Courses

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-107. Health For Effective Living. 3 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-203. Fitness Education. 3 Hours.

This course will cover the development and implementation of numerous fitness-related activities
and current trends in fitness for physical education. Students will be introduced to the components
of health and skill related fitness, principles of training and fitness pedagogy through experiential
activities. Students will achieve a thorough understanding of fitness.

HLED-210. Cancer Health Policy. 3 Hours.

This course on cancer-related policy cross-examines topics related to cancer as a chronic degenerative disease from diverse disciplinary lenses including public health, biology, economics, and social science. Students will be exposed to various cancer-related issues under the guidance of an instructor and experts in the oncological, social sciences and health policy fields. This course will also explore socio-political issues that influence cancer related policy in United States and other countries.

HLED-220. Health And Wellness Of The Emerging Adolescent. 3 Hours.

This course prepares future professionals who work with youth to apply concepts related to the dimensions of health and to understand the development of emerging adolescents. Emphasis is placed on creating a stimulating and supportive learning environment that motivates and enables learners to make health behavior choices based upon scientific facts. Students will reflect on contemporary literature about emerging adolescent health issues, conduct a community needs assessment, deconstruct the purpose behind the National Health Education Standards, develop instructional activities that foster healthy attitudes and behaviors, and advocate for school health efforts.

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.
Prerequisite: (100 - 399 or 100A - 399Z).

HLED-307. Human Diseases. 3 Hours.

This course uses a multidisciplinary approach to discuss the etiology, the major underlying determinants, transmission, prevention, control, and treatment of communicable, chronic, and degenerative diseases. It examines the relationship between disease and political, social and economic development. Drawing upon the sciences, social sciences and humanities, students are introduced to the nature and determinants of communicable, non-communicable, and neglected tropical diseases; and they explore the factors shaping the distribution of disease, as reflected in local, national, and international health goals and research. They also will examine modern approaches disease prevention and health promotion priorities.
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.
Prerequisite: (100 - 399 or 100A - 399Z).

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.
Prerequisite: (100 - 399 or 100A - 399Z).

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.
Prerequisite: (100 - 399 or 100A - 399Z).

HLED-315. Writing Intensive Program: Writing In The Health Sciences & Physical Education. 3 Hours.

This course is a writing intensive experience, offering students the opportunity to develop written communication skills in their profession. Topics include evaluating sources of information, conducting a annotated bibliography using library databases, citing references using APA format, ethical use of resources, utilizing a multi-step writing process, summarizing communications, building a persuasive argument, proposing a solution to a problem, and explaining a phenomenon. Exercises include developing press releases, memo, article critiques, newsletter articles, a grant application, resume, and cover letter in application for a job. Information sources include peer-reviewed and popular periodicals, videos, websites, textbook, and other appropriate media.
Prerequisite: ENGL-101 minimum grade of C.

HLED-316. Health Disparities: Individual, Communities, And Systems. 3 Hours.

In this course, learners will examine how health disparities are defined and discuss the major underlying determinants of poor health and the relationship between health and key socio-demographic variables, including race, sex/gender, age, income, education, and immigrant status. It explores the factors shaping the distribution of poor health, locally and globally, and their connection with historical, social, environmental, economic, and political systems. It also considers the impact of global income inequality on health risks, availability and access to health resources. Learners will explore local and global efforts to narrow and eliminate inequalities via a variety of interventions.
Prerequisite: (100 - 399 or 100A - 399Z).

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.
Prerequisite: (100 - 399 or 100A - 399Z).

HLED-318. 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.
Prerequisite: (100 - 399 or 100A - 399Z).

HLED-319. Drug Education. 3 Hours.

This course will address how drugs interact with the brain and nervous system functions, neurophysiology of learned behavior, drug addiction, and 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 of society. Students will locate and interpret valid health information, practice assessment skills, develop educational interventions for priority populations, and advocate for the profession and health of others.
Prerequisite: (100 - 399 or 100A - 399Z).

HLED-320. Cancer Health Policy. 3 Hours.

This course on cancer-related policy cross-examines topics related to cancer as a chronic degenerative disease from diverse disciplinary lenses including public health, biology, economics, and social science. Students will be exposed to various cancer-related issues under the guidance of an instructor and experts in the oncological, social sciences and health policy fields. This course will also explore socio-political issues that influence cancer related policy in United States and other countries.
Prerequisite: (100 - 399 or 100A - 399Z).

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.

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.

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.
Prerequisite: (100 - 399 or 100A - 399Z).

HLED-357. Introduction To Health Care Management. 3 Hours.

This course is designed to provide a general introduction to management practices in the field of health care. Students will explore management concepts, processes, and theoretical content considered necessary for persons who intend to practice in a health care management position. Emphasis is placed on the differences in management of health care from other commodities and the importance of patient care and ethical issues. Tradeoffs between patient care issues and financial accountability are addressed. This will be accomplished via assigned readings, discussions, case studies, personal reflections, and a persuasive memo to an administrative board.

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. 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 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. Ethical use of technology to support learning, reflection, communication, and collaboration is foundational to the course.
Prerequisite: HLED-350 minimum grade of C.

HLED-364. Health & Wellness For The Middle School Child. 3 Hours.

This course provides future and practicing school health professionals with the functional knowledge and skills needed to teach middle school health education effectively. Emphasis is placed on creating a stimulating and supportive learning environment that motivates and enables learners to make healthy
decisions based upon scientific facts. Students will reflect on the development of the emerging adolescent, read contemporary literature about relevant health-related issues, conduct a community
needs assessment, deconstruct the National Health Education Standards, develop instruction that fosters healthy attitudes and behaviors, and advocate for school health.
Prerequisite: (100 - 399 or 100A - 399Z).

HLED-365. Health Education For The High School. 3 Hours.

This course provides future and practicing educators the functional knowledge and skills needed to teach high school health education effectively. Developing a health education learning segment, that aligns with state and national standards, integrates technology to improve learning outcomes, and meets the needs of a diverse student population will form the focus of the course. Inquiry and theoretical approaches, collaboration, and reflective practice are employed.
Prerequisites: HLED-303 minimum grade of D and HLED-309 minimum grade of D and HLED-345 minimum grade of D.

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 public health
competencies support the development of a professional portfolio.
Prerequisite: HLED-360 minimum grade of C.

HLED-375. Health Promotion Field Experience. 3 Hours.

This course provides a 100-hour field experience for Community Health minors. Students meet weekly to share and debrief their field experiences, collectively solve instructional and site management problems, revisit research and theory regarding addressing the needs of a diverse learning audience, and learn about the health promotion profession. Observation, reflection, presenting, and assessment are critical activities in this course.
Prerequisites: HLED-305 minimum grade of C and (SCED-301 minimum grade of C or SCED-311 minimum grade of C or ELED-311 minimum grade of C).