HLED-101. Cardiopulmonary Resuscitation And First Aid. 1 Hour.
American Red Cross standard course in first aid and CPR.
HLED-103. Community Health. 3 Hours.
This course is an introduction to community health, public health, and health education that includes health services, environmental health, behavioral health, public policy, healthcare systems, occupational health and other subfields. Students will explore the concepts of advocacy and health disparities on local and global levels in the context of historical and contemporary events. Students will locate and interpret valid health information, practice assessment skills, develop educational interventions for priority populations, act as a resource person, and advocate for the profession and health of others. This will be accomplished through course discussions, assignments, and presentations.
HLED-105. Preparation For Marriage. 2 Hours.
Analysis of factors in emotional, biological, social and spiritual maturity as they relate to the individual, marriage and the family.
HLED-107. Health For Effective Living. 2 Hours.
Consideration of concepts related to the physical, mental and social dimensions underlying personal health. Emphasis upon motivation for intelligent self-direction of health behavior based upon current scientific facts.
HLED-111. Cardiopulmonary Resuscitation. 1 Hour.
The course will provide the student with the necessary physical skills, as well as pertinent background information of how when and under what circumstances to perform cardiopulmonary resuscitation (CPR). Students who successfully complete this course receive American Health Association Certification.
HLED-199. Health & Wellness Of The Emerging Adolescent Student. 3 Hours.
Concentration of concepts related to the physical, mental, and social dimensions underlying personal health of educators and emerging adolescents. Emphasis on motivation for intelligent self-direction of health behavior based upon current scientific facts. Introduction of concepts related to the physical, mental and emotional dimensions underlying personal health and development of children, emerging adolescents and their teachers. Emphasis is on how these developmental issues impact students' classroom, social and learning behaviors.
HLED-202. Safety Education. 3 Hours.
Safety education in elementary and secondary schools. Sources of materials; coordination with agencies furthering safety within and outside the schools; practical application of safety education.
HLED-206. Standard First Aid Instructor. 2 Hours.
American Red Cross advanced course in first aid and opportunity for authorization as an instructor.
Prerequisite: HLED-101 minimum grade of D.
HLED-212. Consumer Health. 3 Hours.
Prepares the student to make wise choices in the selection of health products and health services. Emphasis on proper utilization of the health care system and evaluation of products and services with regard to cost and impact on physical and mental health. Includes identification of reliable sources of health-related information, laws and agencies to protect the consumer.
HLED-303. Sex Education. 3 Hours.
This course will cover the neurobiology of learning and behavior, sexual anatomy, theories of love and attraction, biology of sexual response, pregnancy and childbirth, sexual expression throughout life, sexually transmitted diseases, and social, cultural, and religious influences on sexual attitudes and behaviors. Students will locate and interpret valid health information, practice assessment skills, develop educational interventions for priority populations, act as a resource person, and advocate for the profession and health of others. This will be accomplished through course discussions, assignments, and presentations.
HLED-305. Health Education For The Middle And High School. 3 Hours.
Subject matter selection and organization for teaching purposes; correlation potential of health instruction in school subjects, methods of presentation, educational principles in health. Emphasis upon the professional and legal responsibilities of the secondary teacher in the total school health program.
Prerequisites: HLED-303 minimum grade of D and HLED-309 minimum grade of D and HLED-345 minimum grade of D and (SCED-301 minimum grade of D or ELED-311 minimum grade of D or SCED-311 minimum grade of D).
HLED-307. Human Diseases. 3 Hours.
Nature, prevention, control and treatment of communicable, chronic and degenerative diseases, the general principles of resistance and casuality of disease; man's interaction with his environment and total pattern of living as the primary source of disease.
Prerequisite: PEMT-305 minimum grade of D.
HLED-309. Nutrition And Health. 3 Hours.
This course provides a foundation in nutrition through the examination of the link between research, theory, and practice. It also discusses the settings, audiences, and scope of nutrition education, as well as the determinants of behavior change, including knowledge, self-efficacy, motivation, social support, and cultural context. Using social ecological, reasoned action, life course, social cognitive, self-regulation, self-determination, and trans-theoretical approaches, learners develop procedures for planning community- or school-based educational activities, taking into account environmental support and audience-specific characteristics. They also create plans for implementing and evaluating nutrition programs.
HLED-312. Current Health Concepts. 3 Hours.
This course examines contemporary themes and approaches in health promotion and disease prevention. Using a multidisciplinary approach, students examine the underlying determinants of health related to socio-demographic vulnerabilities. They are also introduced to current public health practice and policy, and examine their connections to issues of social, economic, and political development and their impact on the environment.
HLED-314. Principles Of Epidemiology In Higher Education. 3 Hours.
Presents principles and practices related to the cause, prevention and control of disease. Emphasis is placed on understanding the occurrence and distribution of disease, incidence and prevalence rates and descriptive and analytic epidemiological studies. Additional emphasis is placed on the application of epidemiologic data to primary, secondary and tertiary prevention.
HLED-316. Health Disparities: Individual, Communities, And Systems. 3 Hours.
This course provides students with theoretical applications to conduct research and identify interventions to reduce health disparities. Content focuses on how health disparities are defined, their prevalence, why and among whom they exist, issues and methods of measurement, and approaches to addressing them including community-based participatory research. While racial/ethnic disparities in health and health care will be an important focus of the course, disparities among other subgroups will be included (e.g. gender, geographic, environmental, SES, social and behavioral risk factors). An inquiry-based learning project and conference proposal will integrate what is learned through lectures, in-class activities, guest speakers, and readings.
HLED-317. Age, Death, And Dying. 3 Hours.
This course will provide students with an interdisciplinary understanding of the human experiences of aging, death and dying, focusing primarily on psychosocial, mental health, behavioral, and ethical issues. Students will examine the way individuals, communities, and societies perceive and manage the elderly and the issues surrounding the end of life. The causes and effects of attitudes towards these subjects will be explored as well as how these perceptions relate to health behavior.
HLED-340. Health Behavior Theory And Practice. 3 Hours.
This course is an introduction to the fundamental theories in behavior. Because theory and practice are driven by research, the course will also introduce students to examples of health promotion research. Students will analyze constructs that explain or predict behavior including intrapersonal capacity, interpersonal supports, and environmental contexts. They also will apply individual and community-based theories to the design of a community health intervention.
Prerequisites: HLED-303 minimum grade of D and HLED-309 minimum grade of D and HLED-345 minimum grade of D.
HLED-345. Drug Education. 3 Hours.
The course covers the CNS functions and the neurophysiology of learned behavior and drug addiction and the biological and social health consequences of drug use and abuse, Mechanisms of drug actions and their physiological and toxic/biochemical effects are emphasized and how these responses interact to affect the health of the individual and society. Prior undergraduate coursework in human biology, anatomy, and/or physiology is strongly recommended.
Prerequisite: PEMT-305 minimum grade of D.
HLED-350. Health Program Needs Assessment, Planning, And Implementation. 3 Hours.
This course is part one of a two-part course series in which students plan an evidence-based, community health program that addresses population needs. In this course, students will evaluate primary and secondary data to identify population needs and capacity for health programming. They will also develop the mission statement, goals, and objectives for a health program that addresses identified needs for a selected population. Finally, they will design a theory-driven health education intervention and impact evaluation. Ethical use of technology to support learning, reflection, communication, and collaboration is foundational to this course.
Prerequisites: HLED-308 minimum grade of C and PEMT-315 minimum grade of C.
HLED-355. The Organization And Administration Of The School Health Program. 3 Hours.
This course covers the components of a coordinated school health program, explores how those components contribute to a healthy school environment, and builds connections between the school environment and students’ motivation and ability to learn. Learners will locate, evaluate, and create school health communications; plan, prepare to implement, and evaluate professional development that advocates for school health; design, implement, and evaluate a needs assessment; and practice the administration skills to form a school health council. Additional content includes the ethical use of technology to support learning, reflection, communication, and collaboration is foundational to this course.
Prerequisites: HLED-303 minimum grade of C and HLED-309 minimum grade of C and HLED-345 minimum grade of C.
HLED-360. Health Program Administration, Marketing, And Evaluation. 3 Hours.
This course is part two of a two-part course series in which students plan an evidence-based community health program that addresses population needs through evidence-based interventions. In this course, students develop skills to manage a health program via fiscal, capital, and human resource planning. This includes identifying stakeholders and community partners. Also, students design a marketing plan and intervention to promote their program and advocate for a target audience. Additionally, they practice program evaluation and research design. Finally, students prepare a professional development plan. Use of technology to support learning, reflection, communication, and collaboration is foundational to the course.
Prerequisite: HLED-350 minimum grade of C.
HLED-370. Field Experience: Community Health. 9 Hours.
The 200-hour community health field experience affords students the opportunity to integrate concepts and skills, learned in the curriculum, while immersed in a community and public health setting. A weekly seminar provides interns a forum to debrief field experiences, learn about the profession, and prepare for a job search. Completion of performance-based assessments aligned with the CHES (Community Health Education Specialist) competencies support the development of a professional portfolio. Guided activities support those seeking to sit for the CHES exam.
Prerequisite: HLED-360 minimum grade of C.
HLED-375. Health Education Clinical Experience. 3 Hours.
This course provides the seminar component for the Health Education Clinical Observation. Students meet weekly to share and debrief their field experiences, collectively solve instructional and classroom management problems, revisit research and theory regarding addressing the needs of a diverse learning audience, and learn about the health education profession. Observation, reflection, teaching, and assessment are critical activities in this course.