The Department of Public Health and Health Education offers the MSEd School Health Education program for the preparation of professional school 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 program is designed to meet the needs of current NY State certified teachers (or those eligible to become certified) in areas other than health.
The MSEd meets the academic requirements established by the New York State Department of Education for professional certification as a health teacher.
Programs leading to certification are subject to New York State Department of Education revision. Please contact the graduate coordinator for the latest information on these programs.
Additional health content courses (up to 9 credits by advisement) beyond the 33-credit core curriculum may be required to satisfy the academic requirements for professional certification as a health teacher by the New York State Department of Education.
Admission to the Program
All applicants for the Master of Science in Education (School Health Education) program must have completed a baccalaureate degree from an accredited college or university (see the Graduate Admissions section in this catalog for further details) and must provide proof of or be eligible to obtain an initial NY teaching certification in any subject area other than health.* 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:
- An undergraduate grade point average (GPA) of at least 3.0
- Contact information for three academic or professional references. If contacted, the references should comment on the applicant's ability to do graduate work, including:
- Competence in professional work performance
- Academic performance in college
- Ability to communicate effectively, both orally and in writing
- Ability to relate effectively with colleagues, students, clients, superior and subordinate personnel, and the general public
- Evidence of having successfully completed ("C" or better) at least two semesters of Anatomy and Physiology I and II or one semester of Survey of Anatomy and Physiology
- Evidence of having successfully completed (“C” or better) one semester of statistics at the undergraduate level
*All applicants who are admitted into the program will be required to provide proof of having an initial NY teaching certification in any subject other than health, by no later than the end of their first semester in the program. Failure to do so will result in being removed from the graduate program.
Note: Courses completed prior to matriculation may or may not be approved for subsequent inclusion in a successful applicant's Course of Study, at the discretion of the department. Generally, no more than six credits taken before matriculation will be applied to a graduate student's degree program.
Application, official transcripts from all colleges attended, proof of NY initial teaching certification, and contact information for three references should be submitted to The Center for Graduate Studies. Applications and deadlines are available online on the Center for Graduate Studies website.
The decision to recommend acceptance or rejection of an application lies wholly with the department, whose professional responsibility is to determine if applicants adequately meet academic, professional or ethical standards.
Students must meet the College's standards for graduate study.
Students enrolled in the Health Education Graduate program must earn a grade of "B-" or higher (a grade of "C+" does not meet this requirement) in each course applied to the degree.
Part I: Required Core Course (24 credits)
- PBH 600 Foundations in School Health Education
- PBH 602 Principles and Philosophy of Health Education
- PBH 645 Teaching Methods & Strategies for School Health Education
- PBH 650 Communicating in Health Education
- PBH 684 Assessment & Evaluation in Health Education
- PBH 686 Research Methods in Health Education
- PBH 586 Capstone Seminar & Field Experience
- EDI 513 Introduction to Special Education
Part II: Electives (9 credits)
Students should consult with their academic advisor to determine appropriate elective choices; some electives may be offered on a fall-only or spring-only basis and during summer and winter sessions.
- Three graduate-level Public Health courses by advisement
Part III: Additional Health Content Courses for Initial Teacher Certification in Health (up to 9 credits)
Students may need additional health content courses, by advisement, to meet state certification requirements
Students who complete this program are eligible for the College’s recommendation for New York State certification. Program completion and submission of the recommendation form are also required to secure the College’s recommendation. Additional New York state certification requirements must be satisfied to earn certification. Students are advised to consult the Brockport Certification Office.
Student Learning Outcomes
Upon completion of the program, students will be able to:
- Possess functional health education knowledge about effective curricula, health behavior theories, health education standards, the whole child approach, risk and protective factors, ways to prevent chronic and communicable diseases, and the multidimensionality of health plus the literacy skills of an informed consumer that helps them create meaningful learning experiences.
- Assess needs and assets of learners, learning, and the learning community in order to inform their practice.
- Use needs assessment data, health education standards, and principles of learning to plan cohesive, sequential lessons and units that include ways to accommodate students’ differing strengths and needs and that use 21stCentury technology in order to support students’ acquisition of functional health knowledge, health-related skills, and health beliefs.
- Employ a variety of research/theory-based instructional strategies in a well-managed classroom that encourages all learners regardless of race, ethnic origin, religion, gender, gender identity, sexual orientation, family structure, English-language proficiency, and physical or cognitive ability to adopt healthy behaviors and to interact positively with others; candidates reflect on their practice and adapt practice in order to meet students’ and instructional needs.
- Use multiple assessment methods that are aligned with standards and learning objectives to measure students’ achievement, document their progress and guide instructional practice.
- Demonstrate professionalism and ethical practices; make the case for the value of health education to academic success as well as wellness; advocate for both programs and students’ welfare; make appropriate referrals; engage students’ families regardless of race, ethnic origin, religion, gender, gender identity, sexual orientation, family structure, English language proficiency and physical or cognitive ability; engage colleagues within the school and community as well as the community at large using a variety of media including social media; and demonstrate a life-long learner disposition.