PBH 502 Women's Health (A). Cross-listed as WMS 402. Provides a study of women as healthy functioning human beings. Includes lecture and discussion with guest speakers (when available) to present positive information and insights on the anatomical, physiological, mental, spiritual, and emotional aspects of contemporary women. 3 Cr.
PBH 519 Human Sexuality (A). 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.
PBH 526 HIV/AIDS: Issues and Implications (A). Examines HIV/AIDS issues and implications facing the United States and the world today: understanding the disease, its perceived causes, pathways for transmissions and prevention strategies. Also examines educational strategies for schools and community agencies. 3 Cr.
PBH 550 Global Health (A). Provides an introduction to the nature of global health issues focusing on factors that determine health in the major geographical regions of the world. Covers topics of child and maternal health, nutrition, epidemiology of infectious diseases such as HIV/AIDS, tuberculosis, malaria. Includes discussions about international health agencies, NGOs, successful global health interventions and the Millennium Development Goals. 3 Cr.
PBH 571 Childhood and Adolescent Stress (A). 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.
PBH 586 Field Experience (A). 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.
PBH 600 Foundations in School Health Education (A). Serves as an introduction to the field of school health education: Emphasizes knowledge and skills of a health literate educator; Identifies priorities for school health education; Examines components of a coordinated school health education program; Explores ways to communicate and advocate for health and school health education; and, Enhances abilities to serve as a resource person in health education. 3 Cr. Spring.
PBH 601 Advanced Nutrition (A). Provides students with the tools for developing community nutrition interventions. Students will learn about utilizing behavioral theory, conducting needs assessments, writing program objectives, developing intervention strategies, evaluating program implementation and effectiveness, and planning a budget. Student will also examine nutrition-related policies and will explore strategies for effective advocacy. 3 Cr. Fall.
PBH 602 Principles and Philosophy of Health Education (A). Introduces students to the history, principles and philosophy of health education, including an examination of the epidemiological foundation for disease prevention and health promotion. Emphases are places on theories of health behavior and how to apply these theories for planning health education programs. In addition, ethical theories and codes of ethics are examined and students are challenged to apply these theories and codes to solving contemporary, professional and controversial health related issues in society. 3 Cr. Fall.
PBH 603 Environmental Health (A). An introductory overview of the principles of exposure assessment and toxicology will be provided within the context of specific hazards considered in the course. Exposure pathways will be reviewed, and environmental illness associated with selected exposures will be discussed. Students will learn the accepted approaches to management of known environmental hazards, such as lead, that should be part of any comprehensive public health program. The course will also introduce students to the tools for managing environmental health risks, including the use of risk assessment, the “precautionary principle,” regulatory and legal instruments. 3 Cr. Fall.
PBH 604 Health Behavior Theory (A). Explores the fundamental, theoretical foundations of social and behavioral science. The course will provide an introduction to behavior change models and theories, the history of the theories, and principles of ethical decision making for intervention research. Students will become familiar with the health behavior literature and research, and will develop an understanding of the theoretical and scientific basis of health education programs. Students will apply theoretical models to develop health education interventions. 3 Cr. Fall.
PBH 640 Health Education Curriculum Development (B). Apply knowledge and skills of a school health educator by planning effective comprehensive school health education curricula and programs based on priorities for school health education. Curriculum development will include empirically based and culturally relevant instructional strategies, student diagnostic assessment plans, and evaluations plans of student learning. 3 Cr.
PBH 641 Health Education Organization in School and Community (A). 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.
PBH 645 Teaching Methods and Strategies in School Health Education (B). Prerequisites: HLS 600, HLS 602 and HLS 640. Emphasizes health education instructional methodologies in school settings which effect health behaviors. Students demonstrate health education instructional strategies and evaluate student learning objectives. Some instructional methodologies may include discussion, lecture, problem solving, demonstration, experiment, role play, cooperative learning, educational games, debates, goal setting, peer evaluation, use of media and computer-assisted instruction. 3 Cr.
PBH 650 Communication in Health Education (A). Students will develop or hone professional written and oral communication skills, in the areas of public speaking, classroom teaching, health advocacy, developing effective collaborations with health resources, counseling and communicating with parents, and utilizing technology appropriately and effectively. 3 Cr. Spring.
PBH 684 Assessment & Evaluation in School Health Education (B). This course is designed to provide students with the skills to assess and evaluate health related information. Students learn the fundamentals of epidemiology, statistics, evaluation and research methods that are used in health education. Includes discussions about incidence and prevalence with which disease occurs in a population, issues affecting health services to populations, instrumentation, experimental research and ethical treatment of human subjects. 3 Cr. Fall.
PBH 686 Research Methods in Health Education (A). Prerequisite: HLS 684. Students design and conduct an independent classroom based research project. Students publicly present their findings and prepare a “manuscript.” Explores the topic of research in health education and health promotion, including research designs. Covers topics such as how to write a proposal for a research study, including review of literature, research questions/hypotheses, analysis, interpretation and application of qualitative and quantitative research methods. 3 Cr.