Health Education Core Courses
Health Education Core Courses (16 Units total)
HS 200 Contemporary Practice: Public Health, Health Promotion, and Community Health Education: Introduction to the philosophy, ethics, historical roots, and approaches of contemporary public health education and health promotion. Emphasis is on frameworks and strategies used in practice. (2 units)
HS 201 Groups and Training: Theory and Practice: Study of group processes and learning theories as they apply in the training environment. Apply experiential learning concepts and principles in the design, implementation, and evaluation of training programs. (2 units)
HS 271 Theoretical Bases of Health Behavior: Psychological, social, cultural, and ethical factors in health-related behaviors and behavior change. (3 units)
HS 272 Health Promotion Planning and Evaluation: Theory and practice of developing community health programs. Focus on program planning within the context of strategic planning, problem/needs assessment, setting of program goals and objectives, approaches to program evaluation, and grant writing. (3 units)
HS 293 Leadership for Health Professionals: Preparation for leadership in public health. Emphasis is on: policy and politics of health advocacy, ethics in public health education, and final self-assessment of skills for practice and continuing education priorities. This course can not be taken until Fieldwork Seminar and Practicum are completed. (3 units)
HS 269 Applied Data Analysis: Overview of quantitative and qualitative data analysis and reporting. Application of basic quantitative analysis concepts introduced in computational statistics and research courses. Specific emphasis on interpretation of qualitative data including data reduction, text management, coding, content analysis, and data trustworthiness. Prerequisites: HS 295, HS 267 (3 units)
Practicum / Fieldwork (4 Units total)
HS 291 Series (4 units)
Guidance for the fieldwork practicum. Emphasis is on preparation for fieldwork including (1) self-analysis of strengths, competencies, and professional development plans: (2) developing professional fieldwork objectives and (3) reviewing key concepts from health education core courses.
Application of theory and skills in a health care organization, community, or worksite setting under the direction of a health education mentor. Planning, developing, implementing and/or evaluating community health education programs or research. Students complete 400 hours, full-time or part-time.
Fieldwork Seminar and Professional Development
Critical reflection and synthesis of fieldwork experience, including lessons learned, organizational analysis, and professional self-assessment.