Health

Credits:
30
Degree:
Master of Education

Program Description

The Master of Education with a Specialization in Health program (formerly M.Ed. School Health, Family & Consumer Sciences) prepares health educators to be proficient in the Puerto Rico Professional Standards for Teachers. Graduates are career-ready, technologically savvy, and culturally competent to advance social justice causes.

This program is for recertification by the Puerto Rico Department of Education as a health educator only.

Learning Outcomes

Our graduates are experts in health education content, capable of performing needs assessments, planning and executing study plans, assessing student learning, coordinating health, advocating for health education, and serving as a resource for schools, students and their families, and communities.

Our students graduate with confidence in their ability to teach comprehensive skills-based health education as a component of coordinated school health. They know how to identify student risk factors and help young people to reduce risky behavior and improve their personal health and academic performance. Learning is personalized through independent projects that help to prepare the educator for the profession.

Careers

Graduates can teach in grades preK-12, undergraduate level ion Puerto Rico, and as health educators in many settings: local health departments, hospitals and clinics, businesses and industry. They can also teach courses and conduct research at universities.

For more information, please contact Admissions at 1-800-829-4723.

Curriculum

Classroom instruction and coursework are in Spanish.

Action Research

Credits

Action Research I: Defining a Problem of Practic

EHE 695 • 2 credit(s)

This course includes an introduction to action research and skills required to conduct an effective literature review supportive of the continuous improvement of professional practice specific to teaching and learning in PK-12 settings. Supportive of the capstone Action Research Project students review the literature, identify a problem, develop a research question, validate the project, and identify outcomes for a self-selected inquiry.

Statistical Decision Techniques for Managers

MMG 525 • 3 credit(s)

Prerequisite: MMG506 Quantitative Analysis for Managers or equivalent. This course provides students with the knowledge and appropriate use of descriptive and inferential statistical techniques used in management decision making and develops their ability to characterize management problems that can be solved by such techniques. Topics include descriptive statistics, probability distributions, sampling, estimation, hypothesis testing, simple and multiple regression and correlation, chi square testing, analysis of variance, and decision theory. spreadsheet and statistical computer programs are used in the class.

Action Research III: Research and Data Analysis

EHE697 • 2 credit(s)

Prerequisite EHE696. In this course students use qualitative and quantitative methods to analyze data collected in the previous course and prepare a preliminary paper of 16-24 pages that summarizes research findings as they relate to professional practice. Additionally, students present preliminary findings for their self-selected action research project to program cohort and faculty.

Program Courses

Credits

Principles of Health/Social Emotional Promotion and Public Health Issues

EHE 613 • 3 credit(s)

Acquire the knowledge and health/social emotional skill to teach children to develop and maintain healthy behaviors, to identify public and community health agencies, resources and prevention practices youth need to protect themselves, their families, and communities from life-threatening and disabling conditions. Assessments include analysis of case studies, a literature review, health awareness campaign, public health unit, and a community service learning project. Course assessments are aligned with MA PSTs and SMKs. Pre-practicum experience required.

Implementing Curriculum in the Health/SEL Classroom

EHE 622 • 3 credit(s)

Implementing skills-based health/SEL education in the health classroom provides teacher candidates with the knowledge and skill to design and implement skills-based health/SEL education based on state and national standards. Candidates access and analyze youth risk behavior data, use backwards design, infuse performance indicators, and plan assessment and instruction, including a skills-based unit and lesson plans. Course assessments are aligned with MA PSTs and SMKs. Pre-practicum experience required.

Teaching About Human Sexuality

EHE 632

Learn how human growth and development, social emotional learning, and sexual health affect adolescents and their families. Diversity in sexual orientation and gender identity are also examined. Demographic research, class discussions, activities, and development of a skills-based lesson prepare the candidate to teach age and culturally appropriate sexuality lessons that address reproductive health, family values, social emotional learning, sexual orientation and gender identity. Course assessments are aligned with MA PSTs and SMKs. Pre-practicum experience required.

Promoting Wellness: Building Positive Health/Social Emotional Behavior

EHE 642 • 3 credit(s)

Promoting wellness weaves together the CDC content areas and risk behaviors, national and state standards, SEL competencies, brain research, and the transfer of effective teaching practices to the classroom. Candidates examine the components of wellness and design strategies to help students build positive health behaviors that impact their health and lifelong wellness. Assessments include a mini-lesson, a school event, and a skills-based unit. Course assessments are aligned with MA PSTs and SMKs. Pre-Practicum required.

Preventing Unintentional Injury and Violence

EHE 652 • 3 credit(s)

Learn to teach the knowledge and health/social emotional skills to help youth avoid injury and violence. Examine research, behavioral surveys, resources for students affected by violence, science-based curricula, negotiation and mediation skills, bullying, sexual harassment and assault, domestic violence, homophobia and racism. Assessments include evaluating curriculum, making group presentations, presenting a mini-lesson, creating a resource book, and designing and implementing violence prevention curriculum. Course assessments are aligned with MA PSTs and SMKs. Pre-practicum experience required.

Health-SEL Skills for Risk Reduction and Positive Behavior Change

EHE 682 • 3 credit(s)

Examine the factors that contribute to youth risk behaviors and positive behavior change. Using the state and national standards, candidates learn pedagogical strategies to reduce risk behaviors, increase protective factors and social emotional learning, encourage positive behavior change, and promote the development of youth leadership and social responsibility. Assessments include the implementation of a mini-lesson and a community advocacy project. Pre-practicum experience required.

Evaluation of School Health/Social Emotional Programs

EHE 711 • 3 credit(s)

The evaluation of school health/social emotional programs involves a comprehensive examination of the strengths and needs of a program and a design to address each. This course presents the theory and practice of program evaluation with an emphasis on coordinated school health design, implementation, diagnosis, and action plans. Assessments include class assignments, literature reviews, evaluation theory, key assessment and reflection. The course is aligned with MA PSTs.

Practicum

Credits

HEA794 Practicum: HFCS (300 hours: 150 elementary and 150 secondary)

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Program Chair

Mary Connolly

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For more information, please contact Admissions at 1-800-829-4723.

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