Ways to Learn

  • Hybrid
  • Online

Quick Facts

  • 2-years full-time
  • 3 years part-time
  • 59 units
  • Evening option

Campus Location

Overview

The Master of Arts in Health Education at John F. Kennedy University guides students on an in-depth exploration of health that goes far beyond the disease/cure paradigm currently prevailing in Western medicine. Following an evidence-based approach, students examine the various links among the physical, emotional, spiritual, social, environmental, and systemic aspects of health, investigating the ways in which our individual and communal life experiences are influenced not only by physical factors such as nutrition, exercise, and the environment, but also by thoughts, feelings, beliefs, and relationships.

 

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Highlights

  • Emphasis on client interaction goes beyond the science-only approach of other programs
  • Applied learning component ensures all students gain practical, on-the-job experience while serving the local community
  • Optional Specialization in Holistic Nutrition

With a strong focus on experiential learning and an emphasis on multicultural understanding, the program prepares aspiring health educators and holistic nutritionists to work with a wide range of clients across a variety of practice settings. Graduates possess the skills and knowledge necessary to chart their own career in health education, whether it be with a traditional healthcare employer such as a hospital or clinic, with a niche non-profit organization, or as a solo entrepreneur. From day one, our accomplished faculty of scholar-practitioners is dedicated not only to providing our students with the tools they need to guide their clients successfully to increased health and well-being, but to embody the values of holism and wellbeing themselves.

PROGRAM LEARNING OUTCOMES
Graduates of the MA in Holistic Health Education degree will, at a level appropriate to a master’s degree, be able to:

  • Demonstrate skills and abilities for the field of holistic health education.
  • Apply specialized knowledge in the field of holistic health education, including holistic perspectives on health, health education, and health coaching.
  • Apply relevant ethical principles or frameworks to guide both professional conduct and relationships with individuals, communities, and other professionals.
  • Cultivate an awareness of a multicultural and diverse community to inform all aspects of the health educator role and to promote health equity, eliminate disparities, and improve the health of all groups.
  • Demonstrate commitment to service to the community.

Change is waiting to happen. You make the call.

Why JFKU

An Integrative Approach to Health

The JFK University MA in Health Education program takes an integrative approach to health that addresses not only the body but also the mind, spirit, community, and environment. Working from an ecological perspective that recognizes the individual’s connection to others and the environment, our trained health educators assist clients in coming to a holistic understanding of health and wellbeing.

Holistic Nutrition Specialization

One of the most popular aspects of our MA in Health Education program is the Holistic Nutrition Specialization. Focusing on food as a healing modality, this specialization meets and exceeds the requirements established by the National Association of Nutrition Professionals (NANP) and is a NANP recommended program. Graduates are eligible to sit for the Board Exam in Holistic Nutrition.

Applied Learning

Prior to completing the program, all students are required to participate in an applied learning component in which they take their knowledge and abilities from the classroom into the community. Under faculty supervision, students fulfill their applied learning component by providing wellness coaching, nutritional consultation, and other health education services.

Curriculum

The MA in Health Education requires completion of 59 quarter units comprised of the courses outlined below. Each student must also take:

  • HHE5615, Practicum in Health and Healing, (5) units

Holistic Nutrition Specialization

Most of the courses required for the Holistic Nutrition Specialization are part of the curriculum for the Master’s program, leaving only four (4) units beyond the degree requirements required to fulfill the requirements of the Holistic Nutrition specialization.

Year 1 - Fall
Units
HHE5001 Intro to HE Program
0
A required, no cost, no credit course for all students entering the program, it prepares students to get the most out of the program and lets them know what they need to do in order to complete it.
HHE5225 Foundations of Health Education
4
This course overviews the field of health education and prepares students for study and practice in their chosen field. We discuss the role of the health educator and various professional and ethical considerations inherent in that role. We look into various holistic theories as tools for analyzing and understanding health and health education. We begin to identify issues and questions of importance to the field and to us personally and professionally, such as health education for the “whole person;” shifting from a disease-focused to a health-focused health paradigm; wellness and the salutogenic approach to health promotion; self-care; and spirituality and health. This course is also designed to provide students entering the MA in Health Education program with a review of the critical thinking, research, and writing skills that will serve as a foundation for producing graduate-level work.
HHE5155 Foundations of Holistic Nutrition
4
Food forms the fiber of our being. Beyond basic nutrition, this course lays the foundation for using food as medicine focusing on supporting healthy cellular, organ and system function. Reviewing anatomy and physiology through the lens of functional medicine, we also examine the role of macronutrients and micronutrients in health and illness. As a result of the course students will be able to communicate the scientific reason for their nutritional recommendations.
HHE5148 Health Education Research Basics
1
In this course, students will conclude the work they’ve begun in HHE 5200 Research in Health Education A and HHE 5147 Research in Health Education B, including writing up and presenting their research results.
Year 1 - Winter
Units
HHE5120 Integrative Health
4
his course provides a foundation in Integrative Health, exploring the development of Western Medicine and alternative and complementary medicine. We examine historical perspectives that influence the current state of healthcare, explore the scientific basis of integrative approaches, and address the challenges of integrative health care. Students evaluate multiple approaches for addressing degenerative diseases, cancer, cardiovascular disease and diabetes examining the relationships among behavioral, environmental and genetic factors that enhance or compromise health.
HHE5169 Nutrition for Wellness Throughout the Life Cycle
4
This course introduces the foods, ways of eating and nutritional therapies that help to bring about and maintain the most vibrant health throughout the lifecycle, highlighting pediatric health, geriatric health and holistic sports nutrition. Special dietary needs of children and elders are a focus of this course. Nutritional recommendations for physical and mental vibrancy in the elder years are identified through a holistic approach for preventing illness and maintaining wellness. The nutritional needs of the athlete will also be examined through the lens of holistic nutrition and specific nutritional recommendations for athletes are discussed.
HHE5428 Fundamentals of Coaching
1
This course is an introduction to coaching competencies and coaching for wellness.
Year 1 - Spring
Units
HHE5140 Culture, Community, & Health
4
Taking stock of the influence of culture and community on health status and health outcomes and the current state of U.S. health policies, this course explores effective approaches to community health education and the role of the health educator as agent of change. Topics covered include: the social ecological model of health promotion; community building and community organizing; health activism; Health in All Policies (HiAP); and cultural competency in health education
HHE5145 Health and the Environment
4
In this course, we examine the connection between health of the environment and health of the individual and community. An examination of the food system, changes in agricultural practices, and the impact of these changes on environmental and human health is conducted. Possibilities for creating sustainable outcomes to address the global environmental health crisis are explored.
HHE5429 Coaching Tools & Techniques
1
This course is an introduction to coaching competencies and coaching for wellness.
Year 1 - Summer
Units
HHE5505 Midpoint Review
0
Before beginning the Research in Health Education and MA Integrative Project course series, students are oriented to the last year of the program, which is focused on applications and professional preparation.
HHE5574 Preparing for Supervised Internship
0
This course begins the process of creating the capstone project – also known as the “MA Integrative Project” – that is required at the end of the Health Education Master’s degree. Students will consider their education and examine their areas of professional interest in order to identify a viable topic. Because students will work with the same topic throughout the Research in Health Education and MA Integrative Project courses, topic selection is critical. Students will engage in both creative exercises and scholarly research to produce a project prospectus by the end of the quarter. Students will work in a collaborative learning format to provide feedback on topic development.
HHE5500 Concepts & Practices for the Emerging Educator
4
This course is designed for future educators, including teachers, trainers, coaches, and others who facilitate learning. We will explore how students can forge their identity as educators from the wisdom of their own lived experience. Topics will include: whole person learning, creating space for learning, adult learning models, learning taxonomies, content organization, presentation skills, experiential activities, learning aids, and learning module lesson plans. Opportunities for in-depth practice will enable students to discover and develop their own style of teaching.
HHE5200 Research in Health Education A
4
Whether for their own practice or for a mainstream organization, the health educator needs to be prepared to find, understand, and evaluate public health or medical articles written by experts in the field. They also need to know, through systematic evaluation, whether their programs are having an impact on the target population. This course helps develop these core health educator skills: research literature assessment, data interpretation, survey development, research design methods, population management, and program analysis. Students will gain essential hands-on experience with both quantitative and qualitative research methods. They will design a health study, conduct literature reviews and analysis, hold a focus group meeting in the community, and develop their own survey.
HHE5430 Coaching Practicum A
1
Students build coaching skills through practice.
Year 2 - Fall
Units
HHE5147 Research in Health Education B
4
In this course, students will gain essential hands-on experience with both quantitative and qualitative research methods. They will continue the work they’ve begun in HHE 5200 Research in Health Education A, by continuing the design of a health study, conducting a community needs assessment, and writing an extensive research report that includes a health education curriculum proposal. Whether for their own practice or for a mainstream organization, the health educator needs to be prepared to find, understand, and evaluate public health and medical articles written by experts in the field. They also need to know, through systematic evaluation, whether their programs are having an impact on the target population. This course continues the development of these core health educator skills: research method design, research literature critique, needs assessment, survey design, data analysis, and program evaluation.
HHE5158 Models of Change for Health Education
4
This course will cover determinants that influence health and well-being and discuss the role of the health educator in working with individuals attempting to make health behavior changes. Students will explore concepts and approaches of change specific to health and health behaviors. Current models of health behavior change will be analyzed and viewed through the lens of a holistic approach to health and health education.
HHE5607 MA Integrative Project A
1
This course begins the process of creating the capstone project – also known as the “MA Integrative Project” – that is required at the end of the Health Education Master’s degree. Students will consider their education and examine their areas of professional interest in order to identify a viable topic. Because students will work with the same topic throughout the Research in Health Education and MA Integrative Project courses, topic selection is critical. Students will engage in both creative exercises and scholarly research to produce a project prospectus by the end of the quarter. Students will work in a collaborative learning format to provide feedback on topic development.
Year 2 - Winter
Units
HHE5512 Mind Body Approaches to Stress Management
4
In this course, we examine the effects of stress on the nervous, endocrine, cardiovascular, digestive and immune systems. Holistic approaches to stress management and mind-body medicine self-care practices are explored.
HHE5609 MA Integrative Project B
2
In this final course of the capstone series for the Health Education Master’s degree, students will focus on two objectives. First, they will revise and refine their papers drafted in the HHE 5609 course, producing a paper of publishable quality by the end of the quarter. Second, they will prepare and deliver professional quality presentations on their integrative projects. At the conclusion of the capstone series, students will be ready to make the transition from being a student to being a professional in the field of health education.
Year 2 - Spring
Units
HHE5608 Demonstrating Mastery
0
A required, no cost, no credit course in which students are able to demonstrate mastery of general health education knowledge, as described in the Program Learning Outcomes.
HHE5575 Supervised Internship
1
(may be taken for up to 3 units)
(may be taken in any quarter after HHE5574)

Students work with ways of bridging their work as students with what they hope to do as professionals by working for one quarter in a professional setting under the guidance of a mentor, keeping a journal, and describing their work in a paper. This internship meets the requirements of SVL 5000 – Service Learning. To receive credit, students must receive approval from the Service Learning Coordinator upon submitting the required proposal, and perform at least 30 hours of service learning through the internship before graduation.
HHE5610 MA Integrative Project C
1
In this final course of the capstone series for the Health Education Master’s degree, students will focus on two objectives. First, they will revise and refine their papers drafted in the HHE 5609 course, producing a paper of publishable quality by the end of the quarter. Second, they will prepare and deliver professional quality presentations on their integrative projects. At the conclusion of the capstone series, students will be ready to make the transition from being a student to being a professional in the field of health education.
HHE5431 Coaching for Health and Wellbeing
1
The focus of this course is coaching individuals for health and wellness.
Year 1 - Winter
Units
HHE5120 Integrative Health
4
his course provides a foundation in Integrative Health, exploring the development of Western Medicine and alternative and complementary medicine. We examine historical perspectives that influence the current state of healthcare, explore the scientific basis of integrative approaches, and address the challenges of integrative health care. Students evaluate multiple approaches for addressing degenerative diseases, cancer, cardiovascular disease and diabetes examining the relationships among behavioral, environmental and genetic factors that enhance or compromise health.
HHE5169 Nutrition for Wellness Throughout the Life Cycle
4
This course introduces the foods, ways of eating and nutritional therapies that help to bring about and maintain the most vibrant health throughout the lifecycle, highlighting pediatric health, geriatric health and holistic sports nutrition. Special dietary needs of children and elders are a focus of this course. Nutritional recommendations for physical and mental vibrancy in the elder years are identified through a holistic approach for preventing illness and maintaining wellness. The nutritional needs of the athlete will also be examined through the lens of holistic nutrition and specific nutritional recommendations for athletes are discussed.
HHE5428 Fundamentals of Coaching
1
This course is an introduction to coaching competencies and coaching for wellness.
Year 1 - Summer
Units
HHE5505 Midpoint Review
0
Before beginning the Research in Health Education and MA Integrative Project course series, students are oriented to the last year of the program, which is focused on applications and professional preparation.
HHE5574 Preparing for Supervised Internship
0
This course begins the process of creating the capstone project – also known as the “MA Integrative Project” – that is required at the end of the Health Education Master’s degree. Students will consider their education and examine their areas of professional interest in order to identify a viable topic. Because students will work with the same topic throughout the Research in Health Education and MA Integrative Project courses, topic selection is critical. Students will engage in both creative exercises and scholarly research to produce a project prospectus by the end of the quarter. Students will work in a collaborative learning format to provide feedback on topic development.
HHE5500 Concepts & Practices for the Emerging Educator
4
This course is designed for future educators, including teachers, trainers, coaches, and others who facilitate learning. We will explore how students can forge their identity as educators from the wisdom of their own lived experience. Topics will include: whole person learning, creating space for learning, adult learning models, learning taxonomies, content organization, presentation skills, experiential activities, learning aids, and learning module lesson plans. Opportunities for in-depth practice will enable students to discover and develop their own style of teaching.
HHE5200 Research in Health Education A
4
Whether for their own practice or for a mainstream organization, the health educator needs to be prepared to find, understand, and evaluate public health or medical articles written by experts in the field. They also need to know, through systematic evaluation, whether their programs are having an impact on the target population. This course helps develop these core health educator skills: research literature assessment, data interpretation, survey development, research design methods, population management, and program analysis. Students will gain essential hands-on experience with both quantitative and qualitative research methods. They will design a health study, conduct literature reviews and analysis, hold a focus group meeting in the community, and develop their own survey.
HHE5430 Coaching Practicum A
1
Students build coaching skills through practice.
Year 2 - Winter
Units
HHE5512 Mind Body Approaches to Stress Management
4
In this course, we examine the effects of stress on the nervous, endocrine, cardiovascular, digestive and immune systems. Holistic approaches to stress management and mind-body medicine self-care practices are explored.
HHE5609 MA Integrative Project B
2
In this final course of the capstone series for the Health Education Master’s degree, students will focus on two objectives. First, they will revise and refine their papers drafted in the HHE 5609 course, producing a paper of publishable quality by the end of the quarter. Second, they will prepare and deliver professional quality presentations on their integrative projects. At the conclusion of the capstone series, students will be ready to make the transition from being a student to being a professional in the field of health education.

If you’re here, you’ve already begun.