GRADUATE COURSES

Theories of Health Behavior

UNDERGRADUATE COURSES

HEALTH PROMOTION INTERNSHIPS

HED 697P: Graduate Internship in Health Promotion

COURSE DESCRIPTION

The internship should be taken during the final semester. The internship experience gives students an opportunity to apply cumulative knowledge and skills in a supervised community, school, worksite, health care, or research setting. The student's academic adviser, as well as the onsite supervisor, will supervise the internship experience. Each student should work with his/her academic advisor, as well as onsite supervisor, to complete the required Internship Notebook. An oral Powerpoint presentation of the student's experience will be presented at a "Health Internship Presentation Day" where other graduate students and faculty will have the opportunity to view the Internship Notebook and ask questions. The notebook and oral presentation at the Health Internship Presentation Day constitutes the culminating experience for the Master of Education in Health Promotion without thesis

Please note that sitting for the CHES (or being currently CHES certified) is a requirement of the graduate internship.

REQUIRED READING

Farley, T., & Cohen, D.A. (2005). Prescription for a Healthy Nation: A new approach to improving our lives by fixing our everyday world. Boston: Beacon Press.

HED 395: Theories of Health Behavior

COURSE DESCRIPTION
Theories of Health Behavior is designed to teach the fundamental theories that drive research and practice in health education. Theory and research are not solely the province of the researcher, just as practice is not solely the province of the practitioner. Researchers and practitioners may differ in their priorities, but the relationship between theory, research, and practical application can and should be a very close one. Therefore, this course will focus on an appropriate balance between theory, research and practice in producing effective health education. There are no prerequisites for being enrolled in the course.

COURSE GOALS
1. To understand how philosophical positioins affect health education
2. To understand theoretical models currently used in health education
3. To become familiar with research conducted from various theoretical models
4. To be able to design health education program evaluations based upon a given theory

REQUIRED READING
Glanz K., Rimer, B.K., & Lewis, F.M. (2002). Health behavior and health education: theory, research and practice, 3rd edition. San Francisco, CA: Jossey-Bass Publishers.

RECOMMENDED READING
Bartholomew, L. K., Parcel, G. S., Kok, G., & Gottlieb, N. H. (2001). Intervention mapping: Designing theory and evidence-based programs. Mountain View, CA: Mayfield Publishing Company.

DiClemente, R. J., Crosby, R. A., & Kegler, M. C. (2002). Emerging theories in health promotion practice and research: Strategies for improving public health. San Francisco, CA: Jossey-Bass.

Rogers, E. M. (1983). Diffusion of innovations, 3rd edition. New York, NY. The Free Press.