Health Education (2002-2003)
Department Chairperson: Frederick M. Randolph
Associate Graduate Faculty
*Certified Health Education Specialist
The Department of Community Health and Health Services Management offers a specialized program of study leading to the Master of Science degree in health education. Candidates may choose an emphasis in community health education or school health education. A Health Service Administration emphasis may also be selected with consultation from department faculty. Health educators prepared within the graduate program typically are hired as practitioners in and directors of health education and health promotion programs in community health agencies, hospitals, business and industry, health related governmental departments, and private organizations; as health education teachers in local school districts; as supervisors of health education at the local and state levels; and as college and university health educators.
All candidates must meet the general admission requirements of the School of Graduate Studies. Each candidate must show evidence of having completed course work in human diseases either prior to admission as a degree candidate or before completion of his/her programs of study. A professional internship will be required for those candidates choosing the community health education emphasis if no field experience was obtained as an undergraduate or if the candidate has not had equivalent work experience. Prior to the professional internship or the school-related professional experience, students must have completed 27 hours of course work that includes CH 511, CH 512, HE 530, HE 570, and HE 571, and must have a minimum of a 3.25 GPA in all graduate work. School health education candidates without student teaching and/or actual teaching background will be required to complete a school-related professional experience comparable to the community health internship.
An overall GPA of 2.75 or a 3.00 or higher for the last two years of undergraduate work is required for unconditional entrance into the program. Applicants with lower than the prescribed minimum GPAs may be admitted probationally with the understanding that they must earn at least a B in each course taken during their initial 12 hours of graduate health education course work. Nine of these hours must be taken from among the required core courses and one of the courses must be either HE 570 or HE 571.
The Department of Community Health and Health Services Management does not require Graduate Record Examination (GRE) scores for admission to the program. However, international students whose native language is not English must have a minimum TOEFL score of 550 or must satisfactorily complete the WESL program prior to admission to the graduate program or must have earned a bachelor's degree from an accredited college/university within the USA with four years in residence at the awarding institution(s) within two years of enrolling at WIU.
The candidate will select one of the following plans of study:
Specific programs of study will be designed for each individual based on personal interests and undergraduate major. All students must successfully complete selected core courses in their emphasis area including the common core of:
In addition to satisfying the core course requirements, the student will complete 12 semester hours of directed electives in an area of concentration. Students frequently choose to complete the directed elective requirement by selecting courses in areas of concentration such as:
Community Health Education
School Health Education
Additional electives may be selected from among courses within the department or from courses in other departments. Elective courses from other departments should be chosen so as to assist the candidate in achieving career objectives. Examples of elective concentrations include business, behavioral sciences, learning resources, counseling, or biological sciences. A minimum of two-thirds of the total program hours required for graduation must be taken in the major area.
In meeting his or her professional preparation objectives, each degree-seeking student will successfully complete a written examination that will focus on, but not be limited to, the following: 1) assessing individual and community needs for health education; 2) planning effective health education programs; 3) implementing health education programs; 4) evaluating the effectiveness of health education programs; 5) coordinating provision of health education services; 6) acting as a resource person in health education; 7) communicating health and health education needs, concerns, and resources; 8) research and analytical skills; 9) written communication skills; and 10) a solid health-related knowledge base. This examination will cover the content of courses which comprise the student's program of study. The exam is usually administered on the second Saturday in April, July, and November. Additional information about the comprehensive examination may be obtained from the department.
Students may receive more detailed information regarding the specifics of the M.S. degree program in health education by contacting the Department of Community Health and Health Services Management.
432G The Comprehensive School Health Program. (3) The study of the expanded model of comprehensive school health programming and all of its components.
433G School Health Curriculum. (3) Investigates the nature of school health curriculum development which addresses objectives, learning activities, resources, content, evaluation, sequencing, scheduling, and implementation. Prerequisite: HE 432.
440G Sexuality Education in the Home, School, and Community. (3) The principles of sex education of the preschool- and school-age child. Emphasis is placed on preparing the student in content, resources, procedures, and philosophy of home, school, and community sex education.
441G Mental Health. (3) Personality development, mental dynamics, the mature individual, and the mentally ill. Special emphasis is given to teacher-pupil relationships.
442G Drug Education in the Home, School and Community. (3) Concepts of drug education with emphasis placed on preparing the student in content, resources, procedures, and philosophy of home, school, and community drug education.
450G Child and Adolescent Health Crisis Workshop. (1, repeatable to 2 with change in topic) Designed to investigate the multidimensional dynamics of health problems and their relationship to child and adolescent risk behaviors. Possible topics include conflict resolution, substance abuse, eating disorders, suicide, gang involvement, cult-related activities, and media influence.
450G Consumer Health Workshop. (1, repeatable to 2 with change in topic) Examination of significant current issues in consumer health. Topics may include healthcare, drug products, health insurance, disease treatments, nutrition/weight control products, and consumer laws/protection.
450G Health Promotion Workshop. (1, repeatable to 2 with change in topic) Designed to provide new and updated information relative to current health issues confronting the health promotion professional.
450G School Health Workshop. (1, repeatable to 2 with change in topic) Designed to provide new and updated information relative to current health issues confronting the school health professional.
450G Sexuality Education Workshop. (1, repeatable to 2 with change in topic) Provides professionally related information about sexuality. Concentrates on developing, organizing, implementing, and evaluating sexuality content and programs; addresses scope and sequencing; and examines steps to an effective program.
450G Substance Use/Abuse Workshop. (1, repeatable to 2 with change in topic) Designed to assist concerned school and community personnel in recognizing the multidimensional influences of alcohol, drugs, and other substances on health.
520 Contemporary Concepts in Dying and Death. (3) This course concentrates on study of facts and values of Americans concerning dying and death. Discussion focuses on living an effective and meaningful life, the stages of dying and emotions surrounding loss, means of working with and relating to the dying person, the causes of death, and clarifying death.
525 Health Aspects of Aging. (3) An exploration of health problems and the effects of medical crises on the aged and the means for dealing with these problems and crises will be covered. An investigation of the development of health problems during the aging years and a look at the major health problems of various age groups will be included.
530 Theories and Concepts in Health Education. (3) A comprehensive study of health education terminology, history, and philosophy. Also emphasized will be health education models and theories, health behavior change theories, professional preparation, research, and evaluation.
570 Research Design in Health Education. (3) The process of planning and organizing research studies for the purpose of solving problems unique to health education.
571 Evaluative Techniques in Health Education. (3) The application of techniques used to organize, analyze, and interpret statistical data unique to health education. Topics include measures of central tendency, measures of variability, percentiles, sampling, correlation, standard scores, and tests of significance.
599 Independent Study in Health Education. (1-3, repeatable to 6 with change in topic) Independent research study of an approved topic. Specific department guidelines must be followed. Minimum 50 work hours per 1 hour of credit.
600 Seminar in Health Education. (1-3, repeatable to 6 with change in topic) A study of current critical issues in health education as they relate to school and community health education. Examples of topics are: mental health education, consumer education, drug education, and death and dying.
601 Thesis. (1-3, repeatable to 4) Direction by a major professor of a student research project. To receive credit, the student will be required to complete and receive approval of his/her study. Graded S/U.
602 Professional Development Portfolio. (1) The student will demonstrate competency in assessing, planning, implementing, and evaluating health education programs; in coordinating services; in acting as a resource person; and in communicating about health and health education by organizing, integrating, and documenting his/her learning experiences. The portfolio will be a selection of representative professional work submitted in a written form, reviewed by department graduate faculty, and orally presented in a seminar setting to appropriate members of that body. Graded S/U. Prerequisite: Approval of the department graduate coordinator.
603 Comprehensive Examination. (0) The student will complete a written comprehensive examination covering the content of courses which comprise his/her program of study. The examination will be graded S/U and will be administered once each semester. The student may take the examination a maximum of three times. Prerequisite: Approval of the department graduate coordinator.
Community Health Education
411G Principles of Epidemiology. (3) Public health problem-solving methods emphasizing epidemiology and biostatics. Methods of planning and evaluating public health programs will be included. Prerequisite: CH 301, or CH 302, or permission of instructor.
414G Ethical Conduct and Conflict in Community Health. (3) Students will interpret ethical codes of conduct as set forth by professional organizations; conflict arising from existing and evolving codes of conduct will be examined using case studies as an arena for discussion.
450G Community Health Workshop. (1, repeatable to 2 with change in topic) Examination and analysis of significant current concerns and controversies in community health. Content varies according to contemporary issues.
450G Community Health Careers Workshop. (1, repeatable to 2 with change in topic) Current trends and issues affecting community health professions including professional preparation, job availability, and continuing education for professional growth. Designed for students and professionals in community health promotion, environmental health, and health services management.
450G Environmental Health Workshop. (1, repeatable to 2 with change in topic) Examination of environmental concerns that may impact directly or indirectly on humans and their surroundings. Educational strategies and abatement measures are included.
510 Human Ecology and Community Health. (3) The study and analysis of a variety of environmental problems and issues emphasizing the interrelationship between humans and the myriad environmental concerns.
511 Community Health Agencies and Programs. (3) A study of community health agencies and programs. Exploration of current trends and problems including an analysis of social, political, and economic factors affecting community health programs and their utilization by the public. Relationships between school and community health programs will be assessed.
512 Planning and Evaluation of Health Education Programs. (3) An analysis of program planning: this will include examination of consumer participation, consulting skills, negotiation skills, training, budgeting, implementation, data collection, evaluation, and writing program reports.
513 Community Health Education Techniques and Procedures. (3) The course will offer experiential opportunities in the techniques and procedures of communication skills, public relations, and grant writing as they apply to the community health education professional. Prerequisite: CH 511 or 512 or permission of the instructor.
580 Skills in Community Development. (3) This course emphasizes the practical skills required to be an effective community developer, including conflict resolution, leadership, comunication, and community capacity-building. The focus is on skill-building, as students are provided opportunities to practice new techniques. Topics will be modified as new technologies and other external factors impact the practice of community development. Graded S/U. Prerequisite: Graduate standing.
590 Professional Internship. (3-6) Intended to give the student practical experience in community health education. The internship is spent in appropriate programs, under the preceptorship of an administrator qualified by education and/or experience, and supervision of a health sciences faculty member. Development and utilization of original activities is stressed. Periodic progress reports are required. Graded S/U. Prerequisite: Permission of internship coordinator to enroll and to select an internship site.
Health Services Management
450G Health Services Management Workshop. (1, repeatable to 2 with change in topic) Designed to provide new and updated information relative to current trends and issues in health services management.
514 Health Service Administration. (3) The administrative functions of long term care facilities and other related organizations will be covered. The administrator's role in the organization and the community will be delineated and analyzed. Prerequisites: Graduate standing and/or permission of the instructor.
515 Legal Aspects of Health Services Management. (3) The course will equip future health services managers and health educators with a working knowledge of health law as it relates to the health industry. Students who have taken HSM 470 will not be eligible to receive credit for this course. Prerequisite: Graduate standing.
516 Introduction to Health Policy. (3) The course will equip future health services managers and health educators with a working knowledge of health policy formulation, examinaiton and implementation as it relates to the health industry. Prerequisite: Graduate standing.
600 Seminar in Safety Education. (1-3, repeatable to 6 with change in topic) A study of current critical issues in injury control and safety, as they relate to school and community populations and environments. Examples of topics are: spinal cord injury, aging and injury control, industrial safety and health promotion, and controversial safety issues.