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School of Social Administration 553 Ritter Hall Annex, Degree Programs: isc.temple.edu/grad/Programs/ Master of Social
Work Health
Studies |
Degree RequirementsThe program consists of 45 semester hours: Required Core (30 s.h.) HS 502 Statistical Methods in Health Studies HS 510 Epidemiology HS 520 History and Philosophy of Health Studies HS 526 Models for Teaching Health and Leisure Education HS 529 Contemporary Environmental and Public Health Issues HS 534 Theory of Health and Leisure Behavior HS 550 Introduction to Program Planning and Evaluation HS 651 Research Design and Analysis in Health Studies H Adm 500 Medical Care Organization H Adm 511 Health Services Organization and Management Elective Courses (6 s.h. by advisement) HS 521 School Health Programs HS 524 Political and Economic Aspects of Health HS 530 Understanding Stress and Change HS 552 Addictions and Dependencies HS 560 Maternal and Child Health One graduate course may be taken outside the Department of Health Studies, with prior approval of the M.P.H. Coordinator. Field Work (9 s.h.) Fieldwork Practicum (9 s.h.) HS 940 Applied Community Health Programming (Fall) HS 941 Community Health Program Implementation (Spring) HS 942 Evaluation Research in Health Education (Spring) Admission Requirements For admission to the Ed.M. program, a student must: 1. have earned an undergraduate grade point average of 2.8 overall or 3.0 in the last two years, 2. have acceptable scores on either the general Graduate Record Examination (GRE) or the Miller Analogies Test (MAT), 3. provide three professional/academic recommendations, and 4. write a personal or professional goal statement. The admissions committee may recommend one or more personal interviews. Admission is based on review of all components of the application. School Health Education The 33-s.h. Master's program in School Health Education is designed for school personnel (teachers, counselors, nurses). The focus of the degree is on health education curriculum, instruction, and counseling, but also incorporates principles of community health program planning and evaluation. Students may also pursue teacher certification in Pennsylvania through the program. Department Core Courses (9 s.h.) HS 500 Introduction to Research Design HS 520 History and Philosophy of Health Studies HS 534 Theory of Health and Leisure Behavior Required Education Courses (6 s.h.) Ed 525 Introduction to Statistics and Research Ed Psych 541 Concepts in Human Development Cognate Courses (9 s.h.) Choose one of the following cognate areas: Curriculum & Learning Ed Psych 531 Learning Theories HS 526 Models for Teaching Health and Leisure Education HS 527 Curriculum Construction in Health Studies Counseling Cn Psych Cn Psych HS 504 Counseling Techniques in Health Studies Approved Electives (9 s.h.) Select three courses from the list of suggested electives provided by the Ed.M. Advisor. Exit Requirement Successful completion of a comprehensive examination is required to complete the program. Teacher Certification Requirements In order to be Provisionally Certified to teach in the state of Pennsylvania (which has reciprocal agreements with New Jersey, Delaware, and New York), additional courses will be required with student teaching. Students must pass the state teacher licensing examination for Provisional Certification. Therapeutic Recreation The 33-s.h. Master's program in Therapeutic Recreation is designed for those who want to advance their knowledge and under-standing of therapeutic recreation as a part of health care services. The curriculum teaches from a conceptual model of health promotion and disease prevention. Students have an opportunity to understand thera-peutic recreation's role and contribution to health care systems that are transitioning from a primarily medical-model orientation to that of community health and wellness models of service delivery. Department Core Courses (9 s.h.) HS 500 Introduction to Research Design HS 520 History and Philosophy of Health Studies HS 534 Theory of Health and Leisure Behavior Required TR Courses (12 s.h.) HS 574 TR Seminar in Disabilities I HS 511 TR Administration HS 563 Conceptual Issues in TR HS 566 Fieldwork Cognate Courses (9 s.h.)* HS 570 Clinical Issues in TR (pre-req. HS 330 and 331 or equivalent) HS 512 Seminar on TR Professional Practice HS 575 TR Seminar in Disabilities II HS 527 School Health Programs HS 552 Addictions and Dependencies HS 530 Understanding Stress and Change *or others by advisement Required External (3 s.h.) Ed 525 Statistics Possible Leveling Courses Students lacking a background in TR or those planning to sit for the NCTRC Certification examination may be required to take the following (determined in consultation with advisor): HS 330 TR Assessment and Documentation HS 331 TR Clinical Processes Ed 121 Life Span Human Development PE 100 Anatomy and Physiology Admission Requirements For admission to the Ph.D. program, a student must: 1. have earned an undergraduate grade point average of 2.8 overall or 3.0 in the last two years, 2. have acceptable scores on the general Graduate Record Examination (GRE), 3. provide three professional/academic recommendations, 4. write a personal or professional goal statement, and submit: 5. a curriculum vitae, and 6. published papers, technical reports, or other samples of student's written work. The admissions committee may recommend one or more personal interviews. Admission is based on review of all components of the application. Admission to the doctoral program is highly selective with only a limited number of students admitted each year. Degree Requirements Each student, in consultation with an advisor, develops a detailed curriculum plan based on undergraduate and graduate transcripts, work history, career goals, and interests. This curriculum plan is referred to as a contract and is developed during the first semester of matriculation. The Ph.D. curriculum requires a minimum of 82 semester hours of graduate credit. Students may receive up to 30 credits of advanced standing for prior graduate course work, usually the completion of a master's degree. Advanced standing must be approved by the Graduate Program Director in consultation with the Ph.D. Coordinator at the time of admission. Core Courses (12 s.h.) HS 510 Epidemiology HS 520 History, Philosophy and Bioethics in Health Studies HS 534 Theory of Health and Leisure Behavior Select one from the following: HS 550 Program Planning and Evaluation in Health and Therapeutic Recreation HS 526 Models for Teaching Health and Leisure Education HS 561 Seminar on Behavior Change Research and Statistics (Minimum 15 s.h.) HS 651 Research Methods HS 952 Research Seminar Ed Psy 525 Introduction to Research and Statistics (or equivalent) Additional 6 s.h. of advanced statistics and/or research methods by advisement, for example: EdPsy625 Intermediate Educ. Statistics EdPsy 826 Multivariate Research Methods EdPsy 827 Advanced Analysis of Variance Cognate Courses (45 s.h.) Allows individuals to tailor their research interests in one of the specialized areas of Therapeutic Recreation, Community Health Education, Health/Leisure Counseling, Health/Leisure Curriculum and Instruction, or Disability Studies. Courses selected in conjunction and with approval of an academic advisor. Cognate courses may include the 30 s.h. of advanced standing Comprehensive Examination and Doctoral Dissertation (10 s.h.) HS 799 Comprehensive Examination (1 s.h.) HS 899 Dissertation Proposal (3 s.h.) HS 999 Dissertation Research (6 s.h.) Course Descriptions -Health Studies 502. Biostatistics. (3 s.h.) Introduction to applied biostatistics in the context of its use in empirical research in the social/behavioral sciences. Includes introduction to empirical research, descriptive statistics, and inferential statistics, using computer-based statistical software applications. 510. Epidemiology. (3 s.h.) Prepares students to use basic epidemiological concepts and methods for program planning, evaluation, and research. Emphasis will be on the calculation and interpretation of indices for community health, morbidity and mortality rates, sensitivity and specificity of diagnostic measures, vaccine field test data, and risk factor analysis. The appropriate use and interpretation of epidemiological research designs will be covered along with a conceptual approach to the interpretation of statistical associations. 511. Therapeutic Recreation Administration. (3 s.h.) Examination of programs, personnel, fiscal and facilities arrangement, principles and practices guiding organization and delivery of TR services in health care settings. 512. Seminar in TR Professional Practice. (3 s.h.) Contemporary issues related to new areas of TR practice, including school settings, home health care and community leisure programs for individuals with disabilities. 520. History, Philosophy, and Bioethical Issues in Health Studies. (3 s.h.) Encompasses historical and socio-cultural approaches to the understanding of public health, medicine, bioethics and other health care issues. It is designed to analyze major theoretical schools and critical health issues. 526. Models for Teaching Health and Leisure Education. (3 s.h.) Description and application of a variety of teaching models that can be used for teaching health. Emphasis on expanding the student's capacity to reach people by creating a richer and more relevant learning environment. 527. Curriculum Construction in Health and Leisure Education. (3 s.h.) Various curriculum models and the mechanics of construction and implementation. Provides the opportunity to develop curriculum materials for specific school situations. 529. Contemporary Environmental and Public Health Issues. (3 s.h.) Focuses on public health concepts in community health and environmental health problems. Explores how problems and solutions are identified nationally and locally. 530. Understanding Stress and Change. (3 s.h.) Impact of stress on one's physical and emotional health and methods to reduce the impact of excessive stress on the quality of one's life. Focus on the cause of stress, types of stress responders, physiology of stress relaxation, biofeedback, fear control, cognitive restricting, and social interaction skills as they relate to successful management.
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