Department Chairperson: R. Mark Kelley
Graduate Committee Chairperson: Susan Masden Moore
Department Office: Stipes Hall 402
Department Telephone: (309) 298‑1076
Department Fax: (309) 298‑2076
Department E‑mail: HealthSciences@wiu.edu
Location of Program Offering: Macomb, Quad Cities
Associate Graduate Faculty
*Certified Health Education Specialist
The Department of Health Sciences offers a specialized program of study leading to the Master of Science degree in Health Education. Candidates choose an emphasis in community health education or school health education. Health educators prepared within the graduate program typically are hired as practitioners in and directors of health education and health promotion programs in community health agencies, hospitals, business and industry, health related governmental departments, and private organizations; as health education teachers in local school districts; as supervisors of health education at the local and state levels; and as college and university health educators.
All candidates must meet the general admission requirements of the School of Graduate Studies. Each candidate must show evidence of having completed course work in human diseases either prior to admission as a degree candidate or before completion of his/her programs of study. Departmental approval may be contingent upon the student making up deficiencies. A professional internship will be required for those candidates choosing the community health education emphasis if no field experience was obtained as an undergraduate or if the candidate has not had equivalent work experience. School health education candidates without student teaching and/or actual teaching background will be required to complete a school‑related professional experience comparable to the community health internship. Prior to the professional internship or the school‑related professional experience, students must have completed 27 hours of course work that includes HS 511, HS 512, HS 530, HS 570, and HS 571, and must have a minimum of a 3.25 GPA in all graduate work.
An overall GPA of 2.75 or a 3.00 or higher for the last two years of undergraduate work is required for unconditional entrance into the program. Applicants with lower than the prescribed minimum GPAs may be admitted probationally with the understanding that they must earn at least a B in each course taken during their initial 12 hours of graduate health education course work. Nine of these hours must be taken from among the required core courses and one of the courses must be either HS 570 or HS 571. A degree plan must be filed immediately after the student completes 15 semester hours of graduate credit.
The Department of Health Sciences does not require Graduate Record Examination (GRE) scores for admission to the program. However, international students whose native language is not English must have a minimum TOEFL score of 550 or must satisfactorily complete the WESL program prior to admission to the graduate program or must have earned a bachelor's degree from an accredited college/university within the USA with four years in residence at the awarding institution(s) within two years of enrolling at WIU.
I. Core Courses: 18 s.h.
HS 511 Community Health Agencies and Programs (3)
HS 512 Planning and Evaluation of Health Education Programs (3)
HS 530 Theories and Concepts in Health Education (3)
HS 570 Research Design in Health Sciences (3)
HS 571 Statistics for Health Sciences (3)
HS 590 Professional Internship (3)
II. Directed Electives: 12 s.h.
Students complete the directed elective requirement by selecting courses in one of the areas of concentration:
Community Health Education
HS 411G Principles of Epidemiology (3)
HS 414G Ethical Conduct and Conflict in Community Health (3)
EOS 510 Human Ecology and Community Health (3)
HS 513 Community Health Education Techniques and Procedures (3)
School Health Education
HE 432G The Coordinated School Health Program (3)
HE 433G School Health Curriculum (3)
HE 440G Sexuality Education in the Home, School, and Community (3)
HE 442G Drug Education in the Home, School, and Community (3)
Additional electives may be selected from among courses within the department or from courses in other departments. Elective courses from other departments should be chosen to assist the candidate in achieving career objectives. Examples of elective concentrations include business, behavioral sciences, learning resources, counseling, or biological sciences. A minimum of two‑thirds of the total program hours required for graduation must be taken in the major area.
III. Select one of the following exit options: 6 s.h.
HE 601 Thesis (4)
HE 603 Comprehensive Exam (0)
B. Non‑Thesis/Portfolio Plan
HE 602 Professional Development Portfolio(1)
HE 603 Comprehensive Exam (0)
Total Program: 36 s.h.
Specific programs of study will be designed for each individual based on personal interests and undergraduate major.
The comprehensive examination will cover the content of courses which comprise the student's program of study. The exam is usually administered on the second Saturday in April, July, and November. Additional information about the comprehensive examination may be obtained from the department.Students may receive more detailed information regarding the specifics of the M.S. degree program in health education by contacting the Department of Health Sciences
Post-Baccalaureate Certificate Program
The department offers a post-baccalaureate certificate in Health Services Administration. For program details, please go to www.wiu.edu/grad/catalog/certificate.php.
Environmental and Occupational Safety (EOS)
450G Environmental Health Workshop. (1, repeatable to 2 with change in topic) Examination of environmental concerns that may impact directly or indirectly on humans and their surroundings. Educational strategies and abatement measures are included.
510 Environmental Health Sciences. (3) The study and analysis of a variety of environmental problems and issues emphasizing the interrelationship between humans and the myriad environmental concerns.
Health Education (HE)
432G The Coordinated School Health Program. (3) A description and analysis of the eight components of a K-12 coordinated school health program and the relationship of these components to the reduction of youth risk behaviors.
433G School Health Curriculum. (3) Investigates the nature of school health curriculum development which addresses objectives, learning activities, resources, content, evaluation, sequencing, scheduling, and implementation. Prerequisite: HE 432 or permission of the instructor.
440G Sexuality Education in the Home, School, and Community. (3) The principles of sex education of the preschool‑ and school‑age child. Emphasis is placed on preparing the student in content, resources, procedures, and philosophy of home, school, and community sex education.
441G Mental Health. (3) Overview of principles and practices of attaining and maintaining mental health, including an in-depth exploration of stress, stress management, and the relationship of stress to illness. Examination of prevalent mental health problems included with emphasis on awareness and prevention.
442G Drug Education in the Home, School and Community. (3) Concepts of drug education with emphasis placed on preparing the student in content, resources, procedures, and philosophy of home, school, and community drug education.
450G Child and Adolescent Health Crisis Workshop. (1, repeatable to 2 with change in topic) Designed to investigate the multidimensional dynamics of health problems and their relationship to child and adolescent risk behaviors. Possible topics include conflict resolution, substance abuse, eating disorders, suicide, gang involvement, cult‑related activities, and media influence.
450G Consumer Health Workshop. (1, repeatable to 2 with change in topic) Examination of significant current issues in consumer health. Topics may include healthcare, drug products, health insurance, disease treatments, nutrition/weight control products, and consumer laws/protection.
450G Health Promotion Workshop. (1, repeatable to 2 with change in topic) Designed to provide new and updated information relative to current health issues confronting the health promotion professional.
450G School Health Workshop. (1, repeatable to 2 with change in topic) Designed to provide new and updated information relative to current health issues confronting the school health professional.
450G Sexuality Education Workshop. (1, repeatable to 2 with change in topic) Provides professionally related information about sexuality. Concentrates on developing, organizing, implementing, and evaluating sexuality content and programs; addresses scope and sequencing; and examines steps to an effective program.
450G Substance Use/Abuse Workshop. (1, repeatable to 2 with change in topic) Designed to assist concerned school and community personnel in recognizing the multidimensional influences of alcohol, drugs, and other substances on health.
599 Independent Study in Health Education. (1–3, repeatable to 6 with change in topic) Independent research study of an approved topic. Specific department guidelines must be followed. Minimum 50 work hours per 1 hour of credit.
600 Seminar in Health Education. (1–3, repeatable to 6 with change in topic) A study of current critical issues in health education as they relate to school and community health education. Examples of topics are: mental health education, consumer education, drug education, and death and dying.
601 Thesis. (1–3, repeatable to 4) Direction by a major professor of a student research project. To receive credit, the student will be required to complete and receive approval of his/her study. Graded S/U.
602 Professional Development Portfolio. (1) The student will demonstrate competency in assessing, planning, implementing, and evaluating health education programs; in coordinating services; in acting as a resource person; and in communicating about health and health education by organizing, integrating, and documenting his/her learning experiences. The portfolio will be a selection of representative professional work submitted in a written form, reviewed by department graduate faculty, and orally presented in a seminar setting to appropriate members of that body. Graded S/U. Prerequisite: Approval of the Department Graduate Coordinator.
603 Comprehensive Examination. (0) The student will complete a written comprehensive examination covering the content of courses which comprise his/her program of study. The examination will be graded S/U and will be administered once each semester. The student may take the examination a maximum of three times. Prerequisite: Approval of the Department Graduate Coordinator.
Health Sciences (HS)
400G Grant Writing. (3) Focuses on skills and techniques necessary to research and write grant proposals for nonprofit organizations, businesses, and government agencies.
411G Principles of Epidemiology. (3) Public health problem‑solving methods emphasizing epidemiology and biostatics. Methods of planning and evaluating public health programs will be included.
414G Ethical Conduct and Conflict in Health Sciences. (3) Students will investigate ethical issues in health education, community health and health services management through discussion of case studies and applicable ethical theories.
450G Health Sciences Workshop. (1, repeatable to 2 with change in topic) Examination and analysis of significant current concerns and controversies in community health. Content varies according to contemporary issues.
450G Health Sciences Careers Workshop. (1, repeatable to 2 with change in topic) Current trends and issues affecting community health professions including professional preparation, job availability, and continuing education for professional growth. Designed for students and professionals in community health promotion, environmental health, and health services management.
511 Community Health Agencies and Programs. (3) A study of community health agencies and programs. Exploration of current trends and problems including an analysis of social, political, and economic factors affecting community health programs and their utilization by the public. Relationships between school and community health programs will be assessed.
512 Planning and Evaluation of Health Education Programs. (3) An analysis of program planning: this will include examination of consumer participation, consulting skills, negotiation skills, training, budgeting, implementation, data collection, evaluation, and writing program reports.
513 Community Health Education Techniques and Procedures. (3) The course will offer experiential opportunities in the techniques and procedures of communication skills, public relations, and grant writing as they apply to the community health education professional. Prerequisite: CH 511 or 512, or permission of the instructor.
520 Contemporary Concepts in Death and Dying. (3) This course concentrates on study of facts and values of Americans concerning dying and death. Discussion focuses on living an effective and meaningful life, the stages of dying and emotions surrounding loss, means of working with and relating to the dying person, the causes of death, and clarifying death.
525 Health Aspects of Aging. (3) An exploration of health problems and the effects of medical crises on the aged and the means for dealing with these problems and crises will be covered. An investigation of the development of health problems during the aging years and a look at the major health problems of various age groups will be included.
530 Theories and Concepts in Health Education. (3) A comprehensive study of health education terminology, history, and philosophy. Also emphasized will be health education models and theories, health behavior change theories, professional preparation, and future trends in health education.
570 Research Design in Health Sciences. (3) The process of planning and organizing research studies for the purpose of solving problems unique to health education.
571 Statistics for Health Sciences. (3) The application of techniques used to organize, analyze, and interpret statistical data unique to health education. Topics include measures of central tendency, measures of variability, percentiles, sampling, correlation, standard scores, and tests of significance.
580 (cross-listed with ECON 580, GEOG 580, POLS 580 and RPTA 580)
Skills in Community Development. (3) This course emphasizes the practical skills required to be an effective community developer, including conflict resolution, leadership, comunication, and community capacity-building. The focus is on skill-building, as students are provided opportunities to practice new techniques. Topics will be modified as new technologies and other external factors impact the practice of community development. Graded S/U.
590 Professional Internship. (3–6) Intended to give the student practical experience in community health education. The internship is spent in appropriate programs, under the preceptorship of an administrator qualified by education and/or experience, and supervision of a health sciences faculty member. Development and utilization of original activities is stressed. Periodic progress reports are required. Graded S/U. Prerequisite: Permission of internship coordinator to enroll and to select an internship site.
Health Services Management (HSM)
450G Health Services Management Workshop. (1, repeatable to 2 with change in topic) Designed to provide new and updated information relative to current trends and issues in health services management.
514 Health Service Administration. (3) The administrative functions of long term care facilities and other related organizations will be covered. The administrator's role in the organization and the community will be delineated and analyzed. Prerequisites: Permission of the instructor.
515 Legal Aspects of Health Services Management. (3) The course will equip future health services managers and health educators with a working knowledge of health law as it relates to the health industry. Students who have taken HSM 470 will not be eligible to receive credit for this course.
516 Introduction to Health Policy. (3) The course will equip future health services managers and health educators with a working knowledge of health policy formulation, examination and implementation as it relates to the health industry.
517 Health Services Organizational Behavior and Leadership. (3) Examines behavior and leadership of organizations specific to the health services industry, with a special emphasis on organizational theory involving development, leadership, change, and strategic planning.