MEd in Health Education

The Master of Education (MEd) in Health Education focuses on the development and delivery of educational services in schools, clinical and corporate settings, and community service organizations. A graduate degree in health education will prepare you for a career in teaching, counseling, or consulting in a variety of health and wellness related fields.

Applicants for this degree must hold a baccalaureate degree in the biological sciences with a concentration in the sciences, health education, physical education, or nursing. Coursework in human anatomy,physiology, and psychology are necessary prerequisites for all content courses.

Courses in the Health Education program will prepare you to take the Certified Health Education Specialist (CHES) examination offered by the National Commission for Health Education Credentialing. Successful achievement of this certification assures employers you have met the national standards for health education professionals.

In addition to the major, three concentrations are available: K–12 Certification (leading to endorsement for New Hampshire certification as a K-12 Health Education Teacher, Health Promotion, and Eating Disorders. The core education courses are offered year-round, and the required health education courses are offered primarily as weekend and hybrid courses. A limited number of courses will be offered during the fall terms. Content classes are offered on a rotating basis, allowing you to complete your degree in two to three years on a part-time basis. Full-time students may be able to complete the requirements in less time.

Curriculum Requirements

    • Master’s Core Component – 9 credits
    • 3
      Seeks to examine the manner in which the behavior, feelings, or thoughts of one individual are influenced by the behavior or characteristics of others. Topics to be considered include social perception, attitudes, gender, social cognition, conflict, social influence, intercultural awareness, prejudice, discrimination, aggression, and group behavior. Fall, spring, and summer.
    • – OR –
    • 3
      This course will provide an in-depth study of the social/cultural basis of behavior and examine the role of mythology as a vehicle for intrapersonal and interpersonal understanding. The major theoretical, empirical, and applied lines of work in the following topics in contemporary social psychology will be explored, including social cognition, interpersonal perception, attitudes, stereotyping and prejudice, the self, and interpersonal and group relations. Mythology will be employed as a mechanism for cross-cultural comparison and as a unifying construct to enhance multicultural understanding.
    • 3
      A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person.
    • 3
      Knowledge and understanding of the commonly accepted research designs. Study of research instruments and statistics used in educational research. Wide reading in various types of research design. Critical analysis of research design.
      • Health Education Component – 21 credits minimum

With your advisor, you’ll choose a minimum of 21 credits of electives appropriate for your program of study.

    • Capstone Experience – 3 credits
    • 3
      Designed so that students may pursue, in depth, a personal interest in the field of allied health. Students, working with a faculty advisor, carry out research from design to completion. The final product must be approved by the faculty advisor and/or faculty committee. Offered according to demand.
    • – OR –
    • 3
      Field experience in an agency or institution involved in the planning and evaluation of health education. Work experience guided by qualified supervisors in conjunction with Plymouth faculty. Periodic written reports, field-based projects and comprehensive portfolio review. Offered according to demand.
    • – OR –
    • 3
      The purpose of the graduate capstone is to apply knowledge learned in previous coursework through an approved project. Capstone projects should focus on the following questions: How will the theories learned throughout the program be integrated into a coherent project or experience? How will this work enhance individual career goals? Who are the stakeholders and how will this work assist them? How does this work serve the professional community? How will this work help move the profession forward? Process: Students should plan for approximately 40 hours of work per credit to be earned. The total number of credits earned must be approved by their advisor and noted on their program contract. Candidates must submit Graduate Capstone Project forms with their registration and Capstone Projects must be approved by candidates' advisors and the Associate Vice President for Graduate Studies. Once completed, candidates are expected to present their final products to their adviser and/or PSU faculty members. Students who anticipate working on their project for more than one term should register for the appropriate number of credits in each term so that they remain registered throughout the course of the project.
    • Total for MEd in Health Education – 33 credits

Getting started is easy!

Apply today or request more info.

Get started now!

Experience a great career at Plymouth State University

Current Students

Register for classes, check grades, apply for financial aid, find campus events, and more!
Visit myPlymouth

Make a gift to Plymouth State University