Health/Family & Consumer Sciences (All levels, initial licensure)

  • Credits for Licensure: 38
  • Credits: 33
  • Degree:
    Master of Education
  • Program Approved:
    Massachusetts Dept. of Elementary & Secondary Education

Program Description

The Health/Family & Consumer Sciences initial licensure program prepares health educators to be proficient in the Massachusetts Professional Standards for Teachers, the National Health Education Standards, and the American Association of Health Education/National Council for Accreditation of Teacher Education standards. 

Please note: At Cambridge College locations outside of Massachusetts, this program is currently non-licensure only.

Learning Outcomes

Our graduates are experts in health education content, able to conduct a needs assessment, plan and implement curriculum, assess student learning, coordinate school health, advocate for health education, and serve as a resource to the school, students and their families, and the community. 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 reduce their risky behavior and improve their personal health and academic performance.


Graduates teach (PreK-12) and work as health educators in many settings: local health departments, hospitals and clinics, business and industry. In colleges, they also teach courses and conduct research.


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


Please note: At Cambridge College locations outside of Massachusetts, this program is currently non-licensure only.

Professional Seminar and Project
Professional Seminar I: Health/Family/Consumer Science (Initial)
EHE 691N 2 credit(s)
During the first term of the professional seminar, students develop insight into the role of the health educator in the school community and acquire the skills needed to become lifelong learners and “health literate” teachers. Students are involved in planned and structured activities related to professional development and academic excellence in health education in the context of the culture of the school. The seminar group becomes the curriculum and serves as the source of discussion, problem-solving and networking around current experiences as classroom health educators in school settings. Students discuss the unique challenges and issues in school health encountered in today’s challenging environment, when resources are scarce.
Professional Seminar II: Health/Family/Consumer Science (Initial)
EHE 692N 2 credit(s)
During the second term of the professional seminar, students learn to develop and implement school health policies and procedures that impact the health status of students and classroom health education programs. The group continues to network, discuss and problem-solve local, state, national and global current health issues that affect school health policies. Through case studies and sharing of school health polices and their implementation, students examine ways to resolve school health education problems. Class discussions of real situations allow participants to examine the issues more clearly and view them from other perspectives. The case study method permits a more objective view of problematic issues and provides suggestions for new approaches and solutions.
Professional Seminar III: Health/Family/Consumer Science (Initial)
EHE 693N 2 credit(s)
In the third term, students focus on community and public health. They learn about the influence of social factors on health and the contribution of public health. They investigate the role of health teachings in promoting health education locally, in the state and in the country as well as ways of encouraging their own students to promote the health of others in their schools, families and communities. They share ideas for developing student awareness of national and global health needs and concerns. Other strategies explored include service on advisory councils and professional organizations, outreach to parents and community members; and collaboration with others to facilitate healthy, safe and supportive communities.
Independent Learning Project: Health/Family/Consumer Science
EHE 800 3 credit(s)
The Independent Learning Project is a culminating learning experience for the students at Cambridge College. The Independent Learning Project at Cambridge College helps students define, re-define, and address a problem in Health/Family and Consumer Sciences. They develop a problem statement and proceed to use research skills: library resources, computer databases; planning and organization; consultation with experts in the field to solve the problem. The Professional Seminar provides a vehicle for the gradual development of thinking about prominent issues in the field that are of concern to students. Students, through reading and discussion, as well as practical experiences in the classroom and in the school, develop the theme of the ILP and questions which need to be answered. The ILP represents a tangible, symbolic culmination of the Cambridge College learning experiences. It demonstrates the ability to apply learning derived from course work, seminars and workshops to professional work in education. It is a marriage of theory and practice, original thought and focused research.The ILP requires the student to create an original project which contributes to the body of knowledge on a topic and reflect on what he or she has learned from the entire experience. The project enables students to develop skills in time management, critical thinking and professional writing which they may not previously have had.
Health, Family & Consumer Sciences Courses
Princ Health Promotion and Disease Prevention Public Health Issues
EHE 610 3 credit(s)
Many common, communicable, and chronic diseases may be avoided through knowledge, and prevention. Children should learn early to build habits to avoid diseases and subsequent disabilities. Working with public and community health agencies and using personal prevention practices, children and adolescents learn to protect themselves, their families, and communities from life-threatening and disabling conditions. Pre-practicum hours of directed field-based training required.
Curriculum Implementation in the Health Classroom
EHE 620 3 credit(s)
This course reviews current research findings and practices proven successful in the development of health literate students while stressing critical thinking and reading enhancement. National and state health standards provide guidelines for classroom instruction. Participants develop a skills-based unit derived from student need as determined by the Youth Risk Behavior Survey. They model effective pedagogy and assessment to encourage active classroom participation. Pre-practicum hours of directed field-based training required.
Growth & Dev., Human Sexuality and Family Management Skills
EHE 630 3 credit(s)
This course prepares educators to provide young people with sensitive, age and culturally appropriate information on the growth and development of their bodies, including the reproductive system and human sexuality. The maintenance of reproductive health depends upon the young person’s knowledge of and ability to prevent sexually-transmitted diseases, early sexual experimentation, and unintended pregnancy. Sensitive issues, such as diversity in sexual orientation, are discussed. The course includes pre-natal development, infant and child care, parenting skills, and consumer and environmental health issues affecting the family. Pre-practicum hours of directed field-based training required.
Promoting Wellness: Building Positive Health Behavior
EHE 640 3 credit(s)
How do good nutrition, increased physical activity and the prevention of tobacco use affect lifetime health? In this course, participants examine how improved nutrition, levels of physical activity, and total body fitness impacts learning and prevents cardiovascular and pulmonary disease in later years. Key nutrients and dietary guidelines and fitness strategies for children of all ages are identified. The course includes methods of assisting young people to develop and monitor progress in their personal goals for lifetime health behavior. Emphasis is placed on helping students to analyze media messages that lead to unhealthy lifestyles. Pre-practicum hours of directed field-based training required.
Preventing Unintentional Injury & Violence
EHE 650 3 credit(s)
For young people, accidents are a major source of death or disability. All young people have the right to learn in a safe and protective school environment. Preventing unintentional injuries, violence and suicide in schools improves the learning environment. Teaching young people ways to prevent unintentional injuries and violence, contributes to community-wide efforts of promoting safety. This course will address violence prevention instruction from a developmental and cultural-competence focus that promotes safety and reduces the students’ risk for unintentional injuries and throughout the lifespan. Pre-practicum hours of directed field-based training required.
Teaching Skills for Risk Reduction and Positive Behavior Change
EHE 680 3 credit(s)
In order to reduce adolescent risk factors, we must increase the knowledge and skill of our young people. This course trains the educator to use the National Health Education Standards to reduce risk and increase positive behavior change. The course also reviews research and practice in the development of youth leadership, social responsibility, and community service to contribute to positive behavior change.
Family Interpersonal Health: Promo Mental Health School Based Interven
EHE 660 3 credit(s)
owing number of young people are experiencing serious mental and emotional problems which interfere with their learning and potential for academic success. Depression, anger, anxiety and stress are possible reactions to family and/or community dysfunction. As a result of these reactions young people have more chance of becoming involved in high-risk behaviors. In this course, participants investigate ways to recognize young people who may require school based interventions which may result in a referral to professional counseling, psychological and/or social services. Crisis response models for student assistance and access to community mental health services are investigated and assessed. Participants practice ways of assisting young people to build resilience, communicate constructively with peers, families and others, and manage stress and to seek help from others. Pre-practicum hours of directed field-based training required.
Building & Eval. Coordinated School Health Programs
EHE 670 3 credit(s)
The effectiveness of comprehensive skills-based health education is increased when it is a part of coordinated school health where the members of each of the eight components cooperate, collaborate, communicate, and coordinate efforts to support the health of students, staff, and the school community. To help our children be healthy, there must be a coordinated effort among parents, schools, and the community. Students acquire the knowledge and skills necessary to build and implement coordinated school health. In this course, the student learns how the components of coordinated school health use data, information technology, collegiality, research, and collaboration to improve the health and academic achievement of regular and special education students as well as English Language Learners and students with culturally diverse backgrounds. Pre-practicum hours of directed field-based training required.
Practicum (licensure students only)

Practicum Prerequisites:

  • Pass all teacher tests required by the state for this license. Massachusetts: Communication & Literacy and Health Education (MTEL).
  • Completed course in anatomy and physiology.
  • Pre-Practicum — 75 hours in diverse settings (0 credit).
  • Pass all required courses.

The practicum is guided and evaluated by a licensed/certified educator in the classroom and a Cambridge College supervisor. Practicum locations are subject to MA DESE regulations and must be approved by the program chair. Students are responsible for discussing options for practicum with the program chair.

Practicum: HFCS (300 hours: 150 elementary & 150 secondary)
HEA 790 3 credit(s)
Practicum Seminar required concurrently: HEA791. The practicum experience, supervised by Cambridge College, occurs during the spring and fall semesters at the level of the certificate being sought, PreK-12. The College supervisor, the cooperating practitioner, and the student plan the clinical experience to achieve the minimum 300 hours (150 elementary; 150 secondary) at the practicum site. A “practicum journal” is used to document the experiences of the pre-practicum and practicum.
Practicum Seminar: Health/Family/Consumer Sciences
HEA 791 2 credit(s)
Practicum required concurrently: HEA790. The seminar for classroom experience supports students’ growth as they assume the teaching role. It is the setting for students to interpret their field-based experiences and transform them into skills, knowledge constructs, attitudes and values. The seminar provides a cohort/support for students to address problems and find solutions, while utilizing current academic research and practices. They master understanding and practice of their state’s and national curriculum frameworks, develop the skills necessary for the teacher tests, and become familiar with recent developments in local, state and global health education issues.

Core Faculty

Senior Instructor



  • Admission Test:

    No standardized graduate school tests required for admission into non-licensure programs.

  • Admissions Office:
  • Application Form:
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)

Program Requirements

Licensure Programs

  • MTEL Communications and Literacy Test
  • GPA of 3.0
  • Program Chair consultation and approval

Students may enter the College without having met the MTEL and GPA requirements. Enroll in the non-licensure program aligned with the licensure desired. When the MTEL test is pased and a GPA of 3.0 earned, seek approval to transfer into the licensure program.

Learn more about School of Education and licensure program admission requirements.

Health/Family & Consumer Science Specific Requirements

Applicants are required to have a Bachelor’s degree with competencies in relevant content areas totalling 24 credit hours (including Anatomy and Physiology), such as: Personal Health and Wellness, Child and Adolescent Growth and Development, Psychology, Drug Abuse Prevention, Nutrition, Human Sexuality. 

If content area coursework (other than Anatomy and Physiology) are not completed at the time of admission, students may complete them concurrently.

School Requirements

Official Transcript
Two Completed Recommendation Forms
Current Résumé

Personal Statement

Learn more about General Requirements 

State Health Requirements

The Massachusetts Health Department and Cambridge College require the following of students in Massachusetts:

Immunizations – All students in Massachusetts are required to get certain immunizations before you can register for your first term. See form 

Health Insurance – In Massachusetts, undergraduate students taking nine or more credits/term and graduate students taking six or more credits/term must enroll in the College’s health insurance plan. Students who have insurance with comparable coverage may request a waiver. See information and enroll or waive.

International Students 

International students are accepted at Massachusetts location only, and need to provide supplemental documentation:

  • Official demonstration of English language proficiency
  • Supplemental documentation for issuance of I-20
  • International transcripts, evaluated by an accepted evaluation service

Transfer Credit

Graduate program applicants, please complete the transfer credit request form if you wish to have prior course work evaluated for transfer. Learn more.

Undergraduate program applicants, once you are accepted, your official transcripts are evaluated for transfer credit.



  • Credits for Licensure:
  • Credits:
  • Cost per credit hour:
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)
  • Health Insurance Fee:
    $1,995 - Required for Massachusetts students only. See waiver details on Tuition & Fees page.

Note: Rates are as of September 2015, and are subject to change without notice. Rates apply to all students, unless otherwise noted.

Financial Aid

Cambridge College offers financial aid to students in our degree programs who are enrolled at least half time. Undergraduate students must be enrolled in at least 6 credits each term. Graduate and doctoral students must be enrolled in at least 4 credits each term. Learn more

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Cambridge College welcomes the opportunity to support your efforts to pay for college.  Federal, state and local resources in the form of grants, scholarships, loans and work-study, including Cambridge College Scholarships, are available to help defray the cost of tuition. Learn more

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