Chairperson and Associate Professor: Eileen L. Daniel, DEd, University of Oregon. Associate Professors: Joseph E. Balog, PhD, University of Maryland; Linda F. Balog, PhD, University of Maryland; Eileen L. Daniel, DEd, University of Oregon; Thomas Golaszewski, EdD, SUNY Buffalo; Gary J. Metz, MPA, SUNY Brockport. Assistant Professors: Priya Banerjee, PhD, Southern Illinois University-Carbondale; Catherine Cardina, PhD, Ohio State University; Patti A. Follansbee, PhD, Southern Illinois University-Carbondale; Kathleen Hunter, PhD, Southern Illinois University-Carbondale; Douglas Scheidt, PhD, University of Buffalo; Celia Watt, PhD, University of Texas.
MSEd (Health Education)
The Department of Health Science offers the Master of Science in Education (Health Education) program for the preparation of professional health educators. Professional preparation for the field of health education focuses on skills for the promotion of health, and strategies for enhancing and encouraging change toward positive health behaviors.
The Department of Health Science master's degree offers opportunities for advanced study related to the planning, implementation and evaluation of health-education programs in multiple community settings, including public health departments; voluntary health associations, medical and mental health-care agencies and organizations; work-site settings; and various health advocacy organizations. Completion of this degree prepares the candidate to be eligible for certification as a Certified Health Education Specialist (CHES), as set forth by the National Commission for Health Education Credentialing.
The health science master's degree program also meets the academic requirements established by the New York State Department of Education for permanent certification as a health teacher for those individuals provisionally certified in health education. Completion of this degree prepares the candidate for permanent certification in health (K-12) only if the candidate is already provisionally certified in health (K-12), and has two years of full-time, paid experience as a health teacher at the K-12 level.
Alternate MS in Education Health Science
This program is designed for students who do not have provisional certification to teach but seek certification as a health teacher (K-12). These students may have completed an undergraduate health science liberal arts program, health science professional program without student teaching, or other related undergraduate major. They would need to fulfill specific requirements, including student teaching to satisfy New York State Department of Education requirements. Additional courses are required to complete the MSEd degree, which would lead to permanent certification to teach health (K-12) in New York state.
MPA (Health Care Management)
Inquiries about this program should be addressed to the Department of Public Administration, (585) 395-2375.
Admission Criteria and Procedures for MSEd and Alternate MSEd (Health
Education) Degree Programs
All applicants for the Master of Science in Education (Health Education) program must have completed a baccalaureate degree from a regionally accredited college or university. All applicants will be evaluated on an individual basis to determine the course requirements for their program. Academic standards for acceptance into the program include the following:
Note: Courses completed prior to matriculation may or may not be approved for subsequent inclusion in a successful applicant's plan of study, at the discretion of the department. No more than six credits taken before matriculation will be applied to a graduate student's master's degree program.
Applications, official transcripts from all colleges attended, GRE (and LAST for Alternate MSEd candidates) results and three letters of recommendation should be included in the self-managed application available from the Office of Graduate Admissions.
The decision to recommend acceptance or rejection of an application lies wholly within the department's jurisdiction. The Department of Health Science has a professional responsibility to deny admission or continuation in any of its graduate programs to any applicant/student whose level of performance and/or personal characteristics do not adequately meet academic, professional, or ethical standards.
To earn a graduate degree at SUNY Brockport, students must complete all degree requirements with a minimum cumulative index of 3.0 or better. Students must earn a "B-" or better in all core courses (HLS 600, 602, 640, 641, 645, 684 and 686). In other courses, a grade of "C" is not acceptable. Students whose GPA falls below a 3.0, or who are deemed as not making reasonable progress toward the degree, will be dematriculated from the program by the department. Criteria determining "not making reasonable progress:"
Master of Science in Education (Health Education)
|Required core courses:||
|HLS 600 Issues in Health and Wellness||
|HLS 602 Principles and Philosophy of Health Education||
|HLS 640 Program Planning and Educational Strategies||
|HLS 641 Health Education Organization in the School and Community||
|HLS 645 Applied Strategies in Health Education||
|HLS 684 Measurement for Health Education Evaluation||
|HLS 686 Seminar in Research Design||
|HLS 698 Major Paper||
|HLS 700 Thesis||
|Graduate Electives by Advisement||
(The students choosing HLS 698 Major Paper must complete 12 credits of electives subject to approval by his/her advisor. The students choosing HLS 700 Thesis must complete nine credits of electives subject to approval by his/her advisor.)
Students in the Alternate MSEd program would complete the 36-credit MSEd program shown above, as well as student teaching (nine credits) and other additional courses to satisfy New York State Department of Education requirements for permanent certification to teach health (K-12) in New York state.
Electives in Alcohol and Substance Abuse Studies
The Department of Health Science offers a set of electives in alcohol and substance abuse studies. These electives may be pursued by non-degree status (non-matriculated) graduate students (such as students seeking to obtain or maintain a Credentialed Alcoholism and Substance Abuse Counselor status with New York state) who are not seeking the MSEd. Students who are seeking the MSEd may use some of these electives for the nine to 12 credits of electives in consultation with their advisor. MSEd students who would like to complete the concentration in alcohol and substance abuse studies, designed to partially fulfill the requirements to sit for the New York State CASAC examinations, would need to take HLS 518, 521, 522, 523, 535, 545, 597, and 598, in addition to the MSEd core courses.
|Alcohol/Substance Abuse Studies (specialization, non-degree)||
|HLS 518 Alcohol Use and Abuse*||
|HLS 521 Group Counseling Skills for Alcoholism and Substance Abuse Counselors||
|HLS 522 Individualized Treatment Planning for Alcoholism and Substance Abuse Counselors||
|HLS 523 Theories on Alcoholism and Substance Abuse||
|HLS 524 Alcohol and Substance Abuse Counseling for Diverse Populations||
|HLS 535 Alcohol and Substance Abuse Evaluation and Assessment||
|HLS 545 Psychopharmacology of Alcohol and Substance Abuse||
|HLS 597 Internship Seminar**||
|HLS 598 Alcoholism/Substance Abuse Program Internship||
*HLS 518 is a prerequisite or corequisite for all other courses in this specialization.
**To be taken concurrently with HLS 598.
HLS 502 Women's Health. Studies women as healthy functioning human beings. Includes lectures and discussion with guest speakers to present positive information and insights on anatomical, physiological, mental, spiritual, and emotional aspects of today's woman. 3 Cr. Summer.
HLS 509 Introduction to Psychoactive Substance Use and Abuse (A). Introduces students to a variety of drug problems, including alcohol and tobacco, in contemporary society. Analyzes the diverse determinants (e.g., pharmacological, behavioral, social, economic, historic) of these problems. Discusses effective substance abuse prevention strategies. 3 Cr. Every Semester.
HLS 518 Alcohol Use and Abuse. Examines patterns and symptomatology of alcohol use and abuse, the Medical Model/Disease Concept of Alcoholism, the DSM III-R criteria for alcohol abuse and dependency, and other various models of alcohol use. Explores theories of co-dependency, treatment modalities, and evaluation methodologies for clinical and educational interventions. Also examines the significance of alcohol and other drugs as they impact the criminal justice, traffic safety, employee wellness and adolescent health care systems. 3 Cr. Every Semester.
HLS 519 Human Sexuality. Cross-listed as WMS 519. Provides each student with the opportunity to gain an awareness of him/herself and others as sexual beings. Examines sexual knowledge, attitudes and behaviors throughout the various life stages, in order to integrate human sexuality into one's total health and well-being. 3 Cr. Every Semester.
HLS 521 Group Counseling Skills for Alcoholism and Substance Abuse Counselors. Prerequisite: HLS 518 or program coordinator's permission. Introduces students to the basic foundations of group dynamics and group therapy in alcoholism counseling. Addresses the historical development of the group process movement in addition to stages of group therapy, techniques of group therapy, curative aspects of the group process, interpersonal learning, and problems associated with group process. 3 Cr. Every Semester.
HLS 522 Individualized Treatment Planning for Alcoholism and Substance Abuse Counselors. Prerequisites: HLS 518, 423 and 435 or program coordinator's permission. Introduces students to the elements of individualized treatment planning. Covers client goal formulation in addition to writing attainable client objectives and evaluation of these objectives. Also examines the biopsycho-social-spiritual aspects of the individualized treatment plan and client case management. 3 Cr. Every Semester.
HLS 523 Theories on Alcoholism and Substance Abuse. Prerequisite: HLS 518 or program coordinator's permission. Reviews major contemporary theories on alcoholism and other addictions (disease model, psychoanalytic formulations, conditioning models, social learning analyses, family systems perspectives, and socio-cultural viewpoints). Critically evaluates the concepts and research generated from each perspective. Analyzes the usefulness of each theory in the practice of substance abuse counseling. Gives special attention to family systems theory. 3 Cr. Spring.
HLS 524 Alcoholism and Substance Abuse Counseling and Diverse Populations. Prerequisite: HLS 518 or program coordinator's permission. Prepares students for working in a counseling setting with alcohol/substance abusers having multiple emotional and developmental disabilities, criminal justice clients and individuals from diverse population groups, including Native American, Latinos, people of color, women, and gays/lesbians. 3 Cr. Fall.
HLS 526 HIV/AIDS: Issues and Implications. Examines HIV/AIDS issues and implications facing the United States today: understanding the disease, its perceived causes, pathways for transmissions, and prevention strategies. Also examines educational strategies for schools and community agencies. 3 Cr. Every Semester.
HLS 528 Alcohol and Substance Abuse in the Criminal Justice System. Introduces criminal justice students to the impact of alcohol and illicit substances on the criminal justice system. Discusses drug identification, administration, psycho-pharmacology theories of alcohol and substance abuse, and investigation techniques. Addresses the role of alcohol and substance abuse in the criminal justice system and law enforcement community. 3 Cr. Summer.
HLS 535 Alcohol and Substance Abuse Evaluation and Assessment. Prerequisite: HLS 518 or program coordinator's permission. Examines theory and methodology of measurement, assessment and evaluation in alcoholism and substance abuse. Studies the more widely researched and utilized methods of assessment: interviews, structured tests, behavioral assessments, objective techniques, projective techniques, neuropsychological evaluation and clinical reports. Involves extensive use of clinical materials to illustrate the uses and limitations of various techniques. 3 Cr. Fall.
HLS 570 Health Implications of Stress. Involves comprehensive study of research, theory and empirical knowledge of the psychosomatic implications of stress on health and disease. Examines the nature of stress, the effects of stress on the human organism, including an examination of physiological, psychological and behavioral symptoms and changes. Investigates causes of stress during various stages of life, as well as occupational and family sources of stress. Studies and allows for the practice of behavioral interventions and specific techniques. 3 Cr.
HLS 571 Childhood and Adolescent Stress. Provides an overview of stress and its effects on children and adolescents in today's society; and the nature, symptoms, and causes of stress in children and adolescents. Explores positive and negative ways children and adolescents manage stress; useful techniques for controlling and reducing stress in a healthful manner; and how parents, teachers, and health professionals can help young people manage stress. 3 Cr. Summer.
HLS 575 Computer Applications in Health Education. Provides students with an introduction to the potential issues of microcomputers in health education. Covers a range of hardware and examines general and specific software applications of microcomputer technology to the practice of health education. Explores important social, educational, legal, and ethical issues related to the use of technology in health education. 3 Cr. Every Semester.
HLS 586: Experiential in Health Education. Prerequisite: Instructor's permission. Provides a field experience in a school site requiring a minimum of two days per week for each six-week placement. Includes planning, teaching, and evaluation of health education plus other complementary responsibilities at each school setting. 3 Cr. Fall.
HLS 590 Selected Topics in Health Science. To be defined by the instructor in accordance with a specific topic to be covered that semester. May be repeated under another topic area. 1-6 Cr.
HLS 595 Student Teaching. Prerequisite: Internship coordinator's permission. Enables students to plan, teach and evaluate their effectiveness in utilizing eight methodologies of school health education; determine student needs and engage in student-teacher planning; and apply health education knowledge and skills to promote health services. Requires students to teach at elementary and secondary levels. (Satisfactory/Unsatisfactory grading) 9 Cr. Spring.
HLS 597 Alcoholism and Substance Abuse Internship Seminar. Prerequisites: HLS 518, 521, 522, 523, 524, 535, and 545 or seminar faculty's permission. Designed to be taken concurrently with HLS 598. Allows students to process their experience in the field in a clinical group supervision format. Addresses issues which present themselves within the internship setting, including situations with clients, peers, and supervisors. Covers ethics, confidentiality, and diversity issues. (Satisfactory/Unsatisfactory grading). 3 Cr. Every Semester.
HLS 598 Alcoholism/Substance Abuse Program Internship. Prerequisites: HLS 518, 521, 522, 523, 524, 535 and 545 or program coordinator's permission. Enables students to apply their knowledge from course work in a variety of treatment settings with people in varying stages of alcohol and substance abuse and dependence. Allows students to gain experience in assessment, evaluation, treatment planning, referrals, counseling, therapeutic treatment and making referrals. Examines professional ethics in the practice setting. (Satisfactory/Unsatisfactory grading). 6-12 Cr. Every Semester.
HLS 599 Independent Study in Health Science. Permits students to pursue in greater depth topics studied previously in conventional graduate-level courses. Designed individually through consultation between student and instructor to suit the student's needs and interests and the special competence of the instructor. May involve additional requirements established by the department. May be repeated with advisor's approval. 1-6 Cr.
HLS 600 Issues in Health and Wellness. Explores current research, theory, and knowledge of the relationship between lifestyle and wellness, individual responsibility and wellness, and disease prevention and health behaviors. Identifies and analyzes current critical health and wellness issues in the U.S. 3 Cr. Every Semester.
HLS 602 Principles and Philosophy of Health Education. Explores and analyzes various views of health, disease, illness and health education; and alternative concepts of health and their implications for directions in health education are considered. Examines contemporary and important bioethical issues that confront health educators and impact on the role of health education, including the examination of biotechnological and health policy issues. 3 Cr. Every Semester.
HLS 604 Mind-Body Relationships in Health. Takes a practical scientific approach to problems of interrelatedness of mental, emotional and physical aspects of health; and relates and applies facts from fields of anatomy, physiology and psychology as a basis for realizing ideas of optimum health, both in teaching and in personal life. 3 Cr. Summer.
HLS 640 Program Planning and Educational Strategies. Prerequisites or corequisites: HLS 600 and 602. Examines the process of program planning for the field of health education. Presents a comprehensive framework of how to apply fundamental planning and health-education principles for promoting health and preventing disease in community and school settings. Includes analysis, development, and application of health-education strategies designed to affect health behaviors in school and community settings. 3 Cr. Fall.
HLS 641 Health Education Organization in the School and Community. Examines the school and community organizational context within which health education flourishes. Gives attention to the identification of the existing school and community health resource network associated with the delivery of health-education services, and allows students to develop specific proposals for establishing an effective school and community partnership for health promotion and the prevention of disease, disability, and premature death. 3 Cr. Spring.
HLS 645 Applied Education Strategies in Health Education. Prerequisites: HLS 600, 602 and 640 or instructor's permission. Provides an application of educational theory related to health behavior. Emphasizes the use of theoretical frameworks in developing group or individual instructional methodologies to affect psychosocial variables which effect health behavior. Also emphasizes the implementation of health education programs in school and community settings. 3 Cr. Spring.
HLS 684 Statistics and Measurement for Health Education Evaluation. Provides students with fundamental statistical, evaluation, and research methods that are used in health education to measure health knowledge, attitudes, skills, and behaviors. Covers traditional descriptive and inferential techniques used in health education research and evaluation. Uses microcomputer software packages to provide students with computer skills for statistical analyses. 3 Cr. Fall.
HLS 686 Seminar in Research Design. Prerequisite: HLS 684 or instructor's permission. Covers the review, appraisal, analysis and design of common research procedures; applications of statistical procedures, library methods, evaluation procedures and experimental methods; and preparation for the development of proposals for a thesis or a major paper. 3 Cr. Spring.
HLS 693 Internship and Seminar in Community Health. Prerequisite: HLS internship coordinator's permission. Involves a community health fieldwork practicum providing experiences in the health programs of various community health agencies, or related health care facilities. 3 Cr.
HLS 698 Major Paper in Health Education. Prerequisites: Advisor's permission and a graduate GPA of 3.0. Written usually after completion of most, if not all, classroom courses. Achieves integration of concepts, methods and information relative to a specific topic or issue in health education. Focuses on problems, theory or practice. May reflect library research, field study, curricula development or program evaluation. Students will register for a minimum one credit every semester once they begin to work with their advisor on the paper. HLS 698 may be repeated, but only three credits may be used toward the credits required for graduation. Students must maintain continuous registration (fall and spring semesters) from the first semester that they begin working on their proposal until their major paper is completed and accepted. (Satisfactory/Unsatisfactory grading). 1-3 Cr.
HLS 699 Independent Study in Health Science. Permits students to pursue in greater depth topics studied previously in conventional graduate-level courses. Designed individually through consultation between student and instructor to suit the student's needs and interests and the special competence of the instructor. May involve additional requirements established by the department. 1-6 Cr.
HLS 700 Thesis. Prerequisites: Advisor's permission and a graduate GPA of 3.0. Entails individual investigation, preparation and oral defense of a substantial research project in health science. Done in tutorial consultation with a graduate faculty member. Students will register for a minimum one credit every semester once they begin to work with their advisor on the thesis. HLS 700 may be repeated, but only six credits may be used toward the credits required for graduation. Students must maintain continuous registration (fall and spring semesters) from the first semester that they begin working on their proposal until their thesis is completed, defended, and accepted. (Satisfactory/Unsatisfactory grading). 6 Cr.