Proposal
for a New Program
Master of
Science Degree In Health Education
Department
of Health, Physical Education, Recreation and Dance
Eastern
November,
2002
Table of Contents
I. Program Description
A.
Goals and Objectives
1.
General Philosophy
2.
Goals and Objectives
B.
Program
1.
List of Required and Elective Courses
2.
Typical Programs of Study for Full Time and Part Time Students
3.
List of New Courses
4.
Description of Graduate Level Study Strategies
5.
Research Emphasis
C.
Admission
1.
Admission Requirements
D.
Projections
1.
Initiation Timeline
2. Enrollment
Projections
3. Future
Program Directions
II.
Justification for the Proposed Master of Science in Health Education
A.
The Need for Professionally Prepared Health Educators
1.
Health Concerns in Michigan and the United States
2.
The Role of Health Education in Addressing Health Needs
B.
Employment Opportunities for Masters Prepared Health Educators
1.
Employment Settings
2.
Health Education Positions
3.
Health Education Employment Data Bases
C.
EMU Student Survey
1.
Description of the Survey
2.
Survey Results
D.
Comparison to Other Programs
1.
Michigan Masters Programs in Health Education
2.
Peer Institution Masters Programs in Health Education
3.
Unique Features of the Proposed Master of Science in Health Education
III. Preparedness
A. Qualifications of the EMU Health Education
Faculty
B. Library Holdings
C. Facilities
D. Supportive Resources Outside the Department
E. Scope of the EMU Undergraduate Program in
Health Education
IV. Plans for Evaluation
A.
Plan
B.
Time Schedule
V. Marketing Plan
VI. Program Costs
A.
Additional Faculty or Supportive Staff
B.
Additional Space or Facilities
C.
Additional Equipment
D.
Assistantships/Fellowships
E. Additional Library Resources
F. Other Costs
G. EMU Cost Analysis Forms by Graduate Course
H. Total Costs for Implementation
Appendix A: Course Outlines
& University Forms for All Required and Elective Courses
Appendix B: Student Survey
Data
Appendix C: Comparison to Other
Programs
Appendix D: Faculty Vita
Appendix E: Proposed Catalog Copy
I. Program Description
A. Goals and Objectives
1. General Philosophy
The profession of health education
has been described as eclectic, because as an applied science we draw our body of
knowledge from a variety of disciplines.
We are also unique. While this
body of knowledge is drawn from biological, behavioral, sociological and health
sciences, it is interpreted in terms of human needs, human values and human
potential.
Although health education has been
described as an emerging profession, today we are quite visible to the average
person and widely accepted by other health professionals. Much of this visibility can be directly
attributed to the health promotion period of public health history that began
in the mid 1970’s in the
From the late nineteenth century
through the mid-twentieth century, the first public health revolution aimed at
controlling the morbidity and mortality that came from infectious
diseases. By the mid-1950’s, many of the
infectious diseases in the
During the health promotion phase
of the mid-1970’s, it became apparent that the greatest potential for reducing
morbidity, saving lives, and reducing health care costs was to be achieved
through health promotion and disease prevention. At the core of this approach is health
education. Today, the federal government
is in its third generation of a comprehensive national agenda for prevention
with specific goals and objectives for anticipated gains outlined in Healthy People 2010.
Health
educators plan, implement, and evaluate the effects of educational programs and
strategies designed to improve the health of individuals, families, and
communities. Health educators work in
schools, and universities; federal, state, and local public health departments;
hospitals and managed care settings; voluntary groups; businesses;
international organizations; and other settings.
The proposed Master’s of Science in
Health Education is driven by standards and based on the competencies contained
in the report Standards for the
Preparation of Graduate-Level Health Educators.
This document outlines the knowledge and skills all students should
be expected to demonstrate upon receiving an advanced degree in health
education. The standards and competencies
are reflected in the proposed courses and will ensure that our graduates are
prepared to promote the health of the public.
Although there are numerous competencies and sub-competencies, the major
responsibilities are as follows;
·
Assessing Individual and Community Needs for Health
Education
·
Planning Effective Health Education Programs
·
Implementing Health Education Programs
·
Evaluating the Effectiveness of Health Education
Programs
·
Coordinating the Provision of Health Education
Services
·
Acting as a Resource Person in Health Education
·
Communicating Health and Health Education Needs,
Concerns, and Resources
·
Applying Appropriate Research Principles and
Techniques in Health Education
·
Administering Health Education Programs
· Advancing the Profession of Health Education
The
proposed Master’s of Science in Education, grounded in developing the skills
represented in these roles and competencies, will arm future health educators
to be at the forefront in dealing with changes in the
We believe
that it is important to prepare our graduates to utilize basic educational
theories and principles, behavioral science concepts, and knowledge about the
biological basis of disease and health, drawing upon a variety of effective
teaching methods and techniques. To that
end, the proposed Master’s of Science in Education acknowledges the following
goals in preparing the health education professional as a partner in promoting
healthy people in a healthy world;
·
Assuring its services are state-of-the-art and based
on theory, research, best practice standards, and ethical standards.
·
Assuring its research is grounded in theory and based
in practice.
·
Playing a role in the development, diffusion, implementation,
and evaluation of policies that influence health.
·
Incorporating current technology that is contemporary
and dynamic.
·
Utilizing appropriate pedagogy.
·
Considering social, cultural, economic, and political
influences in promoting health.
·
Promoting social justice.
Finally, as one of the advanced
professional education programs at
University’s
develop leaders who demonstrate reflective thought and scholarship
within the context of a
culturally diverse society.
2.
Goals and Objectives
By the end of the program, the successful graduate candidate will be able to:
1.
Assess the needs of the learner in the context of the
community environment by:
a.
obtaining health related data about social and cultural environments,
growth and development factors,
needs, and interests;
b. distinguishing between behaviors that
foster and those that hinder well-being;
c. inferring health education needs on
the basis of obtained data; and
d. determining factors that influence
learning and development.
2. Plan effective health education programs by:
a. developing a logical scope and sequence
plan for a health education program;
b. formulating appropriate and
measurable program objectives; and
c. designing educational programs
consistent with specified objectives.
3. Implement health education programs by:
a. exhibiting competency in carrying out
planned educational programs;
b. inferring enabling objectives as
needed to implement instructional programs in
specified settings;
c. selecting methods and media best
suited to implement program plans for
specific learners; and
d. monitoring educational programs and
adjusting objectives and activities as necessary.
4. Evaluate the effectiveness of health
education programs by:
a. developing plans to assess
achievement of program objectives;
b. carrying out evaluation plans;
c. interpreting results of program
evaluation; and
d. inferring implications from findings
for future program planning.
5. Coordinate the provision of health education
services by:
a. developing a plan for coordinating
health education services;
b. facilitating cooperation between and
among levels of program personnel;
c. formulating practical modes of
collaboration among health agencies and
organizations; and
d. organizing in-service training
programs.
6. Act as a resource person in health education
by:
a. utilizing computerized health
information retrieval systems effectively;
b. establishing effective consultative
relationships with those requesting
assistance in solving health-related
problems;
c. interpreting and responding to
requests for health information; and
d. selecting effective educational resource
materials for disseminations.
7. Communicate health and health education
needs, concerns, and resources by:
a. interpreting concepts, purposes, and
theories of health education;
b. predicting the impact of societal
value systems on health education programs;
and
c. selecting a variety of communication
methods and techniques.
8.
Apply appropriate research principles and methods in health education
by:
a. conducting thorough reviews of
literature;
b.
using appropriate qualitative and quantitative research methods; and
c. applying research to health education
practice.
9. Administer health education programs by:
a. developing and managing fiscal
resources;
b. developing and managing human
resources;
c. exercising organizational
leadership; and
d. obtaining acceptance and support for
programs.
10. Advance the profession of health education
by:
a. providing critical analysis of
current and future needs in health education;
b. assuming responsibility for
advancing the profession; and
c. applying ethical principals as they
relate to the practice of health education.
Source: Professional responsibilities for Graduate-Level Health Educators as identified by the American Association for Health Education, the National Commission for Health Education Credentialing, Inc., and the Society for Public Health Education, in their document “A Competency-Based Framework for Graduate-Level Health Educators.”
B. Program
1. List of Required and Elective Courses
Research Core
(Thesis Option) - - 9 Credit Hours
PHED 505
Basic Statistics in Physical Education (3)
(Will be changed to “Basic
Statistics in Health and Human Performance” upon approval of the M.S. in Health
Education program)
PHED 677
Research, Theory and Design in Physical Activity (3)
(Will be changed to “Research,
Theory and Design in Health and Human Performance”) upon approval of the M.S. in Health
Education program)
HLED 692
Thesis in Health Education (3)
-
or -
Research Core
(Graduate Project Option) - - 6 Credit Hours
PHED 505
Basic Statistics in Physical Education (3)
(Will be changed to “Basic
Statistics in Health and Human Performance” upon approval of the M.S. in Health
Education program)
HLED 690
Graduate Project in Health Education (3)
School Health
Education Core - - 21 Credit Hours
HLED 550 Theoretical
and Philosophical Foundations of Health Education (3)
HLED 555
Current Health Issues and Trends (3)
HLED 570
Measurement in Health Education (3)
HLED 558
Health Education Methods and Materials (3)
HLED 560 School Health Education Programming and
Curriculum (3)
HLED 575
Implementation and Administration of Health Education Programs (3)
HLED 695
Seminar in Health Education (3)
-or-
Community
Health Education Core - - 21 Credit Hours
HLED 550
Theoretical and Philosophical Foundations of Health Education (3)
HLED 555
Current Health Issues and Trends (3)
HLED 570
Measurement in Health Education (3)
HLED 558
Health Education Methods and Materials (3)
HLED 562
Health Education Program Planning (3)
HLED 575
Implementation and Administration of Health Education Programs (3)
HLED 695
Seminar in Health Education (3)
Suggested
Electives - - 6-9 Credit Hours as Approved by Health Education Advisor* (to
complete the 36 hour program of study)
HLED 565 Women’s Health (3)
** HLED 495 Health Education for Diverse Populations (3)
** HLED 460 Concepts of Sexuality Education (3)
** HLED 490 Drug Use and Abuse (3)
Total Hours 36
* Elective hours can come from HLED courses or other
health-related courses offered by other programs and departments. These
electives are selected with guidance and approval of the assigned health
education advisor.
** Note: The
above 400 level courses will be presented for graduate credit upon approval
from the
See Appendix A for the outline of each listed
course.
2.
Typical Programs of Study for Full Time and Part Time
Students
M.S. in Health Education
Program of Study
(Part-time Program of
Study)
Non-Thesis Option
Fall 1 Winter 1
* The name of this course will be changed upon approval
of the M.S. in Health Education program to (PHED 505) Basic Statistics in
Health and Human Performance.
M.S. in Health Education
Program of Study
(Part-time Program of
Study)
Thesis Option
Fall 1 Winter 1
