Community Health Division Public Health Education Major/ Community Health Minor

Download 34.32 Kb.
Size34.32 Kb.
Community Health Division

Public Health Education Major/ Community Health Minor

Essential Functions, Technical Standards, Competencies and Code of Ethics

Mission Statement

As a student-centered, nationally recognized program in public health education, we provide premier instruction, research and service opportunities preparing our students to work in unique settings with diverse populations.”

Vision Statement

Working cooperatively with community partners, the Division of Community Health has accredited programs developing highly competent graduates who advance public health within diverse populations.”

Core Values

We adhere to the university core values of integrity, respect, compassion, inclusiveness, social responsibility, excellence, ethical conduct and innovation as well as the values of diversity, collaboration and accountability.
The Community Health Division is committed to helping students who choose Health Education as a profession. The Public Health Education Major and Community Health Minor are part of the Division of Community Health curriculum in the School of Health Sciences at Central Michigan University. The demands placed on students during their academic preparation are designed to reflect those encountered in the field upon graduation. Our courses educate students in the skills, knowledge, and abilities to perform the required functions associated with the entry level Public Health Education Specialist. This document will identify the essential functions, technical standards and code of ethics required of students as stipulated by the faculty of the Community Health division. The student is expected to be able to meet these standards in order to remain in the Public Health Education Major/Community Health Minor and maintain these standards throughout his/her academic program.

If a student has a disability which may require special accommodation to perform the tasks listed, it is the student’s responsibility to contact the Director of the Community Health Division and the Student Disabilities Services Office so appropriate steps can be taken to determine whether reasonable accommodations may be made. In the event that a student is unable to fulfill these essential functions and technical standards or they have a breach of the Code of Ethics they may be asked to leave the program.

It is expected that students will continue to develop and improve these abilities. Those listed below are the minimal expectation for entry-level students. Candidates for selection to the Public Health Major/Community Health Minor must:
1. Possess effective verbal and written communication skills in English and appropriate nonverbal demeanor in order to interact and develop rapport with faculty, students, staff, administrators, program participants and others which may include individuals from different cultural and social backgrounds.
2. Demonstrate the mental capacity to assimilate, analyze, synthesize, and integrate concepts in the classroom and then be able to solve simple and complex problems likely to be encountered in work/practice settings.
3.Maintain a GPA of 2.5 or higher. Pre-requisites to be completed prior to declaring a major include: completion of at least 30 credit hours and the following courses with a grade of B- or higher plus an overall GPA of 2.50 – HSC 106 Healthy Lifestyles, PSY 211 Introduction to Psychological Statistics or STA 282 Introduction to Statistics, ENG 101 Freshmen Composition and ENG 201 Intermediate Composition.
4. Demonstrate emotional maturity, composure and patience and the ability to be flexible under stress in a variety of situations.
5. Demonstrate honesty, integrity, professionalism and maintain a high personal code of conduct both on and off campus.
6. The Community Health Division embraces the diversity of collective personal experiences and is inclusive and values all regardless of age, religion, gender identity, sexual orientation, language, race, ethnicity, geographic origin, values, abilities/disabilities, or socio economic status. Our collective views and diversity of thought also enrich our ability to excel in research teaching & service.

As future professionals, students are expected to be involved and stay up-to-date in current issues in the Public Health/Health Education profession. This includes teaching, research and service commitments as part of our essential functions. These are based on the Division’s mission, vision and core values.

Teaching excellence: Excellence in teaching is determined by a multitude of factors. The primary focus of the School of Health Sciences is promoting quality teaching and learning. Instructor characteristics include: passion, cultural competence, being up-to-date and well-informed, well-prepared for classes, and reflective. Instructional practices include: clear expectations, focus on knowledge, acquisition, skill development and critical thinking, use of a variety of instructional activities, active engagement of student in learning, formative assessment with feedback, alignment of objectives with instructional activities and assessments, access and engagement between students and instructor.
Student expectations include:

  1. Each CMU student is encouraged to help create an environment during class that promotes learning, dignity and mutual respect for everyone. Students who speak at inappropriate times, sleep in class, display inattention, take frequent breaks, interrupt the class by coming to class late, engage in loud or distracting behaviors, use cell phones or pagers in class, use inappropriate language, are verbally abuse, display defiance or disrespect to others, or behave aggressively toward others could be asked to leave the class and subjected to disciplinary action under the Central Michigan University Code of Student Rights, Responsibilities and Disciplinary Procedures. ( )

  2. A student's participation grade will be based on the Instructor’s assessment of the quality of the student's constructive contributions to the learning experiences of all course participants and submission of assignments. Participation will be evaluated on the basis of:

    1. the regularity of a student’s participation,

    2. whether the student takes the leading roles in certain discussions,

    3. asking reading-informed questions about course subject matter, and

    4. group roles, how the student plays the roles of leader and follower.

Service Commitment: Service is an essential role of the Division of Community Health. Service to the department, college, university, community and profession contributes to professional development while expanding and reinforcing teaching, learning, and research activities. Committed and engaged faculty members and students enhance the department teaching and learning community and help create an equitable and healthy society. The Division of Community Health faculty and students value service that is exemplified by character, commitment, cultural competency, diversity, engagement, excellence, integrity and leadership.
Research: Faculty research in the Division of Community Health is evaluated primarily through the regular output of peer-reviewed publications in respected national and international journals, peer-reviewed presentations at national and international conferences and ongoing activity related to securing external funding or implementing externally funded research projects. We value: rigorous research design, ethical research practice, contributions to evidence-based practice, translation of research to practice, dissemination through quality outlets, involvement of stakeholders, interdisciplinary collaboration, students as research partners, qualitative and quantitative inquiry and primary and secondary data analysis. The Division of Community Health faculty and students value research that is exemplified by character, commitment, cultural competency, diversity, engagement, excellence, integrity and leadership.
Students are expected to be active in at least one of the following professional organizations: Great Lakes Chapter of Society for Public Health Education (GLC SOPHE), Society for Public Health Education (SOPHE), American Public Health Association (APHA-Public Health Education and Promotion Section), the Michigan Public Health Association (MPHA), SHAPE America (formerly AAHPERD/AAHE), Michigan Association of Health Physical Education Recreation and Dance (MAPHERD), American School Health Association (ASHA), and/or Eta Sigma Gamma (ESG). Possible activities include being a member of a committee, task force or interest group; attending professional conferences; and presenting at professional conferences. We want our students to be visible within the Health Education profession.
Students are strongly encouraged to take the CHES or MCHES examinations.


To perform the essential functions of the role of health educator and be successful in this educational curriculum, an individual must possess specific skills and abilities. These technical skills are outlined below for each of the four categories.

To accomplish the essential function of the role of entry-level Public Health Education Specialist, the student must be able to apply observational, psychomotor, cognitive and affective skills.

  1. Observational skills- those skills which help maintain awareness of people and situations in the context of the classroom and field experiences.

  • Focus on knowledge acquisition, skill development and critical thinking.

  • Become up-to-date and well informed in subject areas.

  • Come to class well-prepared.

  • Observe changes in individual or community which may require modification of activity or intervention.

  1. Psychomotor skills- those skills needed to carry out the activities required of a student in Health Education courses and programs.

    • Attend lecture classes and access laboratories, classrooms and work stations.

    • Attend internships in assigned locations.

    • Accomplish required physical tasks for assessment, demonstration, leadership, and assistance in academic and internship settings.

  1. Cognitive skills- those skills tied to thinking and include such areas as focusing, organizing, recording, evaluating, communicating and applying.

  • Comprehend, integrate, and synthesize a large body of knowledge and technical skill in a short period of time.

  • Analyze complex social problems.

  • Understand theory, research literature, and principles that apply to Health Education and Public Health.

  • Reflect on classroom and academic performance accurately for self-assessment, identifying problems, pose and implement remedies for improvement.

  • Use appropriate written, verbal and non-verbal formats and skills for communication. Students must be able to understand and speak the English language at a level consistent with competent professional practice.

  1. Affective /behavioral skills- those skills tied to social and emotional skills including interaction with others and ethical beliefs that are consistent with those who work with and are role models for the community.

  • Demonstrate a collaborative work ethic.

  • Demonstrate professionally appropriate behaviors, emotional status, and attitudes to protect the safety and wellbeing of patients, community and classmates.

  • Display tolerance for individual, social, gender, and cultural differences in fellow students, colleagues, faculty, patients/clients and community members.

  • Demonstrate the ability to professionally cope with situations that may be physically, emotionally, and/or intellectually stressful.

  • Behave in an ethical and moral manner, upholding professional and community standards.

  • Demonstrate flexibility and the ability to adjust to changing situations and uncertainty in an academic or internship environment.

  • Accept critical feedback and respond by appropriate modification of behavior.

  • Demonstrate the ability to work effectively alone as well as in small and large groups.

The Seven Areas of Responsibility are a comprehensive set of Competencies and Sub-competencies defining the role of the health education specialist. These Responsibilities were verified through the 2010 Health Educator Job Analysis Project and serve as the basis of the CHES exam.

Seven Areas of Responsibility:

Area I: Assess Needs, Assets and Capacity for Health Education
Area II: Plan Health Education
Area III: Implement Health Education
Area IV: Conduct Evaluation and Research Related to Health Education
Area V: Administer and Manage Health Education
Area VI: Serve as a Health Education Resource Person
Area VII: Communicate and Advocate for Health and Health Education

Source: National Commission for Health Education Credentialing.

The faculty in the Division of Community Health believes in and promotes the Health Education Code of Ethics as a central guide and reference for making day-to-day decisions. This code of Ethics clarifies our mission, values and principles and links them to our standards of professional conduct.


  • The health education profession is dedicated to excellence in the practice of promoting individual, family, organizational and community health. The Code of Ethics provides a basis of shared values that health education is practiced. The responsibility of all health educators is to aspire to the highest possible standards of conduct and to encourage the ethical behavior of all those with whom they work.

Article I:

  • Responsibility to the public. A health educator's ultimate responsibility is to educate people for the purpose of promoting, maintaining and improving individual, family and community health. When a conflict of issues arises among individuals, groups, organizations, agencies or institutions, health educators must consider all issues and give priority to those that promote wellness and quality of living through principles of self-determination and freedom of choice for the individual.

Article II:

  • Responsibility to the profession. Health educators are responsible for their professional behavior, for the reputation of their profession, and for promoting ethical conduct among their colleagues.

Article III :

  • Responsibility to employers. Health educators recognize the boundaries of their professional competence and are accountable for their professional activities and actions.

Article IV:

  • Responsibility in the delivery of health education. Health educators promote integrity in the delivery of health education. They respect the rights, dignity, confidentiality and worth of all people by adapting strategies and methods to meet the needs of diverse populations and communities.

Article V:

  • Responsibility in research and evaluation. Health educators contribute to the health of the population and to the profession through research and evaluation activities. When planning and conducting research or evaluation, health educators do so in accordance with federal and state laws and regulations, organizational and institutional policies, and professional standards.

Article VI:

  • Responsibility in professional preparation. Those involved in the preparation and training of health educators have an obligation to accord learners the same respect and treatment given other groups by providing quality education that benefits the profession and the public.

NCHEC has been given permission to reprint the Code of Ethics by the Coalition of National Health Education Organizations

I _____________________________ have read and understand the Essential Functions, Technical Standards and the Code of Ethics expected of me as a Public Health Education Major or Community Health Minor in the Division of Community Health, and indicate that I am able to meet these Technical Standards, Essential Functions and Code of Ethics or can be terminated from the Major or Minor.

Student Signature ____________________________ Date ___________________
Printed name
Faculty _________________________________________

Initial ____

Share with your friends:

The database is protected by copyright © 2020
send message

    Main page