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Health Specialist

  • Credits:
  • 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.


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.


Classroom instruction and coursework are in Spanish.

Professional Seminar and Project
Professional Seminar I: Health/Family/Consumer Science (Initial)
EHE 691N 2 credit(s)
During the first seminar, candidates consider teaching as a field of professional study governed by ethical and professional standards. Candidates learn the pedagogical skills specific to skills-based health education, examine school-based issues and their impact on student learning, are introduced to lesson plan templates, essential questions, backwards design, and examine cooperative learning to promote socio-emotional learning and the creation of a community of learners. Assessments include identifying a topic and research question to frame the Independent Learning Project (ILP).
Professional Seminar II: Health/Family/Consumer Science (Initial)
EHE 692N 2 credit(s)
During the second seminar, candidates study the content and skill requirements specific to health education and level of licensure (all levels) and identify an expected level of instructional performance. Pedagogical practices include a demonstration of the knowledge and research-based instructional practices that correlate with student learning gains across the content areas and the instructional practices specific to skills-based health education. Assessments include an in-class lesson demonstration and the collection of data related to the Independent Learning Project (ILP).
Professional Seminar III: Health/Family/Consumer Science (Initial)
EHE 693N 2 credit(s)
During the third seminar, the candidate explores the influence of social factors on health, the contribution of public health, the role of promoting health education locally, in the state and in the country, service on advisory committees, and membership in professional organizations. Candidates discuss student awareness of health issues, strategies to engage parents and community, and how to collaborate to facilitate healthy, safe and supportive communities. Assessments include a completed ILP and power point.
Program Courses
Principles of Health Promotion and Disease Prevention: Public Health Issues
EHE 610 3 credit(s)
Candidates acquire the knowledge and skill to teach children to develop and maintain healthy behaviors and 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.
Curriculum Implementation in the Health Classroom
EHE 620 3 credit(s)
Implementing skills-based health education in the health classroom provides teacher candidates with the knowledge and skill to design and implement skills-based health 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.
Growth & Development, Human Sexuality and Family Management Skills
EHE 630 3 credit(s)
Candidates learn how pre-natal development, infant and child care, parenting skills, consumer and environmental health issues 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, sexual orientation and gender identity. Course assessments are aligned with MA PSTs and SMKs. Prepracticum experience required.
Promoting Wellness: Building Positive Health Behavior
EHE 640 3 credit(s)
Candidates discover 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 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.
Preventing Unintentional Injury & Violence
EHE 650 3 credit(s)
Candidates learn to teach the knowledge and skills necessary to help youth avoid injury and violence. Candidates 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.
Teaching Skills for Risk Reduction and Positive Behavior Change
EHE 680 3 credit(s)
Candidates 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, 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.
Family and Interpersonal Health: Promoting Mental Health Through School-Based Intervention
EHE 660 3 credit(s)
Candidates learn to identify youth who need school-based intervention and how to refer to professional counseling, psychological and social services. Candidates investigate and assess student assistance models, access to mental 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, candidates acquire the knowledge and skills to promote mental health. Course assessments are aligned with MA PSTs and SMKs. Pre-practicum experience required.
Improving School Health Through Coordination
EHE 670 3 credit(s)
The effectiveness of skills-based health education 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. Candidates 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.


  • 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

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

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.



  • Credits:
  • Cost per credit hour:
  • 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