Community Health
The Community Health and Human Services program at UAB is designed to prepare students to work in professional health settings including national/state health organizations, clinical-based programs, and community-based non-profit agencies. In addition to studying contemporary health content, students are guided in the process of assessing community needs, planning, implementing, and evaluating health-related programs and interventions which correspond to the National Commission for Health Education Credentialing professional standards. Students are provided numerous opportunities to practice advanced health education specialist tasks via instructor led community-based projects and purposefully designed service-learning experiences.
Graduate Certificate in Health Education
The Graduate Certificate in Health Education is designed for students who desire to work in the community or enhance their skills in academia and seek preparation at the graduate level in community health but do not wish to pursue a full master's degree. The Graduate Certificate in Health Education is also designed for students wishing to obtain eligibility for the Certified Health Education Specialist Examination that have a degree in a complimentary field but do not currently have the corresponding coursework. This certificate will formally recognize UAB students and community professionals who have sought out necessary skills and training in community health education. All courses are offered online.
Master of Arts in Education (M.A.Ed.): Community Health (Online)
The Community Health and Human Services program at UAB prepares students for advanced employment opportunities beyond the bachelor's degree level with a M.A.Ed. in Community Health. Work settings include public, volunteer, and private health agencies, community health clinics, hospitals, and worksites. Students gain skills in health education program planning, implementation, evaluation, and administration. Students are provided numerous opportunities to practice advanced health education specialist tasks through instructor led community-based projects and purposefully designed service-learning experiences. Students learn research-based protocol. Required courses include research design, the advanced health education/promotion specialist, program planning, evaluation, and administration, along with health behavior theory. Coursework is aligned with responsibilities and competencies of advanced level health education specialists developed by the National Commission for Health Education Credentialing (www.nchec.org). This program of study has been developed to include the knowledge and competencies needed to prepare students for either the Certified or Master Certified Health Education Specialist (CHES/MCHES) examination.
Masters of Arts in Education (M.A.Ed.): Community Health with a Graduate Certificate in Nonprofit Management (Online)
Through this joint venture between the Community Health and Human Services program and the Department of Political Science and Public Administration, students learn advanced health education programming planning, implementation, and evaluation competencies as well as nonprofit management skills such as grant writing, fundraising, and public service. The program prepares students to lead in non-profit, public health agencies, government roles, and worksites.
M.A.Ed. Admission Process (Online)
Consideration for admission to the master’s degree program will occur each Fall and Spring term. The completed application packet must be received by the Community Health and Human Services Program from the Graduate School by the dates shown:
| Entry Term | Deadline |
|---|---|
| Fall | April 30 |
| Spring | October 30 |
Admission to graduate study in Community Health and Human Services is initiated through the Graduate School and all required materials are to be submitted per specified instructions delineated by the Graduate School. M.A.Ed. applicants should have a cumulative GPA of 2.50. The M.A.Ed. program does not require that students complete the MAT/GRE examination. In rare cases, applicants who do not meet aforementioned standards may be considered for admission.
In addition, applicants must address several questions in writing that reflect the applicant’s background, development, pertinent work-related experience, and professional career objectives relating to careers in Community Health. Applicants will also be required to submit a professional resume. All applications for graduate admission are reviewed by the Community Health and Human Services faculty.
Graduate Traineeship in Pediatric Pulmonary Care (with School of Health Professions)
A Graduate Traineeship in partnership with the UAB Pediatric Pulmonary Center (PPC) is offered to a student currently trained as a respiratory therapist. Prospective students are those desiring a graduate degree in Community Health and Human Services; are interested in pediatric pulmonary care; and aspire to positions of leadership. One trainee is selected per year. The traineeship features a combination of planned coursework, hospital rounds, pulmonary clinics, patient and family education, and research experience. This interdisciplinary training program is offered to graduate students in Respiratory Therapy - Community Health and Human Services, Nursing, Nutrition, Social Work, and Medicine. Training is provided in each of the Maternal and Child Health Leadership Competencies. The Traineeship includes a monthly stipend (for up to 12 months) and tuition assistance (limited to U.S. citizens or to individuals with a permanent visa).
For more information go to uab.edu/medicine/peds/ppc or contact: LaShonna Stodghill, MAE, RRT, AE-C, lashonna.stodghill@childrensal.org or Dr. Laura Forbes at ltalbott@uab.edu.
Student Professional Dispositions
Community Health and Human Services faculty individually review the professional dispositions (behaviors and attitudes) of students within each course. Additionally, faculty will collectively review student dispositions and overall progress in the program at the end of each semester. Dispositional areas identified as deficient could result in termination from the program.
Graduate Program Policies
No individual course grade below “C” will be accepted. Each course with an earned grade below “C” must be repeated. Repeating a required health education course more than once is not permitted. If a student receives a grade lower than a “C” in their second attempt, he or she will be dismissed from the Community Health and Human Services program and not allowed readmission.
Non-Degree Seeking Graduate Students
Following admission to the UAB Graduate School, students may enroll in elective Community Health and Human Services courses as "non-degree seeking" students with the permission of the instructor. Non-degree seeking students are limited to 12 hours of coursework. It is essential for non-degree seeking students to make an advising appointment with a faculty member prior to enrolling in elective courses as some elective courses have pre-/co-requisites. Non-degree seeking students are not permitted to take "core" health education courses prior to admission. Enrolling and passing non-degree seeking coursework does not guarantee admission into a masters or doctoral degree program. Admission criteria (cumulative GPA, recommendations, and written statement) are the primary factors considered when reviewing student suitability for admission to a program.
Graduate Certificate in Health Education
The Community Health & Human Services Program trains students to become health education and promotion leaders making positive impacts in prioritized communities. Students enrolled in the Graduate Certificate in Health Education will receive training to plan, implement, and evaluate health education/promotion programs within businesses, organizations, and in communities. This certificate is also appropriate for those already working in community agencies who want advanced skills and knowledge to conduct successful health-related interventions using community-based participatory approaches. This certificate will formally affirm UAB students and community professionals have the necessary skills and training in community health education. All courses are offered online, and all coursework is transferrable to our M.A.Ed. in Community Health.
| Requirements | Hours | |
|---|---|---|
| CHHS 631 | Community Capacity & Intervention Planning | 3 |
| CHHS 632 | Organizational Leadership & Project Management in Community Settings | 3 |
| CHHS 642 | Changing Behavior: Theories and Models for Intervention Design | 3 |
| CHHS 697 | Community-based Program Evaluation & Applied Research | 3 |
| Choose One of the Following Options | 3 | |
| Disease Determinants and Prevention in Community Health | ||
| Principles of Health & Wellness Promotion | ||
| Health Communications, Social Marketing, & Advocacy | ||
| Intervention Strategies | ||
| Total Hours | 15 | |
Graduate Certificate in Health Coaching
Graduate Certificate in Health Coaching
The Community Health & Human Services Program trains students to become the health coaches and lifestyle modification facilitators guiding positive change in the lives of individuals and families. Students enrolled in the Graduate Certificate in Health Coaching will receive training in designing, conducting, and evaluating health and wellness-oriented coaching interventions facilitated within clinical and non-clinical settings. Students will learn skills needed to conduct individual or small group coaching sessions employing health coaching frameworks. Students will also gain knowledge in chronic disease prevention and apply strategies to help improve the health and well-being of coaching clients. All courses are offered online and many of the courses are transferrable to our M.A.Ed. in Community Health.
| Requirements | Hours | |
|---|---|---|
| Required Courses | ||
| KIN 607 | Principles of Coaching | 3 |
| CHHS 624 | Advanced Health & Wellness Coaching | 3 |
| CHHS 689 | Intervention Strategies | 3 |
| CHHS 642 | Changing Behavior: Theories and Models for Intervention Design | 3 |
| Electives - Select one from the following | 6 | |
| Advanced Principles of Mental Health, Stress, & Well-being | ||
| Advanced Substance Abuse Prevention and Education | ||
| Health Communications, Social Marketing, & Advocacy | ||
| Motivational Interviewing | ||
| Child Psychology | ||
| Lifespan Human Development | ||
| Issues and Problems in Coaching | ||
| Advanced Sport Psychology | ||
| Total Hours | 18 | |
M.A.Ed. in Community Health
The Community Health & Human Services Program (CHHS) offers a fully online Master of Arts in Education (MAEd) in Community Health degree program designed for leading in the health education/promotion discipline across various settings. The curriculum aligns with national standards, focusing on core competencies like program planning, implementation, evaluation, and administration. The program prepares graduates for the Certified Health Education Specialist (CHES) or Master Certified Health Education Specialist (MCHES) certification exams. Program options allow students to complete a capstone experience to gain practical skills in a community-based setting or fulfill degree requirements through coursework based on their prior professional work experience given approval from the Graduate Program Director.
Master of Arts in Education in Community Health (Online)
39 hours and Comprehensive Exam. This is an online program.
| Requirements | Hours | |
|---|---|---|
| Major Courses | ||
| CHHS 606 | Disease Determinants and Prevention in Community Health | 3 |
| CHHS 610 | Principles of Health & Wellness Promotion | 3 |
| CHHS 621 | Health Communications, Social Marketing, & Advocacy | 3 |
| CHHS 631 | Community Capacity & Intervention Planning | 3 |
| CHHS 632 | Organizational Leadership & Project Management in Community Settings | 3 |
| CHHS 642 | Changing Behavior: Theories and Models for Intervention Design | 3 |
| CHHS 689 | Intervention Strategies | 3 |
| CHHS 697 | Community-based Program Evaluation & Applied Research | 3 |
| EPR 594 | Introduction to Educational Research Design | 3 |
| EPR 596 | Introduction to Qualitative Methods in Educational Research | 3 |
| EPR 609 | Statistical Methods and Research in Education: Intermediate | 3 |
| CHHS 612 | Student Health and Well-Being in Higher Education | 3 |
| or CHHS 624 | Advanced Health & Wellness Coaching | |
| CHHS 693 | Capstone Experience in Community Health | 3 |
| or CHHS 692 | Advanced Research Practicum in Community Health | |
| Total Hours | 39 | |
Comprehensive Examination
Students must complete the M.A.Ed. comprehensive examination during their last academic year of coursework. The comprehensive examination is an opportunity for students to demonstrate the appropriate aptitude for advanced level health education and promotion competencies. The comprehensive exam is a culminating task that encompasses the content knowledge and critical thinking skills that a Health Education/Promotion Specialist should possess. A student cannot attempt the comprehensive examination more than twice. Those who cannot complete the comprehensive examination with a passing score during the second attempt will be dismissed from the program and not allowed readmission. Please contact the CHHS M.A.Ed. Program Coordinator for additional information about examination scheduling.
Master of Arts in Education in Community Health (Online) with a Non-Profit Management Graduate Certificate
The MAEd degree requires a minimum of 45 credit hours for the Community Health with a Non-Profit Management Graduate certificate.
45 hours with Comprehensive Exam
| Requirements | Hours | |
|---|---|---|
| CHHS 606 | Disease Determinants and Prevention in Community Health | 3 |
| CHHS 610 | Principles of Health & Wellness Promotion | 3 |
| CHHS 631 | Community Capacity & Intervention Planning | 3 |
| CHHS 642 | Changing Behavior: Theories and Models for Intervention Design | 3 |
| CHHS 689 | Intervention Strategies | 3 |
| CHHS 697 | Community-based Program Evaluation & Applied Research | 3 |
| EPR 594 | Introduction to Educational Research Design | 3 |
| EPR 596 | Introduction to Qualitative Methods in Educational Research | 3 |
| EPR 608 | Introduction to Statistical Methods in Educational Research | 3 |
| MPA 671 | Marketing and Fundraising | 3 |
| MPA 672 | Nonprofit Management | 3 |
| Graduate Level Elective (choose two) | 6 | |
| GIS for Managers | ||
| Strategic Planning | ||
| Grants Management | ||
| CHHS 693 | Capstone Experience in Community Health (OR 6 Hours of Additional CHHS Advisor Approved Course Work) | 6 |
| Total Hours | 45 | |
Comprehensive Examination
Students must also complete the comprehensive examination during their last academic year of coursework. The examination is an opportunity for students to demonstrate the appropriate aptitude for advanced level health education competencies. The comprehensive exam is a culminating task that encompasses the content knowledge and critical thinking skills that a Health Education/Promotion Specialist should possess. A student cannot attempt the comprehensive examination more than twice. Those who cannot complete the comprehensive examination with a passing score during the second attempt will be dismissed from the program and not allowed readmission. Please contact the CHHS Graduate Program Director for additional information about examination scheduling.
Community Health Promotion (PhD)
For detailed information regarding admission requirements for the School of Education and Human Sciences graduate programs, please visit the Admissions Requirements website at https://www.uab.edu/education/home/apply/graduate.
Graduate Program Coordinator: Dr. Retta Evans, rrevans@uab.edu
The PhD program in Community Health Promotion offers a broad-based curriculum emphasizing biological, behavioral, and socio-cultural determinants of health, as well as interventions and policies aimed at improving community health. The curriculum provides students with the coursework, background, and practical experiences to become leading researchers and practitioners in the broad and rapidly growing field of health education and health promotion. Students learn the skills needed to work with individuals and communities to assess health needs. They then effectively plan, implement, and evaluate culturally appropriate and theoretically based interventions to improve and promote health and to lessen unhealthy behaviors by addressing knowledge, attitudes, skills, and beliefs in various settings. By the conclusion of the program, students are able to clearly conceptualize the theoretical and philosophical basis of health promotion and conduct their own independent research projects. The curriculum prepares students for careers in academia, clinical research, and leadership roles in community and public health promotion in private industry, non-profit, and governmental health organizations.
Ph.D. Admission Process
Consideration for admission to graduate study in health education will occur each Spring for acceptance to start the following Fall term. The completed application packet must be received by the Community Health and Human Services Program from the Graduate School by the dates shown:
| Entry Term | Deadline |
|---|---|
| Fall | April 30 |
Well-qualified candidates for admission will have completed a master’s degree from an accredited institution in health education or a health-related field. Admission to doctoral study is initiated through the Graduate School. Applicants will: (a) request official transcripts of all college coursework to send to UAB Graduate School; (b) submit (3) letters of recommendation from professors or others who are qualified to judge your ability to complete doctoral coursework; and (c) submit writing sample(s), such as an essay describing your academic training, professional experiences, and career goals. Admission to the program is competitive. A GRE score is not required.
Ph.D. applicants should have a cumulative minimum GPA of 3.0 on a 4.0 scale for prior college coursework.
Ph.D. in Community Health Promotion Program of Study
Students may enter the program with a master's degree in health education or closely related health field. Students with no prior academic background in health education will be required to take these co-requisites: CHHS 610, CHHS 631, & CHHS 697 during years one and two. The need for co-requisite coursework will be determined through a review of transcripts by the Graduate Program Coordinator upon admission to the program. A required review of student credentials prior to admission will identify strengths and needs. This review will provide students with a blueprint for their course of study and will be conducted by the Graduate Program Coordinator. The PhD degree program will require students to complete a minimum of 72 credit hours. Students will meet regularly with a faculty advisor to plan course enrollment.
Research and Statistics Prerequisites: Students are required to have completed the following courses (or equivalents) BEFORE enrolling in the Advanced Research and Statistical Methods Core.
| Requirements | Hours | |
|---|---|---|
| EPR 594 | Introduction to Educational Research Design | 3 |
| EPR 596 | Introduction to Qualitative Methods in Educational Research | 3 |
| EPR 608 | Introduction to Statistical Methods in Educational Research | 3 |
| EPR 609 | Statistical Methods and Research in Education: Intermediate | 3 |
| Total Hours | 12 | |
Ph.D. through the School of Education and Human Sciences
| Requirements | Hours | |
|---|---|---|
| Health Promotion CORE Courses | 15 | |
| Advanced Theoretic/Scientific Basis of Health Education/Promotion | ||
| Advanced Planning and Implementation of Health Education/Promotion Programs | ||
| Evaluation and Research Methods in Health Education/Promotion Programs | ||
| Health Disparities in Diverse Populations | ||
| Health Education Seminar I | ||
| Health Education Seminar II | ||
| Health Education Seminar III | ||
| Research and Statistical Methods CORE Courses | 12 | |
| Disease Determinants and Prevention in Community Health | ||
| Qualitative Research: Inquiry and Analysis | ||
| Computer Applications and Advanced Statistical Methods | ||
Graduate Research Design 1 | ||
| Survey Methods in Educational Research | ||
| Mixed Methods Approaches to Educational Research | ||
| Health Sciences Concentration 2 | 15 | |
| Supervised Research (Pre-requisite GRD 717) | 12 | |
| Dissertation Hours | 18 | |
| Total Hours | 72 | |
- 1
Choose one course that fits the needs of your dissertation, with the approval of an advisor. Two examples are listed, but other courses could apply.
- 2
Courses should be chosen to increase knowledge and skills in a specific topic/methodology in preparation for dissertation. These course must be approved by the advisor/mentor before registration. Pass/fail courses will not count towards the Health Sciences concentration.
Comprehensive Examination
A written comprehensive examination is required of all candidates for the Ph.D. degree. To be eligible to sit for comprehensive exams, students must have successfully completed CHHS 731, CHHS 732, CHHS 740 and CHHS 742. Students must register for a minimum of 3 hours of graduate work during the semester in which the comprehensive exam is taken. The exam must be passed unconditionally before the student can defend his/her proposal and be advanced to candidacy.
To prepare, students should review all materials from listed coursework as well as other related courses and supplementary material. This exam is designed to test the student’s ability to take a given population and design an appropriate, theory-based health intervention to the situation. Each student must synthesize and apply what has been learned throughout the program. On the day of the exam, students will be given questions that require them to write a paper, describing an appropriate, theory-based program to address the chosen health issue/population. This must involve thorough planning, implementation, and evaluation. The PRECEDE/PROCEED model should be used as a framework for the paper.
Comprehensive exams will be offered twice each year and are graded by the graduate faculty in the doctoral program. Grading of the comprehensive exam is done blinded, and by consensus. Students who fail to achieve passing scores will have one attempt to remediate within a calendar year. If a student fails a section for the second time, they will be dismissed from the program.