health (CEPH) on December 5-6, 2022. CEPH is accepting written comments from the program's stakeholders, including students, alumni, faculty, employers, advisory board members, and community partners, until Friday, November 4, 2022.  You can email your comments to submissions@ceph.org or mail them to CEPH's address at 1010 Wayne Avenue, Suite 220, Silver Spring, MD 20910.

The program of study leading to the Master of Science (M.S.) in Health Education is a 42 point (credit) degree, two-year program 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, as well as in-depth preparation in an area of specialization or in one of the behavioral and social sciences underlying the practice of health education. Thus, the program of study enables students to prepare, through the selection of courses in required areas and through elective course work, for professional practice as a health education specialist in community, hospital, school or workplace settings. The M.S. 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 makes graduates eligible to qualify for certification as a Certified Health Education Specialist through the National Commission for Health Education Credentialing, Inc. 

The program at Teachers College is grounded in the belief that community-level structures and organizations play a key role in determining the health of the people. It offers courses in which students learn to analyze and understand and thus become able to influence community structures that either enhance or undercut health-promoting individual behaviors. In addition, students are encouraged to pursue interdisciplinary study and research throughout Teachers College, as well as other divisions of Columbia University— such as the Mailman School of Public Health at Columbia University, and the Graduate School of Arts and Sciences of Columbia University.

 

CEPH Accreditation

CEPH Accredited Master's

The M.S. Program in Community Health Education is accredited by the Council on Education for Public Health (CEPH). This accreditation was last reaffirmed in 2017 and the next site visit is scheduled for December, 2022. Teachers College has been continually accredited by the Middle States Commission on Higher Education since 1921. This accreditation was last reaffirmed in 2016, and the next site visit is scheduled for 2025-2026.

 

 

Degree Requirements

M.S. students enjoy our MPH equivalent degree, which requires completion of the following REQUIRED COURSES:

Course number

Course name

Credits

Required Courses (Foundation and Concentration)

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 4160

Introduction to Biostatistics for Community Health Educators

3

HBSS 4161

Environmental Health

3

HBSS 4112

Social Policy and Prevention

3

HBSS 6100

Program Evaluation

3

HBSS 4114

Competency with Multicultural Populations: Research & Practice

3

HBSS 5111

Planning Health Education Programs

3

HBSS 5112

Social Marketing and Health Communications

3

Non-HBSS Course

Any Non-HBSS Course (Out of Department/Program)

3

Non-HBSS Course

Any Non-HBSS Course (Out of Department/Program)

3

Applied Practice Experience Course

HBSS 5410

Practicum in Health Education (Fieldwork)

3

Electives

 

Select 1 from the list

HBSS 4012 Eating Disorders

HBSS 4110 Health Promotion for Children and Adolescents

HBSS 4111 Addictions and Dependencies

HBSS 4113 Human Sexuality Education

HBSS 4116 Health Education for Teachers

HBSS 4117 HIV/AIDS Epidemiology

HBSS 4122 Women's Health HBSS5110 Determinants of Health

HBSS 5113 Community Health Analysis

3

 

 

 

Integrative Learning Experience

Culminating Project for Research, Scholarship and Inquiry

0

 

Capstone Portfolio

0

 

TOTAL CREDITS

42

 

A Sample Course Sequence and Program Length

Students may consider a sample demonstrating the desired, typical sequence of MS Degree coursework—while also suggesting a program length of two academic years and one summer. See Table 1 for a clear depiction of a full-time student’s sample course sequence, while also illustrating the program length. We also have part-time students, including many working full-time. Hence, there are many pathways to completing the degree, while the goal is to complete within 5 years.

  

Table 1: Sample Course Sequence for 2-Year MS Degree Program for 42 Points/ Credits

TC CU Year 1

 

 

Fall Year 1

Spring Year 1

Summer Year 1

HBSS4100 Behavioral and Social Science Foundations of Health Education 

(3 points)

HBSS 4160 Environmental Health

(3 points)

HBSS5112 Social Marketing and Health Communications  

(3 points)                                 

HBSS4102 Principles of Epidemiology in Health Promotion   (3 points)

HBSS 4112 Social Policy and Prevention (3 points)

HBSS5111 Planning Health Education Programs    (3 points)                                               

HBSS4118 Principles of Health-Related Behavioral & Social Change: Initiation to Maintenance (3 points)

HBSS 6100 – Program Evaluation (3 points)

 

HBSS 4160 Introduction to Biostatistics for Community Health Educators (3 points)

HBSS4114 Competency with Multicultural Populations: Research & Practice (3 points)

 

 

TC CU Year 2

 

Fall Year 2

Spring Year 2

HBSS 5410 – Practicum in Health Education (Supervised Fieldwork)

(3 points)

Any Non-HBSS & Out of Department Course within TC, CU (3 points)

 HBSS Elective Course Selection (3 points)

Any Non-HBSS & Out of Department Course within TC, CU (3 points)

 

Complete Integrative Learning Experience – Culminating Project for Research, Scholarship and Inquiry (0 points)

&

Submit Capstone Portfolio –containing all final papers from required courses (i.e. Course Competency Evaluation Projects (0 points)

 

The Fieldwork Requirement

All students are required to enroll in HBSS 5410 Practicum in Health Education (offered in the fall in-person and online) and complete a 180-hour supervised Fieldwork experience in a community setting. The selected Fieldwork should be aligned with their goals for professional development and future employment. During the practicum, students are engaged in a collaborative relationship with a supervisor, staff, and selected consumers within their fieldwork setting.

To successfully complete fieldwork requirements, students, in collaboration with their Fieldwork Supervisor, must select a minimum of 5 out of 28 competencies (see https://tinyurl.com/MS-Students-Fieldwork for all fieldwork requirements and required forms). Competencies 1 through 22 are the foundational competencies developed by the Council on Education for Public Health (CEPH); competencies 23 through 28 are the program-identified competencies. A minimum of 3 competencies selected for the fieldwork must be foundational competencies.

 

The Required Culminating Project for Research, Scholarship and Inquiry (ILE)

Our M.S. Degree in Community Health Education “students must complete an integrative learning experience (ILE) that demonstrates synthesis of foundational and concentration competencies,” as per the Council on Education for Public Health (CEPH). This involves an opportunity for students to work closely with their advisor and to integrate what they have learned throughout the program. All students are required to complete a Culminating Project for Research, Scholarship and Inquiry, usually in the Fall semester of the year they will graduate. See all details for fulfilling the requirement of the ILE in the MS Students’ Guidebook (https://tinyurl.com/MS-Student-Guidebook).

 

Service, Community Engagement & Professional Development Activities—Additional Requirements

Students are expected and encouraged to participate in community and professional service. Students are introduced to service, community engagement, and professional development activities, starting with orientation at the start of their first semester–including receipt and review of this MS Student Guidebook. The MS Student Guidebook, which can be accessed via our Program website, can be carefully examined before Program admission, providing even earlier exposure to the importance of and value placed upon community and professional service.

 

The Final Program Requirement: Capstone Portfolio

As the very last requirement for the 42-point MS Program in Community Health Education, students must compile and submit a Capstone Portfolio (0 points) in order to be eligible for graduation. Students are to create a digital compilation of the following materials, using what is below as a CHECK LIST (X) for inclusion of all that is required:

  • Capstone Portfolio Introduction (1-2 pages) that provides an overview of the materials in the portfolio, being placed at the beginning of their digital portfolio
  • All of the student’s Course Competency Evaluation Projects associated with every HBSS course they have taken during their 42-point degree program; this excludes their out-of- program coursework
  • All of the student’s Course Competency Evaluation Project Scoring Rubrics completed by faculty to evaluate/grade each of their Course Competency Evaluation Projects (for required courses)
  • A copy of their MS Program Mid-Point Evaluation Form
  • A copy of their Culminating Project for Research Scholarship and Inquiry
  • A copy of their Advisor’s Evaluation of the Culminating Project for Research Scholarship and Inquiry
  • A Capstone Portfolio Conclusion (3-4 pages) that summarizes and synthesizes their materials, including an analysis of what they feel they have personally accomplished through their degree studies
  • A Resume of the student updated to the month before graduation, including mention of (updated)
    • a LinkedIn account/profile
    • a new professional g-mail e-mail account (or sure to be used ongoing one) as an alternative to their Teachers College g-mail e-mail account; both of these bolded additions are for ease in ongoing follow-up communication for post- graduation communication and to ensure your receipt of vital outcome evaluation surveys (see What to Expect Post-Graduation…below).
  • Students should place all materials in sequential order from the first to last semester within their Capstone Portfolio. It is recommended that students work closely with their advisor to ensure that they have followed all of the above instructions for compiling their Capstone Portfolio for submission. Submission of the Capstone Portfolio is required for eligibility for graduation. 

 

The Final College Requirement: Degree Audit

The college uses an online platform to host what is called the student’s “degree audit,” as a process of reviewing and confirming coursework taken and the requirements fulfilled within the online degree audit document. This record of their academic progress in taking courses is maintained via the degree audit. It is the responsibility of the student to review and seek corrections to their Degree Audit, including with the assistance of the Office of the Registrar, their Faculty Advisor, and the Program Director—as needed. This also includes having their faculty advisor and/or the Program Director sign off on their Degree Audit as final clearance for graduation.

MS Student’s Guidebook for the 42 Point MS Degree Program in Community Health Education © 2022

MS Degree Students’ Fieldwork Guidebook: Providing an Orientation to Fieldwork, Timeline, and Forms for Completion © 2022

Fieldwork Supervisors’ Guidebook: Providing an Orientation to Fieldwork, Timeline, and Forms for Completion © 2022

A graduate student has an animated conversation with his peers at TC.

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Master of Science

  • Points/Credits: 42
  • Entry Terms: Spring/Summer/Fall

Application Deadlines

  • Spring: November 15
  • Summer/Fall (Priority): January 15
  • Summer/Fall (Final): Rolling

* For details about rolling deadlines, visit our admission deadlines page.

Supplemental Application Requirements/Comments

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

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