Scott W. Snyder, Associate Professor; Child Development, Measurement, Early Childhood Special Education, Program Evaluation

Laura Talbott, Assistant Professor; Health Education - Alcohol and Other Drugs, College Health

Lawrence Tyson, Associate Professor; School counseling courses, Group Counseling, Adventure-based Counseling.

Program Contact Information:

Counselor Education

Overview:

The program in Counselor Education at the University of Alabama at Birmingham prepares community, school, and rehabilitation counselors at the Master's and Educational Specialist levels.  At the master's level, students acquire core knowledge and clinical skills which enable them to enter the profession of counseling.  Graduates in the Educational Specialist program develop advanced skills in clinical work, supervision, research, and teaching in higher education.  We strive to create a rigorous scholarly and supportive atmosphere for students to develop intellectually with a sense of social consciousness and self-awareness. 

All counseling concentrations (community agency, rehabilitation, and school) are designed to meet the course-work and field experiences requirements for professional licensure in the State of Alabama. The rehabilitation counseling concentration is accredited by the Council on Rehabilitation Education (C.O.R.E.) The school counseling concentration meets the course work and field experiences required by the Alabama State Department of Education for certification.

Admission Process

Consideration for admission to graduate study in counseling will occur each term   The completed application packet must be received Counselor Education Program from the Graduate School by the dates shown:

Admission to graduate study in counseling is initiated through the Graduate School and all required materials are to be submitted per specified instructions delineated by the Graduate School. 

Each applicant seeking admission to a counseling program concentration must include with the other required materials, a typewritten statement of professional purpose that reflects the applicant’s background, development, pertinent work-related experience, professional career objectives and specified ways that completion of this program will contribute to his/her goal for becoming a professional counselor.

Standardized Test Scores and GPA Requirements

GPA 3.0 or better

GRE 1000 (combined score of verbal and quantitative) or,

MAT 50

Applicants who do not meet these standards may be considered for admission if the faculty determines the candidate brings something unique to the learning community; however, applicants who have GPA’s below 2.75; GRE scores below 850, or a MAT score of 35 will not be considered.

The application packet is reviewed by the Counseling faculty. Applicants deemed to have acceptable scores, strong references, appropriate statement of purposes, and grades will be contacted for a personal interview with the Admissions Committee. Applicants should not infer they have been admitted into the program if granted an admissions interview.  Selection will be made by the counseling faculty after reviewing the applicant's credentials in their entirety, and some candidates meeting minimum requirements may not be admitted. Candidates participating in the interview may be given one of three decisions:  a) admit, b) admit with contingencies, or c) denied. Students are notified of their admission status by mail following the interview.

Non-Degree Seeking Students
Potential students may take classes prior to admission to the Counselor Education Program as "non-degree seeking" students. However, non-degree seeking students are limited to 12 hours of coursework. Non-degree seeking students may enroll in elective courses with the permission of the instructor. It would be important for non-degree seeking students to make an advising appointment with a faculty member prior to enrolling in elective courses as choices made could impact on future clinical placements. Non-degree seeking students are not permitted to take "core" counseling courses prior to admission. It is also important to note that students taking coursework as a non-degree seeking student do so at their own risk. Enrolling and passing non-degree seeking coursework does not guarantee admission into the program as admission criteria (e.g., test scores, undergraduate GPA, and interview) are the primary factors considered when reviewing student suitability for the program

Program Outcomes

Students in the program are required to meet specific outcomes for the program.  These outcomes involve knowledge, skills, and abilities. Outcomes are met when students pass critical “high stakes” assessments in the program. Failure to achieve the required outcomes will result in termination from the program. 

Evaluation of Candidates

There are 7 Checkpoints in the assessment system for counseling candidates: Admissions, Course-based Assessments, Comprehensive Exams, Practicum, Internship, and Eligibility for Graduation/Certification.  Evaluation of the counselor-in-training is an on-going process. The faculty reserves the right to assess the candidate's appropriateness to be a professional counselor.

Dispositions

Counselor Education faculty individually review the professional dispositions (behaviors and attitudes) of students within each course in accordance with the School of Education’s policy and procedure.  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.

Clinical Experience: Master’s Level

Prerequisites for the clinical experience include successful completion of required coursework, meeting the required outcomes and competencies in Areas I and II, and successful completion of comprehensive exams. In addition, all students will be required to undergo a background check and present a “cleared” status prior to enrolling in the clinical phase of the program.  The practicum experience requires a minimum of 100 hours (including 40 hours of direct client contact) on-site at an appropriate setting to be determined by the Clinical Coordinator. The internship is 600 hours (including 240 hours of direct client contact) on-site. Grading for the clinical experiences is on a Pass/Fail basis. To receive a Pass grade the counselor-in-training must be able to demonstrate basic counseling skills, behave in an appropriate professional manner consistent with the American Counseling Association's Code of Ethics, and  satisfactorily complete the academic, dispositional and outcome requirements set forth in both the practicum and internship classes.  If a student fails to pass any part of the clinical experience, he or she will not be allowed to continue in the program. Taking the clinical experience over will not be an option.

Concentrations: Master’s Level

Community Agency Counseling

The Master of Arts in Counseling with a concentration in Community Agency counseling is designed to prepare students to demonstrate knowledge and skills with several counseling modalities appropriate for a broad range of clients in a multicultural society; interact effectively with other helping professionals and referral resources; make appropriate counselor-client related decisions in the context of professional, ethical, and legal guidelines; and fill effectively entry-level positions of professional responsibility within the specialization of agency counseling. The coursework is approved by the Alabama Board of Examiners in Counseling which allows graduates of the program to pursue licensure as professional counselors in the state of Alabama.  This program takes no less than 2 years to complete.  For most students, it takes approximately 2.5 years or 6 terms to complete the program.

COURSE OF STUDY

(49 Semester Hours)

Area I: Pre-Candidacy Requirements

(28 semester hours)

Comprehensive Exam

A National Comprehensive Examination will be given upon completion of Area I. This is a “high stakes” assessment.  Students who do not successfully pass this examination will be given the opportunity to re-take the exam a maximum of two times. There are no exceptions.  Students unsuccessful in passing the comprehensive exam will be dismissed from the program.

AREA II:  Pre-Candidacy Requirements

(12 semester hours)

Admission to Candidacy–Completion of Areas I and II; passing qualifying examinations (comprehensive exams): and recommendation of faculty. Cleared background check.

AREA III: Clinical Requirements

(9 semester hours)

. 

School Counseling

According to the American School Counseling Association, "the purpose of a counseling program in a school setting is to promote and enhance the learning process."  The goal is to enable all students to achieve success in school and to develop into contributing member of our society.

The concentration in School counseling is designed to prepare individuals as counselors in grades K-12. The program leading to the Master of Arts in Counseling degree requires a minimum of 49 semester hours of prescribed coursework to meet the academic and field experience requirements for the SDE Class A Professional Certificate in school counseling.

Admissions:  In addition to the admissions requirements for the Counselor Education Program, candidates seeking admission to the school counseling concentration must hold a Class B teaching certificate and have two years of teaching experience prior to being admitted to the concentration.

The school counseling concentration meets the course work and field experiences required by the Alabama State Department of Education for certification. The concentrations meet the academic and field experience requirements for licensure as professional counselors in Alabama.

COURSE OF STUDY

(49 Semester hours)

Note: A new course of study has been submitted to the Alabama State Department of Education in July, 2008; approval is pending.

Area I: Pre-Candidacy Requirements

(28 semester hours)

Comprehensive Exam

A National Comprehensive Examination will be given upon completion of Area I. This is a “high stakes” assessment.  Students who do not successfully pass this examination will be given the opportunity to re-take the exam a maximum of two times. There are no exceptions.  Students unsuccessful in passing the comprehensive exam will be dismissed from the program.

AREA II:  Pre-Candidacy Requirements

(12 semester hours)

Admission to Candidacy–Completion of Areas I and II; passing qualifying examinations (comprehensive exams): and recommendation of faculty, and a cleared background check.

AREA III: Clinical Requirements

(9 semester hours)

Rehabilitation Counseling

(52 semester hours)

The Rehabilitation Counseling Concentration is accredited nationally by the Council On Rehabilitation Education (C.O.R..E).

Rehabilitation Counseling:”…..the process of working in collaboration with persons with disabilities to achieve their vocational, social, and personal functioning goals (Council on Rehabilitation Education, 2004).

Rehabilitation Counselor: “…..a counselor who possesses the specialized knowledge, skills, and attitudes needed to collaborate with people who have disabilities to achieve their personal, social and vocational goals” (Council on Rehabilitation Education, 2004).

The goal of the Rehabilitation Counseling Concentration at UAB is to prepare competent practitioners to assist people with disabilities to improve their overall quality of life, reach their fullest capacity for independence and achieve their maximum potential psychologically, socially, vocationally, and economically.  We operate under the foundational assumption that rehabilitation counselors assist clients by empowering them to exercise control over their lives.  Rehabilitation counselors in this concentration are trained to focus on the whole person, including, physical, psychological and spiritual aspects, as well as family, social and work relationships.

The course of study meets the academic requirements in Alabama (with the additional course, ECG 612) for the licensed professional counselor (LPC) and Certified Rehabilitation Counselor (CRC).

COURSE OF STUDY

(52 Semester Hours)

Area I: Pre-Candidacy Requirements

(28 semester hours)

Comprehensive Exam

A National Comprehensive Examination will be given upon completion of Area I. This is a “high stakes” assessment.  Students who do not successfully pass this examination will be given the opportunity to re-take the exam a maximum of two times. There are no exceptions.  Students unsuccessful in passing the comprehensive exam will be dismissed from the program.

AREA II:  Pre-Candidacy Requirements

(15 semester hours)

Admission to Candidacy–Completion of Areas I and II; passing qualifying examinations (comprehensive exams): and recommendation of faculty.

AREA III: Clinical Requirements

(9 semester hours)

Educational Specialist

The Educational Specialist (Ed.S.) degree is designed to assist counselors who wish to continue their professional development in working toward licensure, training for supervision, obtain AA certification, or who plan to enter doctoral programs in counselor education. There are two Ed.S. tracks in the counseling program: Community Agency and School.

Prerequisites:

Prerequisites for admission to the program include: a) a Master’s degree in counseling, including courses in the 8 CACREP areas; a 100 hour practicum; a 600 hour internship, and b) evidence of either previous or current employment as a professional counselor.

Persons wishing to apply to the Ed.S. School Counseling Track must possess an “A” certificate and have a Master’s degree in Counseling which meets the State Department of Education’s criteria.

Admissions: Persons seeking admission to the Ed.S program in counseling must apply to the Graduate School and follow the protocol for admission application.  When all of the required documents are in the application file, the file will be sent to the program faculty for review.  A Graduate GPA level of 3.0 and a 50 on the MAT or 1000 (combined score, verbal and quantitative) on the GRE are required. If the standardized test score is less than 5 years old, the applicant may petition the department chair for a waiver.  Upon receiving the request, the Chair will review the transcripts and old test scores and a decision will be rendered as to whether the test scores will be waived or not.  If the test scores are over 10 years old, the GRE or Mat will not be waived unless the applicant has a terminal degree.

The completed application must be received in the Counseling Program by the dates indicated below:

Once the materials are reviewed by the Admissions Committee, a decision will be made to invite the applicant in for an admissions interview or not. An admission decision will be made following the interview.

 Ed.S Program Outcomes:

There are 3 Outcome areas: Supervision, College Teaching in Counselor Education, and Research.  “High Stakes” assessments are utilized to determine if outcomes have been achieved.

Ed.S. Comprehensive Examination

Upon completion of the requisite course work, students are required to pass a written and oral comprehensive examination, conducted by Counselor Education Faculty, to complete the Ed.S. degree.

Ed.S. Community/Agency Track

(33 Semester Hours)

Prerequisites:

Prerequisites for admission to the program include: a)  a Master’s degree in counseling, including courses in a) the 8 CACREP areas, a 100 hour practicum, and a 600 hour internship and, b) evidence of either previous or current employment as a professional counselor.  

Students admitted to the Ed.S program are appointed an advisor upon admission to the program. Students shall receive a letter from The Graduate School detailing this information once they have been admitted into the program. Students are required to meet with their advisor and discuss their professional plans before declaring a track of study and before practicum and internship. All students will complete Area I, Core Area of Study. In Area II, students and their advisor will design a plan of study based on the professional needs of the student.

Program Outline

AREA II Clinical/Research Emphasis (12 Semester Hours)

Clinical Focus: This focus of study is designed to enhance one’s clinical practice or research interest.
Students may select 12 hours from counseling coursework from the list of course offerings which meet their unique needs and/or interests. There may be options of courses outside the Counselor Education Program such as Gerontology, Health Education Promotion, and Sociology. 

 Research Focus:

Students interested in research and/or interested in pursuing a doctorate should consider taking these research courses as part of their 12 hours.

EPR 696    Qualitative Research: Inquiry and Analysis
EPR 710    Computer Applications and Advanced Statistical Methods
 

Ed.S. School Counseling Track

(33 Semester Hours)

The Educational Specialist (Ed.S.) degree in this field requires a minimum of 33 semester hours of prescribed coursework beyond the Master of Arts in Education degree and successful completion of the comprehensive exam which includes a presentation of a research proposal. In addition, all Ed. S. Program Outcomes must be met.

Program Outline

Note: A new course of study has been submitted to the Alabama State Department of Education; approval pending. 

Course Descriptions

Unless otherwise noted, all courses are for 3 semester hours of credit. Counseling and Guidance (ECG)

460. Sign Language I: Focuses on the development of grammatical, syntactical, and lexical proficiencies in American Sign Language at a Survival Level.  Students will be exposed to ASL vocabulary, sentence types, and grammatical features.  Exposure to Deaf culture will be an integral part of the course.

461. Sign Language II.  Intermediate. The second course in the ASL sequence in which students continue to develop ASL proficiencies in vocabulary development, sign production, use of sentence types, and grammatical features such as classifiers, use of space to compare and contrast , mouth morphemes, and locatives.  Outside interaction with the Deaf community is encouraged.

462.  Sign Language III.  Advanced. This course builds on skills and knowledge acquired in ASL I & II and focuses on building narrative skills, moving from an informal to a more formal style of signing. Interacting with the Deaf community is a required activity in this course.  Students should be able demonstrate intermediate level conversational skills in interactions with the Deaf community.

463.  Introduction to Interpreting for the Deaf. Introduces basic principles and practices of interpreting; professional orientation and identity, including the history of the profession, and the Code of Ethics. Ethical decision-making models are introduced. Professional certification and licensure are described.

522. Strategies for Attitude Development. Dynamics of both negative and positive attitude presented., including. methods for improving communications, developing empathy. Techniques for determining personal strengths, setting goals, managing time, developing strong positive attitudes and self-images are highlighted.

523. Strategies for Effective Interviewing. This course introduces students to microskills needed to develop effective communication in a variety of settings. 

524. Conflict Management. This course examines the scope of conflict management in the inner self, the family, school/workplace and the community.

540. Overview of Disability/Rehabilitation. Introduction and overview of rehabilitation process. In this course the rehabilitation student will develop knowledge and understanding of the practice of rehabilitation in both public and private setting.  Topics include issues in physical, emotional, psychological and substance abuse treatment in a variety of  arenas.

570, 670. Crisis Intervention Techniques. Overview of crisis counseling. Theory and practical application of crisis intervention. This course examines traumatic stress and how it affects the individual. Coping interventions; stress management, post-traumatic stress syndrome; violence in the workplace, disaster response; critical incidence stress management; and debriefing techniques are examined.

574, 674. Seminar on Death, Dying, and Bereavement. Provides general knowledge of death, dying, and bereavement issues faced in today's society.

578. Counseling the African American Client. Dynamics of working with African American clients in counseling settings.

600.  Introduction to Community Counseling. Individuals entering the counseling profession to work with community agencies and organizations are facing a paradigm shift in the way many traditional counselors think and act. This course addresses the specific needs of students preparing for contemporary counseling careers in community/agency settings including the multi-faceted roles and functions of a professional counselor, the counseling needs of special community populations, and the professional/ethical issues unique to community counseling. 

612. Professional Orientation. Emphasis on understanding of professional roles and responsibilities; ethical and legal issues; historical perspectives; preparation standards; credentialing; trends and issues in the counseling profession. Prerequisite: Admission to the Counselor Education Program.

613. Foundations of Substance Abuse. Surveys the field of substance use, abuse, and dependency, providing an overview of macro and micro issues and using various models of addictions. Topics examined include: historic and current theories of addiction and treatment, the substances of addiction, their effects, their signs and symptoms, addiction and special populations, direct practice with individuals, families, groups, community level intervention and public policy issues, and outcome research. Participants will be exposed to community based support groups and treatment professionals.

619. Special Issues for School Counselors. Exposure to a variety of critical incidents that cover a variety of experiences will be presented in a seminar environment and will require the student counselor's expertise and proper response. Authorities from the various school systems, law enforcement agencies, counseling/mental health agencies, and child protective agencies will provide knowledge and insight from their perspectives.

620. Foundations of School Counseling. Social, psychological, economic, and philosophic trends leading to development of guidance programs in American schools are explored. Organization and administration of guidance services are emphasized.

621. Theories of Individual of Counseling.  Students will be provided an introduction to counseling theories. Students will explore beliefs about different approaches and methods of counseling. Prerequisite: Admission to the Counselor Education Program.

622. Group/Classroom Guidance in Schools

The process and practice of group and classroom guidance with children k-12 will   be explored.

623. Comprehensive Counseling and Guidance in Middle and High School. The purpose of this course will be to develop an understanding of the nature of middle/high school children as related to their guidance and counseling needs.  The student will be able to understand the role and function of the middle/high school counselor and understand the essential features of a comprehensive, developmental, guidance program at the middle/high school level.  Additionally, the student will be able to understand the elements of a pre-college counseling and guidance program and understand the ethical and legal issues that directly relate to middle/high school counseling and guidance programs.

624.  Assessment. Overview of instrument review and selection, measurement methods, administration and interpretation. Emphasis on common assessment instruments used in schools and public agencies. The use of assessment data in program outcome evaluation will also be explored. Prerequisites: Admission to the Counselor Education Program; ECG 607/608;  ECG 624.

626. Group Counseling: Process/Procedures. This course provides an introduction to many of the important challenges facing group leaders and group members in contemporary society.  Ethical guidelines particular to group work will be discussed.  Students will be exposed to how common counseling theories can be applied in group settings.  Students will gain an understanding of group developmental stages and processes, and how these dynamics influence group growth and productivity. Leader skill development will be emphasized.  Approximately 20 hours of class time is spent in a laboratory experience wherein each student is provided the opportunity to function in a group.  Prerequisites: ECG 621 and 638.

627. Comprehensive Counseling and Guidance:  Elementary School. Guidance services and activities appropriate for preschool and elementary grades; facilitating intellectual, psychological, and social development during early school years.

628. Social and Cultural Diversity.  Survey of issues and principles for relating professionally to individuals from diverse backgrounds and lifestyles. Includes sensitivity to differences in values, beliefs, attitudes, and culture. Prerequisite: Admission to the Counselor Education Program.

629.  Counseling Families in a Multicultural Society.  The intent of this course is to facilitate an understanding of family dynamics and cultural sensitivity. This course provides opportunities for students to explore, understand, ,and appreciate families from culturally diverse backgrounds.  Contents include family and multicultural theories/concepts related to structure, dynamics, growth and development, assessment, counseling interventions, and research.

630. Career Development: Vocational and Life Planning. This course will introduce students to the concepts of career development.  Counselors-in-training will learn career theories and how to apply career theory to practice.  Instruction will include career assessment, life planning principles, sources of career information, labor marker information, job search strategies, and examination of workplace issues.  Additionally the on-line version of this course will include computer applications associated with career development.

635. Medical, Psychosocial and Vocational Aspects of Disability. This course is an introduction to medical and psychological issues which impact persons with disabilities and their families. Positive outcomes associated with appropriate treatment/program planning requires knowledge of the disability, typical prognoses, likely functional impairments and  associated treatment options.

637. Adlerian Family Counseling. Helping parents understand children. Parent-child relationship promoting responsibility, self-reliance, cooperation, mutual respect, and self-esteem.

638. Practicum I: Clinical Skills and Techniques Skills and techniques for establishing effective interpersonal relationships. Prerequisite: ECG 621.

648. Principles, Practices, and Innovations in Rehabilitation Counseling.  This course extensively covers a wide variety of best practices in the rehabilitation case management arena.  Of special emphasis is the Code of Ethics for rehabilitation service providers in the public and private sector based on knowledge of both the CRC and the NBCC Code of Ethics.  Also covered are discussions of various laws and regulations including ADA, case law, Workers Comp law, the Rehabilitation Act and its amendments.   Also covered are private insurance, HMO, Medicare, Medicaid and Social Security issues as pertaining to both medical services and assistive technology.

649:  Assessment, Case Management, & Job Development in Rehabilitation Counseling. A review and analysis of current rehabilitation assessment instruments and procedures.  Exposure to case management philosophies and procedures common in public and private rehabilitation practice.  Hands-on experience with computerized case management software.  Strategies associated with career development, job readiness, and job development with persons with disability.  In depth view and exposure to rehabilitation technology and engineering.  Discussion of job placement strategies and work disincentives. 

650. Diagnosis & Treatment of Psychological Disorders. This course is designed to give the students an overview and general understanding of the etiology, assessment, diagnosis, and treatment of the various mental disorders. Specifically, the course will familiarize students with the different psychological disorders in the DSM-IV and the psychological and psychopharmacological treatment of these disorders. Prerequisites: Admission to the Counselor Education Program.

660. Dynamics of Child Sexual Abuse. Critical concerns and issues, effective techniques and practices for dealing with survivors of child sexual abuse.

661. Play Therapy I.  Designed to provide students with instruction in the history and theories of play therapy and experiential knowledge in applying play therapy strategies with children.  Meets the Association for Play therapy requirements for instruction in history and theories of play therapy and provides 67.5 Continuing Education hours for the Association.

662.  Play Therapy II.  A course designed to provide students with instruction in play therapy with special populations and specialized therapeutic methods including sandplay/sandtray, group play therapy, play therapy in home and school, family play therapy and filial family therapy. Provides 67.5 CEU hours for the Registered Play Therapist credential.

663.  Challenge Course Fundamentals I. Improvement of self-concept and social skills through physical, spiritual, emotional, and mental development in creative activity outdoors.  Natural environment used as a learning laboratory for leadership, teamwork, problem solving, decision-making, and conflict resolution and physical fitness.

664.  Challenge Course Fundamentals II. This course continues introducing to the background, philosophy, ethical issues, risk management required for high ropes facilitation. Introduces students to a variety of high challenge course initiatives used for learning and problem solving, trust team building, and self-confidence and communication skills.  How to present high challenge course initiatives to diverse groups will be emphasized.  Specific attention will be given to addressing learners of different ages and varying abilities.  Additionally, an overview will be given of how counseling and ropes courses experiences can be integrated.

665.  Adventure Processing and Facilitation. This course provides the skills necessary for facilitating a variety of groups-educational, recreational, corporate-indoor experience programs. The curriculum includes the Experiential Learning Cycle, stages of group development, leading group discussion, active listening, frontloading, debriefing, use of metaphors, and transfer of learning.   Activities are used to facilitate leadership, teamwork, problem-solving, decision-making, and conflict resolution.  This knowledge will enhance students’ ability to adapt their programs to various groups.  How to facilitate and lead group discussions with diverse groups will be emphasized.

666.  Organization and Administration of Adventure Education. Students will synthesize their experience in adventure leadership, instruction and programming to explore the details of managing an adventure program.  Topics include risk management, legal issues, accreditation standards, staff recruitment, hiring and training, marketing, and fiscal management.  Special attention will be given to managing a universally designed challenge course.

691. Seminar: Special Topics in the Helping Professions. Emerging trends, techniques, and issues. Topics vary from semester-to-semester. Examples of topics include Spirituality in Counseling, Clinical Documentation, Marriage and Family, Sexual Addiction, Personality Types, Pharmacology in Counseling, Gender Issues, etc. 

692. Independent Readings in Counselor Education..  A prospectus of the proposed reading must be submitted in advance for faculty approval before for the course. Prerequisite: Permission of advisor and instructor.

695. Practicum II: Supervised Field Experience. This clinical course is designed to give students the opportunity to demonstrate basic counseling skills with students/clients at a school or agency and to begin to move toward proficiency.  Knowledge and skills developed in previous coursework will be applied in the clinical setting.  The counselor-in-training is involved in serious counseling interactions with clients.  Student counselors receive feedback and supervision from on-site supervisors, group seminar supervisors, and UAB faculty members.  Counselors in-training are assigned to a school, agency, or rehabilitation setting for a minimum of 100 clock hours, 40 of the hours must be in direct service with clients. Prerequisite: Completion of Areas I and II, and comprehensive exams; permission of clinical coordinator.

697.  Counseling Internship.  The internship provides an opportunity for the student to perform, under supervision, a variety of activities that a regularly employed counselor would be expected to perform in the clinical setting.  The counselor-in-training is involved in serious counseling interactions with clients.  Student counselors receive feedback and supervision from on-site supervisors, group seminar supervisors, and UAB faculty members.  Counselors in-training are assigned to a school, agency, or rehabilitation setting for a total of 600 clock hours, 240 of the hours must be in direct service with clients.   Prerequisite: ECG 695.

698. Individual Non-thesis Research in Counseling and Guidance. A research proposal is presented and defended according to formal research guidelines on a topic of interest to the student and in the area of expertise of the cooperating faculty member.

700.  College Teaching.  This experiential course will prepare advanced students with the knowledge and skills needed to teach a course in counseling at a college level. Students will co-teach a class with a mentoring faculty member.  Prerequisite:  Admission to the Ed.S. program

704.  Seminar on Current Issues in Counseling Supervision.  This course is intended to provide supervisors-in-training with an overview of supervision theories, models, interventions, and issues relative to counseling supervision and the supervision process.

726. Ed.S. Group Supervision. This course provides an opportunity for the development of an advanced level of understanding of group dynamics and an opportunity to enhance group leadership skills.  Prerequisite: Admission to the Ed.S. program.

795. Ed.S. Practicum.  Experiential course in which Ed.S. students are assigned to assist in supervision of master's level practicum groups in the Counseling Education program. Applied knowledge of counseling supervision theories. Prerequisite: ECG 704.

797.  Ed.S Internship.  This is an experiential course in which Ed.S. students are assigned to provide supervision under faculty direction to a section of the master’s level internship group.  Applied knowledge of supervision theories and practices are highlighted.  Prerequisites:  ECG 704 and 795.

Exercise Physiology

The Exercise Physiology specialization offers a master's degree option for students interested in either clinical exercise physiology or physiology research. The curriculum is multidisciplinary and comprises courses in the Schools of Education, Medicine, Health Related Professions, and Public Health. Two program plans are offered (detailed below). Plan I culminates with a thesis research project, and Plan II culminates with a written comprehensive exam. Resources for student participation in research include a Muscle Research Laboratory, a Strength Performance Laboratory, and a Body Composition/Energy Metabolism Laboratory. Wide arrays of field experiences are also available in local agencies and clinics. In addition to Graduate School admission requirements, prospective students must have completed undergraduate coursework in physiology, anatomy, and chemistry. First-year students begin in the fall term. Listed below are the courses required in the program and a sample of elective courses.

M.A.Ed. Program

Admission Requirement and Prerequisites

In addition to the general admission requirements of the Graduate School, the following prerequisites apply to these programs. The prerequisites are not part of the graduate program. Applicants without the prerequisites may be admitted conditionally and take up to 12 semester hours of graduate work while completing the prerequisites. Specific course prerequisites are determined on an individual program basis by the student's advisors.

Plan I (27 hours and thesis)

Major Courses (12-15 hours)

Plan II (36 hours of coursework)

Major Courses (12-15 hours)

Sample Major Electives for Plan I and II

Sample Courses for Related Fields, Plan I and II

Course Descriptions

See physical education course descriptions.

Health Education (M.A.Ed.)

The health education graduate program (master's) is designed to prepare individuals for advanced health education careers in agency, schools, worksites, and allied health care settings. Program options allow students to choose between thesis or nonthesis options and select elective course work in a related field area or allied health area.

Programs of Study

Health Education Thesis & Health Education Nonthesis

Plan I (Thesis Option)

Thesis required (24 hours course work required.)

Major Courses (15 hours)

1. EPR 692. Introduction to Educational Research Design

2. HE 610. Foundations of Health Education

3. HE 640. Content Issues I or HE 641, Content Issues II

4-5. Choose 6 hours from the following:

Research Course (3 hours)

EPR 609 Statistical Methods and Research in Education: Intermediate. Prerequisite: EPR 608.

Plan II (Non-Thesis Option)

Nonthesis (33 hours course work required.)

Major Courses (15 hours)

1. EPR 692. Introduction to Educational Research Design

2. HE 610. Foundations of Health Education

3. HE 640. Content Issues I or HE 641, Content Issues II

4-5. Choose 6 hours from the following courses:

HE elective Choose at least 3 hours from the following courses

Research Course. (3 hours)

EPR 609. Statistical Methods and Research in Education: Intermediate. Prerequisite: EPR 608.

Alternative Master’s Teacher Education Program:

The purpose of the "Alternative Masters" program (ATEP) is the same as the class "B" level certification program. Students entering this program are not required to have a bachelor's degree in the same field. Prerequisite course work may therefore be required.

Prerequisite Coursework

Required Coursework 43-49 semester hours)

Courses in the Teaching Field (at least one-third of the program shall be Teaching Field courses)

Health Education/Health Promotion (Ph.D.)

The Ph.D. program in Health Education/Health Promotion has been designed to provide students with the academic and practical experiential background to become leading practitioners and researchers in health education and health promotion. The program combines the resources of academic units from the University of Alabama at Birmingham (Schools of Education and Public Health) and the University of Alabama (College of Human Environmental Sciences).

Admission to Ph.D. program

Student applications are reviewed by a joint admissions committee composed of members of the participating academic units. Applicants should meet the admissions requirements of the graduate school, including submission of scores on the Graduate Record Exam (GRE). Admission to the program is competitive. Evidence of scholarship, a clear statement of career goals and research interest, professional recommendations, and professional experience are among the factors receiving strong consideration. Candidates for admission must have completed a bachelor’s or master’s degree from an accredited institution in health education or a health-related field.

Program of Study

The Ph.D. degree program through the School of Education will require students to complete a minimum of 72 credit hours: 36 hours of coursework, 12 hours of research internship, and 24 hours of dissertation research. The requirements for the Ph.D. degree through the School of Public Health is a minimum of 67 credit hours: 43 hours of coursework, 12 hours of research internship and 12 hours of dissertation research.

Students entering the program with a master’s degree may transfer appropriate coursework to this program; however, this will not reduce the number of courses required. Students will not be required to retake coursework already completed but may be required to complete prerequisites as part of their planned course of study. 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 their advisor.

The specific components of the Ph.D. program in health Education and Health Promotion are outlined below.

Students may enter the program with either a bachelor's or master's degree in health education or a master's degree in a closely related health field. Prerequisite coursework includes Foundations of Health Education, Administration of Health Education, Health Education Planning and Evaluation, Health Education Methods, Materials and Delivery, and Research Design and Statistics

These requirements may be corequisite components in the program.

The Ph.D. degree program will require students to complete a minimum of 72 credit hours: 36 hours of coursework, 12 hours of research internship, and 24 hours of dissertation research.

Students entering the program with a master's degree may transfer appropriate coursework to this program, but this will not reduce the number of courses required. Students will not be required to retake coursework already completed but may be required to complete prerequisites as part of their planned course of study. 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 their advisor.

The specific components of the Ph.D. program in health Education and Health Promotion are outlined below.

I. Health Education/Promotion Core Courses

(UA = HHE, UAB-Public Health = HB, UAB-Education = HE)

II. Advanced Research and Statistical Methods

Course Descriptions

Unless otherwise noted, all courses are for 3 semester hours of credit. Course numbers preceded with an asterisk indicate courses that can be repeated for credit, with stated stipulations.

Health Behavior (HB)

HB 600. Social and Behavioral Science Core.- This course is structured to provide students with a basic "starting point" for developing the required competencies in this area. The course consists of information delivery (e.g., lectures, readings), practice and application exercises, and knowledge integration and synthesis activities. Successful completion of this course will enable you to describe the role of social and community factors in both the onset and solution of public health problems; identify the causes of social and behavioral factors that affect health of individuals and populations; identify basic theories, concepts and models; apply ethical principles to public health program planning, implementation and evaluation; specify multiple targets and levels of intervention; identify individual, organizational and community concerns, assets, resources and deficits; apply evidence-based approaches in the development and evaluation of interventions; describe the merits of social and behavioral science interventions and policies; describe steps and procedures for the planning, implementation and evaluation of public health programs; and identify critical stakeholders for the planning, implementation and evaluation of public health programs, policies and interventions. Course will be graded by letter. 3 hours

HB 600Q. Social and Behavioral Science Core Online. This course is structured to provide students with a basic "starting point" for developing the required competencies in this area. The course consists of information delivery (e.g., lectures, readings), practice and application exercises, and knowledge integration and synthesis activities. Successful completion of this course will enable you to describe the role of social and community factors in both the onset and solution of public health problems; identify the causes of social and behavioral factors that affect health of individuals and populations; identify basic theories, concepts and models; apply ethical principles to public health program planning, implementation and evaluation; specify multiple targets and levels of intervention; identify individual, organizational and community concerns, assets, resources and deficits; apply evidence-based approaches in the development and evaluation of interventions; describe the merits of social and behavioral science interventions and policies; describe steps and procedures for the planning, implementation and evaluation of public health programs; and identify critical stakeholders for the planning, implementation and evaluation of public health programs, policies and interventions. Course will be graded by letter. Course is offered online.

HB 602. Alcohol and Drug Abuse.-History and theory of human substance use and abuse. Empirical foundations of alcohol and drug abuse, diagnosis, assessment, treatment, and prevention. Course will be graded by letter.

HB 603. Behavioral Interventions for Cardiovascular Risk Reduction.- This course is designed to examine interventions that are used to decrease the risk of developing cardiovascular disease (CVD) by modifying health behaviors. The course will begin with a thorough review of the occurrence, etiology, and consequences of CVD among various subpopulations. This is followed by a systematic review of the literature on existing behavioral interventions to reduce health risks among various subpopulations. Based on this literature review, this course will conclude with the identification of key elements to the design of successful behavioral interventions to reduce the occurrence of CVD. Course will be graded by letter.

HB 604. High Technology Approaches to Health Communications and Behavior Change Interventions.- To present students with an initial, in-depth exposure to concepts, technical skills and research findings associated with the integration of computer technology and health communications. Course will be graded by letter.

HB 608. Women's health and Social Behavior.>- This course examines social and behavioral factors that adversely affect women's health. Students learn to apply gender specific theories to design health interventions tailored towards women. Course will be graded by letter.

HB 609. African-American Health Issues.- This is an intermediate-level course that focuses on: epidemiological data illustrating the health risks experienced by African-Americans; sociocultural factors essential for understanding and enhancing the health of African-Americans; effective health-related prevention programs for African-Americans. Course will be graded by letter

HB 610. Health Promotion/Disease Prevention: Advanced Theory and Practice.- This course is a comprehensive overview of methods used to develop health promotion and disease prevention programs. It focuses on understanding, synthesizing, and applying behavior change theories to public health program development and includes the critical review of existing assessment measurements, the development of theory-based measures and evaluation principles in the context of intervention development and implementation. Course will be graded by letter.

HB 611. Mental Illness as a Public Health Issue.-This course is designed to increase knowledge of mental illness at the individual, community, and population levels. It also covers historical and contemporary models and research on the etiology, diagnosis, assessment, treatment and prevention of mental and other behavioral health disorders. Course will be graded by letter.

HB 624. Advanced Theory and Practice in Behavioral Science.-Advanced review of selected behavioral science concepts and theories useful for developing health promotion programs; social cognitive theory and the transtheoretical model of change are examined in depth. This course may be required for some MPH- students. Course will be graded by letter. Prerequisite: HB 600.

HB 630. Health Communications: Theory and Practice.- This course is designed to investigate the role of communication theories and methods in promoting public health and preventing disease Both theoretical background in communication and behavioral science and practical communication/intervention development methods will be addressed. Course will be graded by letter.

HB 635. This course is designed for graduate students in public health and related fields interested in working with families and communities to improve health outcomes. It is intended to provide students with a broader understanding of the structural and psychosocial factors related to health and well-being. To do so, the course will focus on theoretical frameworks that draw on an ecological perspective and examine how factors associated with families, peers, schools, neighborhoods, and communities influence health. Emphasis will also be placed on the relevance of individual and community assets for the science of Health Behavior and the broader public health arena Course will be graded by letter.

HB 638Q.Public Health Promotion and Aging Seminar.-Exploration of current problems of the elderly, introduction to broad principles of health promotion for the elderly and review model health promotion programs. Course will be graded by letter. Course offered on-line.

HB 641. Research Methods in Behavioral Sciences.-Review of research methodology in behavioral sciences. Formulation of research questions, causality, experimental and quasi-experimental designs, reliability and validity, reporting findings. Prerequisite: Permission of instructor. Course will be graded by letter.

HB 643. Health Program Evaluation.-Principles and procedures to evaluate health promotion/disease prevention programs: data collection methods, instrument-scale development, measurement, evaluation designs, and analysis of case studies of disease prevention literature on evaluation. Course will be graded by letter. Pre-requisite HB 641.

HB 660. Adolescent Health: A Social and Behavioral Perspective.- Designed to provide students with the most current knowledge and analysis of issues influencing the health and well-being of adolescents. Theoretical frameworks that draw on an ecological perspective will provide a better understanding of how families, peers, schools, and neighborhoods influence risk and protective factors in youth. Emphasis will be placed on the relevance of adolescent health issues for the science of Health Behavior and the broader public health arena. Course will be graded by letter.

HB 680. Health Promotion Through Radio Outreach.- Alternative methods for delivering health promotion messages to "hard-to-reach" audiences are being explored across the U.S. This course examines the strategy known as "entertainment education", specifically in terms of radio programming. Students who enroll will participate on the "BODYLOVE" script writers group as they learn to apply principals of behavior change in an "entertainment-education" format. "BODYLOVE" is a radio drama that is aired across the state of Alabama to educate people about risk factors for cardiovascular disease. Pass/No Pass

HB 692. Principles and Practices of Community Organization. - Seminar designed as an integrative experience for persons working with community groups. The focus is on learning to use available resources and advocating change to maximize community involvement. Course will be graded by letter. Prerequisite: Permission of Instructor.

HB 695. Seminar on Selected Health Behavior Topics.-Seminar covering a variety of health behavior topics. Prerequisite: Permission of instructor. Pass/No Pass.

HB 697. Internship.-Field experience under joint direction of appropriate faculty member and qualified health education specialist. Written report specifying activities, products, and outcomes of experience submitted upon completion of internship. Pass/No Pass. 3,6,9 hours.

HB 698. Master's Directed Research.-Independent study with guidance of appropriate faculty. Includes activities such as literature review and evaluation. Pass/No Pass. 1 - 9 hours.

HB 699. Master's Project Research.-Research for project under direction of research project committee. Pass/No Pass. 1 - 9 hours

HB 701. Theory-Based Measurement Development.-The aim of this course is to introduce students to measurement development based on well-specified behavioral theories. This course will review and discuss key issues related to measurement development such as item/scale development, number of factors to retain, rotation options and statistical programs. Prerequisite: Requires knowledge of elementary probability and statistics for non-statistics majors and BST 600. Course will

HB 714. Survey Research Methods.-This course will provide students with a theoretical and practical overview of survey research methodology. Topics to be covered include questionnaire and interview design; tailoring instruments for specific settings, populations and methods of administration; maximizing reliability of measurement; construction of scales and indices; sampling theory and methods, assessing sampling bias, and maximizing response rates. Course will be graded by letter. Prerequisites: Doctoral standing or Permission of Instructor.

HB 720. Neighborhood Influences on Health Behavior.-To expose students to classical and current theories of neighborhoods and their affects on development and behavior in such a way that they will develop an appreciation for the importance of neighborhood context and its impact on development and behavior and the ability to critically evaluate studies of neighborhoods and neighborhood context, and the conceptual tools to be able to incorporate neighborhood (and other) contextual effects into their own research. Course graded by letter.

730. Health Communication Research. In-depth exposure to current research involving media strategies used to persuade individuals to adopt new lifestyles. Critically examines major research conducted during last decade regarding single subjects, groups, communities, and media intervention. Focus on all media, including print, audiovisual, radio, and television.

740. Evaluation Research: Health Promotion/Disease Prevention Research. Theory and applications of original behavioral repopulation, selection of measurement, data collection, design and analytical techniques, and preparation of evaluation research report. NIH-type research proposal required. Prerequisite: Doctoral student or advanced master's student with permission of instructor.

HB 750.Advanced Theoretical and Scientific Basis of Health Education and Promotion.-Provides doctoral students with in-depth examination of history and philosophy of health education; reviews professional competencies and outlines major theories of behavior change. Course will be graded by letter. Course graded by letter. 3 hours.

HB 760. Planning and Administration of Health Education and Promotion Programs.- The purpose of this course is to teach and practice the three basic phases of comprehensive health education and promotion programs (planning, implementation and evaluation). Course will be graded by letter. Course graded by letter. Prerequisites: HB 750 and HB 730.

HB 770. Doctoral Studies Seminar.- The broad intent of the course is to review current issues relevant to the field of Health Promotion/Health Education, critically examine the relationship between scholarship, research, ethics and funding, and reflect and discuss theoretical aspects of Health Promotion/Health Education. Course will be graded by letter. Prerequisites: HB 750, HB730 and HB 760.3 hours.

HB 780. Health Promotion and Aging Seminar.-Problems of aging and public health solutions for older Americans examined. Sub-areas of aging explores biological, social, behavioral, and economic aspects of aging. Community-based research/intervention project required. Course will be graded by letter.3 hours.

HB 798. Doctoral Directed Research.-Independent study with guidance of senior public health faculty. Pass/No Pass. 1-9 hours.

HB 799. Dissertation Research.-Research for dissertation under direction of dissertation committee. Pass/No Pass. Prerequisite: Students must be admitted to candidacy in order to register for this class.1 - 9 hours.

Health Education - PhD (HE)

700. Seminar in Health Education. Presentation of health education research.

701. Special Topic in Health Education. Topics in school and/or community health education; development of new ways to examine situations. Prerequisite: Permission of advisor. 3 or 6 hours.

702. Supervised Research in Health. Research problem based on school, community, or public health education needs. Prerequisite: Permission of advisor. 3 or 6 hours.

703. Advanced Field Experience. Professional practice and research supervised by qualified health education professionals in approved health education work setting. 3 or 6 hours.

705. Advanced Theoretical and Scientific Basis of Health. Analysis of knowledge, attitude and behavior change strategies, and resulting effect on health status.

710. Planning and Administration of Health Education/Health Promotion Programs. Three basic phases of comprehensive health education and promotion programs (planning, implementation and evaluation). Demonstrate competencies for a graduate-level health educator. Propose effective implementation and evaluation activities in practice settings (school, occupational, clinical and community agency). Different field experiences will be offered each year. Discussion of case studies selected from professional literature and health agencies.

720. Evaluation of Health Education Programs. Evaluation protocols in health education settings; needs assessments, process and formative evaluations, cost benefits, summary reports.

729. Ed.S. Thesis Research. Prerequisite: Admission to candidacy.

730. Evaluation Research Methods. Theory and application of behavioral evaluation research including preparation of research NIH type proposals.

731. Health Education Planning and Promotion.

732. Evaluation of Health Education Programs.

740. Evaluation of Health Education Programs.

* 798. Nondissertation Research.

* 799. Dissertation Research. Prerequisite: Admission to candidacy.

Physical Education (PE)

601. Introduction to Sport Administration. Planning, organizing, staffing, managing, directing, and evaluating sport and athletic programs.

607. Principles of Coaching. Philosophy, physiology, pedagogy, athletic training, and law related to coaching.

615. Sport Facility Planning. Factors influencing the planning, funding, and construction of a variety of sports facilities.

630. MechanicalAnalysis of Motor Skills. Application of principles of physics to human movement. Analysis through videotape and cinematography techniques. Prerequisite: PE 307.

631. Foundations of Physical Education. Overview of various subfields of physical education.

632. Supervision of Physical Education. Study of skills required to supervise teachers of physical education and in other related fields.

636. Current Readings in Physical Education. Individual readings on contemporary topics and issues in physical education. Prerequisite: Permission of advisor.

637. Physiology of Exercise I . Description of basic organ systems and their functioning in relationship to the physiology of exercise.

638. Physiology of Exercise II. Applied exercise physiology information, techniques, and research methods.

639. Exercise Prescription for High Risk Populations. Lecture and laboratory practice; physiological basis of exercise testing and training. (Prepares students to take ACSM Exercise Specialist certification examination.) Prerequisites: PE 400 and BY 115.

640. Advanced Techniques in Conditioning the Athlete. Advanced training principles; developing testing and training programs for athletes. Prerequisites: PE 400, BY 115 and 116.

642. Practicum in Physiology. Practical experience and observations in human physiology. Seminars by medical, dental, and nursing faculty. Effects of drugs, diet, exercise, and disease on human body. Prerequisite: PE 641. 3 or 6 hours.

643. Curriculum Development in Physical Education. Trends in methodology, programming, and scheduling.

645. Advanced Motor Development. Factors influencing development of motor skills across lifespan.

647. Teaching Strategies and Issues in K-12 Physical Education. Design, implementation, and evaluation of appropriate physical education programs for elementary and secondary schools.

649. Adapted Physical Education. Current research and teaching methodology in adapted physical education; nature of selected disabilities, implications for physical education.

650. Social Aspects of Sport.

651. Issues and Problems in Coaching.

652. Measurement and Evaluation of Athletes.

655. Motor Learning. Factors influencing learning and performance of motor skills.

656. Advanced Sport Psychology. Relationship of psychology to sports performance.

672. Advanced Treatment of Athletic Injuries. Seminar and practical experience. Conducted by certified trainers at UAB Sports Medicine Clinic.

674. Sport Performance and Nutrition. Nutrition, rest, and training research relating to coach-player-doctor-trainer relationship, legal implications relating to competitive athletics.

690. Seminar in Sports Administration.

694. Special Projects in Physical Education. Independent projects supervised by faculty. Prerequisite: Permission of advisor. 1, 2, 3, or 6 hours.

695. Problems in Physical Education. Contemporary topics in physical education (class meeting format). Prerequisite: Permission of advisor. 3 or 6 hours.

696. Elementary/Secondary Physical Education Internship. Clinical placement in approved school. Required in nontraditional 5th-Year Program. Prerequisite: Completion of appropriate coursework. 9 hours.

697. Advanced Field Experience in Physical Education. Clinical placement in approved sites. Prerequisite: PE 647 or 48 9 . 3 or 6 hours.

698. Coaching Internship (Individual Sport). 100 clock hours of experience with veteran coaches. Prerequisite: PE 407 or 607.

* 699. Thesis Research. Supervised research project. Prerequisite: Admission to candidacy and permission of advisor. 1, 2, 3, or 6 hours.

710. Special Topics in Physical Education. Special courses offerings on contemporary topics. Prerequisite: Permission of instructor.

715. Advanced Field Experience in Physical Education. Supervised field experiences in public school clinical sites. Prerequisite: PE 488 or 647. 3 or 6 hours.

718. Practicum in Exercise Physiology. Practical experience and observations in human exercise physiology. Prerequisite: PE 641 and permission of advisor.

720. Research Design and Methodology. Measurements and research design in areas of biomechanics, motor learning, motor development, sport psychology, and exercise physiology. Prerequisite: EPR 692 or equivalent.

726. Supervised Research in Physical Education. Independent student research supervised by a full-time program faculty member. Prerequisite: Permission of advisor, and EPR 609 and 692. 3 or 6 hours.

728. Ed.S. Thesis Research. Prerequisite: Admission to candidacy, research methods and sufficient course work in area of emphasis to be able to formulate a problem, develop a research design, and write a thesis proposal. Permission of advisor and instructor. Pass/Fail. 3 or 6 hours.

729. Seminar in Physical Education.

Physical Education

Degrees offered include the Master of Arts in Education and the Educational Specialist. At the master's degree level, students may specialize in Exercise Physiology (see listing above for more information about this program) or complete a teacher certification program. The teacher certification program links teacher certification with the graduate program in physical education. For example, the M.A. Ed. awards the level A certificate and the Ed.S. is linked to the AA certificate. Each program requires a teaching certificate in physical education at the previous level (e.g., B certificate for admission to the A level, except the Alternative A program, and the A certificate for admission to the AA certificate).

Master of Arts in Education and "A" level teaching certificate; Nonthesis (31-3 7 34 hours)

Teaching Field: At least 1/3 of the program shall be teaching field courses. (18 hours)

Survey of Special Education Coursework: Required if not previously completed (0-3 hours)

Additional Courses: (13 -16 hours)

Master of Arts in Education and "A" level teaching certificate; Thesis (31-34 hours)

Teaching Field: At least 1/3 of the program shall be teaching field courses. (18 hours)

Survey of Special Education Coursework: Required if not previously completed (0-3 hours)

Additional Courses: (13 hours)

Alternative A (Nontraditional 5th-Year Physical Education program) Nonthesis (37-40 hours)

Additional requirements are 49 hours of prescribed coursework. Contact Student Services in Suite 100 Education Building, UAB for specific courses required.

Curriculum and Teaching:

Professional Studies:

Survey of Special Education Coursework: Required if not previously completed. (0-3 hours)

Technology:

Evaluation of Teaching and Learning:

Reading :

Internship:

Teaching Field:

At least 1/3 of the program shall be teaching field courses (12)

Ed.S. Degree (31-37 hours)

Teaching Field:

At least 1/3 of the program shall be teaching field courses (21 hours)

(PE 643, 645, 647 must be taken if comparable courses were not part of the master's program

Survey of Special Education Coursework: Required if not previously completed. (0-3 hours)

Additional Courses:

Course Descriptions

Unless otherwise noted, all courses are for 3 semester hours of credit. Course numbers preceded with an asterisk indicate courses that can be repeated for credit, with stated stipulations.

Health Education (HE)

502. Mental Health and Stress Management. Fundamental concepts of mental health and mental illness, with emphasis on etiology, symptomology, treatment, and prevention of mental illness. Elementary skills, dynamics of stress, and contemporary methods of stress management. (Traditional and Online Sections Offered)

508. Drug Use and Abuse. Emphasis on emotional, intellectual, psychological, and social aspects of drug use. Misconceptions about drugs. Attitudes toward drugs and drug prevention and treatment programs. (Traditional and Online Sections Offered)

521. Health Communication. Skills appropriate for selected health problems; problem solving and referrals.

523. Human Sexuality. Biological, sociological, and cultural aspects of sexuality.

531. Planning and Evaluating Effective Health Education and Promotion Programs. Program planning and curriculum development for school, agency, and health care settings. Need assessment, objective setting, methodology, and evaluation are emphasized.

532. Administration of Health and Fitness Programs. Administrative theory applied to health and fitness settings.

593. Educational Gerontology. Program preparation for generic consumers. Major health concerns facing many senior citizens and ways to communicate educational interventions. Prerequisite: Permission of instructor.

598. Issues in Women's Health. Historical and psychosocial factors that have and may continue to influence the potential health status of the American female. Major causes of morbidity and mortality as well as tips for health care system utilization.

601.Current Readings in Health Education. Review of literature in health education. Development of annotated bibliography pertinent to professional practice. Prerequisite: Permission of advisor.

602. Alcohol and Society Seminar. Effects of alcohol on individual health, family relations, and community life. Prerequisite: Permission of instructor.

606. Issues in Disease Control. Nature and distribution of disease; communicable and nutritional diseases of childhood; possibilities for prevention. Prerequisite: HE 223 or permission of instructor.

610. Foundations of Health Education. Issues in health education; school, community, or patient health education. Prerequisite: Permission of instructor.

611. School Health Programs. National, state, and local factors influencing school health programs; influences of official and nonofficial agencies. Historical perspective, present and future directions of profession and school health. Prerequisites: HE 342, 343, 431, and 489.

612. Workshop in Health. Concepts and methods to increase proficiency. Comprehensive health education K-6 or 7-12; health education in school, community, or both. 3 to 6 hours.

640. Content Issues I. Drugs, death, human sexuality, nutrition, international health, legislation, and physical and spiritual dimensions of health. Decision making and problem solving. Implication of research, computer applications.

641. Content Issues II.Selected health issues. Personal characteristics of population (age, sex, emotional well-being) and external factors (societal and environmental); interventions and other approaches and solutions. Prerequisite: Admission to graduate program in HE and permission of instructor.

642. Health Behavior and Health Education. Examination of theories and models that assist health educators to increase healthy behaviors of youth and adults. Opportunities to apply what you have learned to assist others with healthful actions. Determinants of successful client-professional relationships (acceptance of cultural differences, active communication, thorough preparation, appropriate modifications, and shared responsibility for outcomes). Prerequisite: HE 610.

689. Materials and Methods of Health Education. Ethical, theoretical, and practical aspects of health education; teaching techniques, decision-making skills, curricular development, organization skills, and techniques. Prerequisites: HE 342, 431, 434, and 489.

691. Special Topics in Health Education. Topics in school and community health education; development of new ways to examine situations. Prerequisite: Completion of HE core courses. 3 or 6 hours.

692. Supervised Research in Health Education. Research problem based on school, community, or public health education needs. Prerequisite: Permission of advisor and EPR 508 or 509. 3 or 6 hours.

693. Advanced Field Experience. Professional practice and research supervised by qualified health education professionals in approved health education work setting. 3 or 6 hours.

695. Junior/Secondary Health Education>. Student teaching. Prerequisite: HE 610, 689, and other courses identified by advisor. 9 hours.

698. Nonthesis Research. 1-6 hours.

699. Thesis Research. Supervised research project. Prerequisite: Admission to candidacy and permission of advisor. 1, 2, 3, or 6 hours.

Education Psychology and Research (EPR)

510. Introduction to Measurement and Evaluation in Education. Basic concepts and principles of measurement and evaluation of personal and academic progress in classroom. Emphasis on elementary descriptive statistics and measurement techniques used in student evaluation. (For Early Childhood/Elementary majors only) 3 Hours.

511. Measurement and Evaluation in Education.  Basic concepts and principles of measurement and evaluation of personal and academic progress in classroom. Emphasis on elementary descriptive statistics and measurement techniques used in student evaluation. (For Secondary education majors only) 3 Hours.

596. Introduction to Qualitative Methods in Educational Research. Qualitative research methods and techniques and their application to qualitative research design. Introduction to types of qualitative information, methods of data collection and analysis, and presentation of results and appropriateness of qualitative design. 3 Hours.

607. Microcomputer Applications to Statistical Analysis. Use of microcomputers in computations of descriptive statistics. Prerequisite or Corequisite: EPR 608. 1 hour.

608. Statistical Methods and Action Research. Statistical methods for describing sets of data, differences and relationships infused in an action research paradigm. Included are conceptualizing, implementing action research with computer applications. Corequisite: EPR 607. 3 Hours.

609. Statistical Methods and Research in Education: Intermediate. Basic inferential techniques including hypothesis testing and parametric and nonparametric techniques. Assumptions, rationale, and interpretation of analysis of variance techniques. Prerequisites EPR 607/608 or basic statistics course. 3 Hours.

610. Child Psychology. Human development through infancy, preschool, and preadolescence.  3 Hours.

611. Adolescent Psychology. Social, emotional, and cultural aspects of adolescence affecting classroom and school behavior. 3 Hours.

612 Computer Assisted Qualitative Research.  Provides opportunity to learn several popular qualitative computer packages including QSR N6, Atlas ti, MAXqda, and InVivo. 3 Hours.

614. Lifespan Human Development. Psychosocial, cognitive, moral, physical and cultural aspects of development from conception through death and dying Prerequisite: General psychology. 3 Hours.

616. Personality Theories for the Helping Professions. Discussion of major theoretical perspectives of the development of personality: Prererquisite: general  psychology. 3 Hours.

622. Learning Theories. Application of learning theories to educational practice. Behavioral theories, information processing, biochemical basis of memory and learning, as well as other major learning theories. Prerequisite: General Psychology. 3 Hours.

627. Individual Testing in Guidance III (K-ABC). Administration, scoring, interpretation, and use of Kaufman Assessment Battery for Children (K-ABC). Prerequisite: EPR 629 and permission of instructor. 1-3 Hours.

628. Individual Testing in Guidance I (Stanford-Binet). Administration, interpretation, and use of Stanford-Binet intelligence scale. Prerequisite: Permission of instructor. 4 Hours.

629. Individual Testing in Guidance II (Wechsler Scales). Administration, interpretation, and use of Wechsler intelligence scales. Prerequisite: Permission of instructor. 4 Hours.

630. Clinical Assessment in Education. Individual intelligence, personality, and projective tests used by school psychologists. Prerequisite: Permission of program coordinator. 3 Hours.

688. Seminar on Current Issues in Measurement and Evaluation in Schools. Issues of standardized testing and classroom assessment for teachers and administrators. 3 Hours.

 691. Independent Readings in Educational Psychology and Research. Prerequisites: Permission of advisor and instructor. May be repeated for total of 6 hours. 3 hours.

692. Introduction to Educational Research Design. Literature of educational research. Rationale of library and empirical research. Research on current educational issues. Prerequisite: EPR 607/608. 3 Hours.

695. Survey Methods in Education Research.  Overview of the basic principles, applications, and types of survey research in education. 3 Hours.

696. Qualitative Research: Inquiry and Analysis – Development of skills necessary to conduct qualitative research data collection, analysis, interpretation and presentation of findings.  Prerequisite EPR 596 or equivalent. 3 Hours.

698. Individual Non-thesis Research in Educational Psychology.  Prerequisite: permission of instructor. 3 Hours.

710. Computer Applications and Advanced Statistical Methods – Multiple regression techniques using microcomputers with mainframe access.  Structuring appropriate research questions, hypotheses, analyzing and interpreting results. Prerequisites EPR 607, 608, 609. 3 Hours.

728. Seminar on Research in Education.  Assisting school personnel in interpreting research findings.  Prerequisite: Master’s degree. 3 Hours.

792. Mixed Methods Approaches in Educational Research – Overview of mixed methods research, including the history and philosophy of mixed methods research, relevant emerging literature, types of research problems and designs, and the writing of mixed methods studies.  Prerequisites EPR 609, 596, 696. 3 Hours.

793. Doctoral Seminar in Research Evaluation and Design – Presentation and analysis of research in students’ areas of interest.  Prerequisite: Advanced graduate standing and graduate courses in statistics and research design. 3 Hours.

796. Qualitative Research: Doctoral Seminar – Focus on development of dissertation research proposal, qualitative methodology and means of analysis. 3 Hours.

Health Education (M.A.Ed.)

The health education graduate program (master's) is designed to prepare individuals for advanced health education careers in agency, schools, worksites, and allied health care settings. Program options allow students to choose between thesis or nonthesis options and select elective course work in a related field area or allied health area.

Programs of Study

Health Education Thesis & Health Education Nonthesis

Plan I (Thesis Option)

Thesis required (24 hours course work required.)

Major Courses (15 hours)

1. EPR 692. Introduction to Educational Research Design

2. HE 610. Foundations of Health Education

3. HE 640. Content Issues I or HE 641, Content Issues II

4-5. Choose 6 hours from the following:

Research Course (3 hours)

EPR 609 Statistical Methods and Research in Education: Intermediate. Prerequisite: EPR 608.

Plan II (Non-Thesis Option)

Nonthesis (33 hours course work required.)

Major Courses (15 hours)

1. EPR 692. Introduction to Educational Research Design

2. HE 610. Foundations of Health Education

3. HE 640. Content Issues I or HE 641, Content Issues II

4-5. Choose 6 hours from the following courses:

HE elective Choose at least 3 hours from the following courses

Research Course. (3 hours)

EPR 609. Statistical Methods and Research in Education: Intermediate. Prerequisite: EPR 608.

Alternative Master’s Teacher Education Program:

The purpose of the "Alternative Masters" program (ATEP) is the same as the class "B" level certification program. Students entering this program are not required to have a bachelor's degree in the same field. Prerequisite course work may therefore be required.

Prerequisite Coursework

Required Coursework 43-49 semester hours)

Courses in the Teaching Field (at least one-third of the program shall be Teaching Field courses)