Department Mission Statement
To enrich the lives of students and contribute to public health through:
- Innovative and contemporary education in the principles and skills of health science,
- Contributions to the intellectual foundations of community health
- Leadership in the public health profession, and
- Collaborations with community partners.
Using a social ecological framework emphasizing the relationships between health, disease, environment, and behavior, the Health Science Department offers knowledge and skills useful throughout life, practical and analytical experiences necessary for professional practice and leadership, and the foundation for a wide range of careers and contributions to society.
Undergraduate Health Science Mission Statement
To support the university and department missions to enrich the lives of students through curriculum and activities related to the multidisciplinary field of health science. The program emphasizes the knowledge, skills, and ethical principles of community health in an increasingly diverse society, useful throughout life and applicable to a wide range of professional fields, with particular preparation for careers in public health, gerontology, health services administration, and other health-related professions.
Undergraduate Program Goals with Student Learning Objectives (SLO)
Goal 1: Fundamental academic skills
- SLO 1.1 Read and critically analyze scientific and professional articles from the fields of health education, health services administration, aging, and other social sciences.
- SLO 1.2 Write grammatically and stylistically correct papers that reflect a review of relevant literature and/or integrate health related perspectives and experiences.
Goal 2: Foundation in health promotion and disease prevention
- SLO 2.1 Recognize how the social, cultural, economic, political, and biological environments affect personal & community health.
- SLO 2.2 Describe the age related physical, psychological, and social changes that occur across the lifespan and discuss how those changes may vary by the social construction of race/ethnicity, culture, gender, religion, socioeconomnic status, sexual orientation, and disability.
- SLO .3 Describe the U.S. health profile, including key indicators, determinants, disparities, access to health services, historical and contemporary trends and implications.
- SLO 2.4 Use risk, resilience, and protective factors in the analysis of health promotion challenges and opportunities.
Goal 3: Technical skills
- SLO 3.1 Understand the role of research, evaluation, and the use of data in health promotion, disease prevention, and health services.
- SLO 3.2 Develop data collection methods appropriate for various research objectives.
- SLO 3.3 Collect qualitative and quantitative data based on sound measurement principles and valid sampling techniques.
- 3.4 Analyze qualitative and quantitative data using appropriate methods based on sound measurement principles and valid sampling techniques.
- 3.5 Report and disseminate results in various forms appropriate to both professional and community audiences.
Goal 4: Administrative and organizational knowledge and skills
- SLO 4.1 Identify and describe the evolution of the U.S. health services system and the major settings,providers, and funding for the delivery of public and private preventive and treatment services.
- SLO 4.2. Demonstrate the basic principles of health and social marketing.
- SLO 4.3 Discuss ways in which public health policies affect access, quality, and cost of health services, and how they are differentially experienced by various ethnic, socioeconomic status, sexual orientation, disability, gender, and age groups.
- SLO 4.4 Describe the basic principles of health program administration.
Goal 5: Social and behavioral science skills
- SLO 5.1 Identify and define the major constructs from a variety of health behavior, health education, aging, interpersonal communication, and other social and behavioral science theories as they related to individual and community health.
- SLO 5.2 Apply social and behavioral science theories in community health actions and interventions.
Goal 6: Skills for professional practice
- SLO 6.1 Recognize the importance of honoring diversity, acting with civility, practicing ethically, and promoting mutual respect when working with diverse individuals, groups, and communities.
- SLO 6.2 Incorporate the ethical standards of professional health services and health education practice in the development, implementation, and evaluation of health services and health promotion programs.
- SLO 6.3 Develop and deliver professional oral, visual, and written presentations.
- SLO 6.4 Work effectively in teams as members, facilitators, recorders, and leaders.
Goal 7: Lifelong learning skills
- SLO 7.1 Be aware of opportunities for professional development and career enhancement.
- SLO 7.2 Be aware of relevant professional organizations and resources.
- SLO 7.3 Be aware of opportunities to contribute to community health and well being.
Assessment of Student Learning BS
Spring 2011 (doc)
Spring 2010 ( .doc)
Spring 2009 (doc)
spring 2008 (doc)
fall 2007 (doc)
spring 2007 (doc)
Masters of Public Health (MPH)
To provide professional education encompassing a wide range of theoretical approaches and practical methodologies, that prepares and supports both students and graduates with the knowledge and confidence to apply their health education skills to program, policy, and community development.
MPH Student Learning Outcomes
The MPH program trains health education practitioners who are able to:
- Identify, assess, communicate, and utilize group and community health education-related assets, needs, resources, and priorities of groups, organizations, and communities
- Predict future individual and community health needs and opportunities based on current evidence and societal changes;
- Use an ecological approach to influence desired health outcomes;
- Utilize evidence, theory, and insight to plan, implement, and evaluate effective health education and health promotion interventions;
- Apply technologies, educational methods, and communication strategies that contribute to program objectives;
- Promote community health through community building and organizing;
- Articulate research and evaluation purposes, principles, commitments, and methods;
- Utilize a range of research and evaluation methods;
- Collect, analyze, and communicate quantitative and qualitative data as appropriate;
- Use quantitative and qualitative data in program and policy analysis and recommendations;
- Emphasize community-based participatory research methods in assessment, evaluation, training, and research;
- Work with individuals, groups, and communities in an inclusive and a culturally proficient manner;
- Manage human, fiscal, capital, and social resources to meet program objectives;
- Collect, analyze, and apply data to understand and improve intervention needs and impacts;
- Adhere to the ethical standards of the health education profession;
- Provide technical assistance and act as a health education resource across a broad range of settings;
- Develop and promote lifelong learning opportunities;
- Use strong academic skills to understand, articulate, and act upon public health needs and promising interventions;
- Influence public policy through advocacy at local, state, and national levels;
- Relate health education issues to larger social issues;
- Incorporate global perspectives and emerging knowledge into action supporting public health;
- Advance the profession of health education;
- Take active leadership roles in the profession, within organizations, and in the community;
- Otherwise work to assure conditions which protect and promote public health.
Assessment of Student Learning MPH
This page last updated 08/24/11