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Health Specialist

  • Credits:
    31
  • Degree:
    Master of Education

Program Description

The Master of Education Health Specialist program (formerly MEd 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
7
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.

Action Research II: Study Design and Implementation
EHE696 2 credit(s)

Prerequisite EHE695. In the course students identify the research design and submit a proposal for a self-identified action research project. Once approved, the proposal is implemented with guided practice of faculty. Progress is reported as a shared learning community supportive of providing constructive feedback to peers and as a mechanism for deep thinking about the topic selected related to professional practice. Journaling and documentation of activities related to work as a reflective practitioner are central to the course.

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.

Action Research IV: Conclusions and Recommended Action
EHE 698 2 credit(s)

Prerequisite EHE697. In this course students finalize a written report for the action research project pursued over the three previous terms and prepare a presentation for the public dissemination of research findings. During the presentation, students are required to share the process of their research, resulting conclusions, and recommended actions for further development.

Program Courses
24
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)

Learn how nutrition, physical activity and fitness impact learning and prevent cardiovascular and pulmonary disease. The course identifies key nutrients, analyzes media messages, utilizes dietary and fitness guidelines, and designs strategies to develop and monitor progress in achieving personal goals for lifetime health/social emotional behavior. Candidates conduct a mini-lesson, host a school-wide event, conduct a school health index, and build a skills-based unit. Course assessments are aligned with MA PSTs and SMKs. Pre-practicum experience 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.

Promoting Mental/SEL Health Through School-Based Intervention
EHE 662 3 credit(s)

Learn to identify youth who need school-based intervention and how to refer to professional counseling, psychological and social services. Investigate and assess student assistance models, access to mental/social emotional health services,and practice strategies that assist youth to build resilience, communicate constructively with peers and families, manage stress, and seek help. Through case studies, acquire the knowledge and skills to promote mental/social emotional health. Course assessments are aligned with MA PSTs and SMKs. Pre-practicum experience required.

Improving School Health/SEL Through Coordination
EHE 672 3 credit(s)

The effectiveness of skills-based health/social emotional learning is increased when it is part of a coordinated approach where school staff, administration, family and the community cooperate, collaborate and coordinate to support the health of students, staff, and the school community. Build and implement a coordinated school health program by using data, information technology, research, and collaboration while recognizing the unique academic, cultural and language needs of students. Course assessments are aligned with MA PSTs and SMKs.

Senior Instructor

Adjunct Instructor

Admissions

  • Admission Test:

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

  • Admissions Office:
    1-800-829-4723
  • Application Form:
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)

School Requirements

See Admissions Requirements for School of Education

 

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.

 

Tuition

  • Credits:
    31
  • Cost per credit hour:
    $318
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)

Note: Rates are as of September 2018, 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

Grants, Scholarships and Loans

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

Getting Your Company to Help

Many companies have tuition assistance programs, designed to help their employees with their professional development. Learn more

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