Online Health Education and Promotion Courses

A course for incoming freshman and transfer College of Science and Health majors. A variety of interdisciplinary scientific topics will be explored along with an orientation to the College of Science and Health, science and mathematics study skills techniques, career counseling and topics related to inclusive excellence.

Acquaints students with descriptive statistical techniques (including measures of central tendency and variability, correlation, regression and large and small sample estimation) as well as inferential statistical procedures (t, z and ANOVA designs, nonparametric tests and multiple regression). Focus will be on how these statistical procedures can be directly applied to real-life situations.
Prerequisite: “C” or better in MATH 1105, MATH 1108 or MATH 1110. Students may not earn credit in both CJUS 2250, PSYC 2250, and SOCL 2250.

This survey course provides an overview of the discipline of health education as well as the knowledge and skills required in the practice. Fundamental topics of historical context, research, resources, and priorities are explored. The role and competencies of the entry-level health education specialist are introduced as well as certification, occupational settings, future trends, behavior change, multicultural competence, philosophy and ethics that inform professional decisions.

Health education planning for groups. Focus on competencies for health education specialists related to programs, including pre-planning, behavior change theories, needs assessment, developing goals and objectives as well as intervention strategies with cultural competence, implementation and evaluation. Students develop an educational intervention to facilitate health behavior change in an at-risk audience.
Prerequisite: HLED 3001 or Nutrition and Dietetics Major.

Study of communication models and strategies to inform and influence individual and community decisions that enhance health. Includes building communication framework and collaboration, and using New and emerging social and media technologies for dissemination of health information, and innovations.
Prerequisite: HLED 3271.

This course addresses key concepts for effective management of health education activities. Key topics focus on the administration organizational structure and include: facilitating partnerships, coordinating logistics, training staff/volunteers, monitoring resources, assessing technology needs, building relationships with partners/stakeholders, demonstrating strategic leadership, conducting quality assurance tasks, and engaging in purposeful advocacy.
Prerequisite: credit or co-registration in HLED 3271.

Capstone experience for Health Education and Promotion Majors. This course focuses on NCHEC Areas of Responsibility (2020) IV-VI with competencies related to community needs assessment and health improvement as well as professional development. Working as a small team, students will conduct a community health assessment project in order to identify and address current or emerging health issues in a community with the goal to develop long-term health improvement strategies. This will also involve community engagement and collaborative participation with partners. Part of the course is at an off-campus site; transportation may be required.
Prerequisites: GPA of 2.50/4.00; AND Senior standing by credits earned prior to start of experience; AND Grade of “C” or better in the following: NUTR 2200, 2201, 2231 or 2241; HLED 3271; and HLED/NUTR 2280. Credit or co-registration in HLED 3363; AND must be Health Education and Promotion major (HLEDPRMAJ); AND Department Consent Required.

This course introduces the health coaching principles and skills for health professionals. It provides a practical foundation about evidence-based coaching psychology. Participants will explore a driving question — How can one inspire others to take charge of their lives and make healthful behavior choices? The course addresses: i) coaching relationship skills and presence; ii) harnessing motivation; iii) identifying generative moments; iv) conducting coaching sessions; and v) thriving as a coach.
Prerequisites: NUTR 2200, NUTR 2201, NUTR 2231, or NUTR 2241; and HLED 3271.

An analysis of various theoretical approaches to the study of social sciences as well as discussion and completion of the first two chapters of an original research design.
Prerequisite: PSYC 2250 or SOCL 2250 or CJUS 2250 and Junior/Senior status. Students may only earn credit in one of the following: CJUS 4351, PSYC 4351, SOCL 4351.

Concepts and applications of cardiovascular fitness, nutrition and weight management, stress management life-style management, and substance abuse. Emphasis is on the interactive nature of these health-related components, on being an informed consumer, and on the development and implementation of a personal wellness program. Satisfies teaching certification Health/Physical Education requirement.

An evidence-based exploration of the food system’s interrelationships with public health, nutrition, the environment, equity, and society. Topics concerning food production, global markets, labor practices, policy and politics, food manufacturing practices and marketing techniques will be examined. This course includes identification of areas of concern and challenges, discussion of policies, advocacy, and action opportunities, identification of personal opportunities for stewardship, and development of intervention strategies.
Prerequisite: WRIT 1101 and 1102

This course exposes students to a variety of traditional and emerging theoretical models and frameworks which can be applied toward explaining and modifying health behaviors. Students will have the opportunity to apply relevant theoretical principles towards changing a health behavior in a specific population.

An integrated approach to the study of the requirements and functions of nutrients that are determinants of health and disease in human populations.

An integrated approach to the study of the requirements and functions of nutrients, with particular attention to applications in sports. Prerequisite on Lisle Campus: Health Education and Promotion, Physical Education, or Sports and Exercise Science major with at least Sophomore standing by credit hours.
Prerequisite on Mesa Campus: Health Education and Promotion major with at least Sophomore standing by credit hours.

A life cycle approach to nutrition science; incorporates nutrient availability, function and sources; energy balance; lifestyle health risk factors; with a focus on special nutrient needs for various stages of the life cycle. Students are introduced to the case study process. ONLY for majors and minors in the Department of Nutrition AND Health Science Majors. (Lisle campus only) Department Consent Required.