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 504 Alcohol, Drugs, & Society (A). Examines relevant issues of alcohol and substance use and abuse in today's society, including an exploration of personal and societal consequences, the needs of diverse populations, and the implementation of evidence-based prevention strategies. 3 Cr. Summer.
PBH 513 Healthcare in America (A). In this course, students will learn the context and background for undertanding the development of today's health legistlation. Also, students will learn how health policymaking results in decisions that afect healthcare providers and patients. They will also gain insight into how they can influence the policymaking process. Through this course's activities, discussions, and assignments, students will assess and gain knowledge about U.S. health policymaking. 3 Cr. Spring.
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 an overview of nutrition content to enable them to develop nutrition-focused programs in the school or community. Addresses nutrition concepts, controversies, diet and health, and influences and policies on food choices. Students will research and develop an assessable nutrition program/lesson based on individual, school, or community-based needs. 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 605 Promotion of Mental Health (A). This course explores the dimensions of mental health and emotional wellbeing. It examines risk and protective factors associated with mental health and strategies to effectively promote positive mental health and resilience. Specific emphasis is given to examining mental health in children and adolescents. 3 Cr. Summer.
PBH 618 Epidemiology (A). Students will learn and apply basic concepts of epidemiology to multiple domains of public health. Students will practice using epidemiology to better understand, characterize, and promote health at a population level. The class will engage the students in active and collaborative learning through team activities, individual projects, case studies, group discussion and individual projects. 3 Cr. Spring.
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 644 Program Planning (B). Students will be introduced to the core concepts of health education/promotion program planning. Factors that impact individual and community health outcomes will be described. Students will develop skills necessary to plan and implement theory based health interventions to address public health issues. 3 Cr. Fall.
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 653 College Health. Explores the integration of health, counseling, wellness, prevention, and campus recreation. This course will examine current trends and best practices and the intersection of this work with all areas of student affairs. Topics will include mental health on the college campus; high-risk behaviors and their reduction; applicable developmental and health theories; wellness, recreation, and athletics; sexual and dating violence; and gender, sexual identity and cultural identity development. 3 Cr. Summer.
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.
PBH 688 Program Evaluation (B). This course examines the concepts, tools, data collection and analysis methods, and designs used to evaluate health promotion programs. Students will conduct data analysis and interpret results to be presented in a written evaluation report. 3 Cr. Spring.
PBH 693 Internship in Community Health (A). Provides students with the opportunity to function as a health educator in community, hospital, or work-site settings under the supervision of a health education professional. Allows students to develop, implement, and evaluate health education programs as appropriate for the setting. 3 Cr. Spring.