Education: Human Studies

*Applicants to the Alternative Master’s (5th Year) programs are no longer required to submit GRE or MAT scores.  The Praxis II (in a specific subject area, depending on the major) is required beginning with Summer 2013 applications. 

View PDF of Counselor Education Admissions Checklist

View PDF of Educational Leadership EdD Admissions Checklist

View PDF of Educational Leadership MAE Admissions Checklist

View PDF of Educational Leadership EdS Admissions Checklist

View PDF of Health Education Admissions Checklist

View PDF of Health Education/Health Promotion Admissions Checklist

View PDF of Physical Education Admissions Checklist

View PDF of the Alternative (5th Year) Master's in Physical Education Admissions Checklist

For more information regarding the Educational Leadership programs, please visit our website at:
http://www.uab.edu/education/humanstudies/educational-leadership-program-description

Faculty

Wajih Ahmad, Assistant Professor; Health Education, Epidemiology

Michael Brooks, Associate Professor; Counselor Education. Counseling Theories, Social and Cultural Diversity, Career Counseling, Counseling Theories, Internship.

Loucrecia Collins, Associate Professor; Leadership; Curriculum, Conflict Resolution, Urban Education, Diversity, Bullying

Retta Evans, Associate Professor; Health Education - Youth Physical Activity and Nutrition, Body Image and Eating Disorders, Distance Education

Robin Fiedler, Assistant Professor; Measurement, Educational Psychology, Educational Statistics

Gordon Fisher, Assistant Professor; Exercise Physiology; Exercise/Nutrition, Mitochondrial Bioenergetics, Oxidative Stress, and Chronic Inflammation

Brian F. Geiger, Professor; Health Promotion Models, Comprehensive School Health, Technology, Community Education

Dennis Keith Gurley, Assistant Professor; (Leadership) Pre-Service and In-Service  Development for School Leaders, Professional Learning Communities, and Organizational Theory

Sean Hall, Visiting Assistant Professor; Counselor Education, Clinical Mental Health Counseling, Assessment and Intervention Techniques, Processes and Outcomes Research, Dropout Prevention

Donna J. Hester, Associate Professor; Motor Development, Physical Education Pedagogy

Gary R. Hunter, Professor; Exercise Physiology, Sport Conditioning, Body Composition and Energy Metabolism

Maxie P. Kohler, Professor; Personality Theory, Human Development, Educational Psychology, Psychological Testing, Literacy, Gender Studies 

Tondra Loder-Jackson, Associate Professor; Foundations; Urban Education, Education and Birmingham Civil Rights Movement; African American Education, Life History of Educators, Home-School Relations

Tomeka W. McGhee, Assistant Professor; Counselor Education. Clinical Mental Health, Counseling Theories, Counseling Skills, Professional Identity, Career Counseling, Human Sexuality, Internship

Andrew N. McKnight, Associate Professor; Foundations; Social Theory in Education, Equity in Education and Urban Education, Emotional Contexts in Education, Qualitative Interpretive Inquiry

Gary B. Peters, Associate Professor; Leadership; Organizational Theory

Cynthia J. Petri, Associate Professor; Health Behavior, HIV Education and Prevention, Technology, Theory

Jane Roy, Associate Professor; Exercise Physiology, Applied Kinesiology

Kristi Sayers Menear, Associate Professor; Physical Education Pedagogy, Adapted Physical Education

Melanie Shores, Associate Professor; Measurement, Math Education, Education of Girls, Gender Studies, Attribution

Sandra K. Sims, Associate Professor; Physical Education Pedagogy, Athletic Coaching

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

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

Lawrence Tyson, Associate Professor; School Counseling, Theories, Professional Identity, Group Counseling, Adventure-based Counseling.

Larrell Wilkinson, Assistant Professor; Health Education, Health Disparities/Health Equity, Access and utilization of health care services, Substance Abuse

Program Contact Information:

Program	Coordinator	Room	Phone Number
Counselor Education	Dr. Michael Brooks	152	(205) 976-7908
Educational Leadership	Dr. Loucrecia Collins	223	(205) 975-1984
Health Education	Dr. Retta Evans	259	(205) 996-2701
Physical Education – Teacher Certification Physical Education – Exercise Physiology	Dr. Sandra Sims Dr. Jane Roy	232 205	(205) 996-2721 (205) 934-1757
Research	Dr. Melanie Shores	232	(205) 975-8487
Foundations	Dr. Andrew McKnight	222	(205) 934-6232

Counselor Education

Overview:

The program in Counselor Education at the University of Alabama at Birmingham prepares Clinical Mental Health and School counselors at the Master's level.  At the master's level, students acquire core knowledge and clinical skills, which enable them to enter the profession of counseling. 

All counseling concentrations (Clinical Mental Health and School) are designed to meet the course-work and field experiences requirements for professional licensure in the State of Alabama. The School Concentration is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).  The School Counseling Concentration meets the course work and field experiences required by the Alabama State Department of Education for certification.

The Counselor Education program at the University of Alabama at Birmingham is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The accreditation is through January 15, 2018.  The Clinical Mental Health Counseling concentration, a 61 hour program, is currently accredited under the 2001 standards for Community Counseling programs as a Community Counseling program. The CACREP 2009 standards combine the Community Counseling and Mental Health Counseling standards into standards for Clinical Mental Health Counseling programs. The counseling program intends to seek accreditation for this program as a Clinical Mental Health Counseling program when it comes up for reaccreditation, per CACREP guidelines.

Admission Process

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

Term	Deadline
Fall	June 1
Spring	October 1
Summer	April 1

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 2.75 or better

GRE 850 (combined score of verbal and quantitative) or,

MAT 388

The application packet is reviewed by the Counselor Education faculty. Applicants deemed to have acceptable scores, strong references, appropriate statement of purposes, and grades will be invited for an interview that will include a group experience and a writing sample with the Counselor Education faculty. Applicants should not infer they have been admitted into the program if granted an admissions interview.  Selection will be made by the Counselor Education 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 two decisions:  a) admit, b) denied. Students are notified of their admission status 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 that may be transferred into the Counselor Education Program. 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 Counselor Education faculty member prior to enrolling in Area II courses as choices made could impact on future clinical placements. Non-degree seeking students are not permitted to take Area I counseling courses. 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

Upon admission, within the first semester of study, students in the school counseling concentration must submit to fingerprinting and a Background Review conducted by the Alabama State Department of Education at the student’s cost. For information on the cost and how to complete this requirement, go to http://background.alabama.gov/.  No school counseling student shall begin a clinical placement (Practicum or Internship in an education environment) in Alabama without a suitability letter from the Alabama State Department of Education demonstrating that the student’s criminal background  has been reviewed and cleared by the Department of Education.  Mental Health counseling students are not required to submit to fingerprinting or a background review upon admission to the Counselor Education Program.  However, mental health counseling students are required to complete clinical placements in order to obtain the master’s degree in counseling and many of the outside agencies/entities require fingerprinting and background reviews prior to accepting a student for clinical placement.  For all counseling students, the appearance of one or more felonies and/or several misdemeanors on a student’s background review may negatively impact placement potential and/or credential obtainment.

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. 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

Clinical Mental Health Counseling

The Master of Arts in Counseling with a concentration in Clinical Mental Health 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 3 years to complete.  For most students, it takes approximately 3.5 years or 10 terms (including summers) to complete the program.

COURSE OF STUDY

(61 Semester Hours)

Area I:

(28 semester hours)

EPR 590	Research and Program Evaluation in Counseling
ECG 612	Professional Orientation
EPR 614	Human Growth and Development
ECG 621	Theories of Individual Counseling
ECG 624	Assessment: Individual and Group (Prerequisites: EPR 590
ECG 626	Group Counseling: Process & Procedures (Prerequisites: ECG 621 & ECG 638)
ECG 628	Social and Cultural Diversity
ECG 630	Career Development: Vocational and Life Planning
ECG 638	Practicum I: Clinical Skills and Techniques (Prerequisite: ECG 621)

Comprehensive Exam

The Counselor Preparation Comprehensive Exam 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:

(24 semester hours)

ECG 600	Introduction to Community Counseling
ECG 650	Diagnosis and Treatment of Mental Disorders
	Elective (discontinued, fall, 2012)
	Elective (discontinued, fall, 2012)
ECG 631	Suicide: Prevention, Intervention and Postvention (required, fall, 2012)
ECG 651	Human Sexuality for Counselors (required, fall, 2012)
ECG 613	Foundations of Substance Abuse (required, fall, 2012)
ECG 652	Advanced Counseling Techniques (required, fall, 2012)
ECG 653	Counseling Children and Adolescents (required, fall, 2012)
ECG 691	Intro to Families and Couples Counseling (required, fall, 2012)

AREA III: Clinical Requirements

(9 semester hours)

ECG 695	Practicum II:  Supervised Field Experience (3 semester hours) (Prerequisites: Areas I & II, Comprehensive Exams, and recommendation of the faculty) Practicum is 100 hours minimum with 40 hours of direct client contact
ECG 697	Counseling Internship  (6 hours-2 semesters) (Prerequisite: ECG 695) Internship is 600 hours with 240 hours of direct client contact

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 admission requirements for the Counselor Education Program, candidates seeking admission to the school counseling concentration must possess a minimum of a 2.75 undergraduate grade point average.  Before the school counseling student can receive certification, the school counseling student must satisfactorily obtain a passing score on the following assessments: Alabama Test of Basic Skills, the Praxis II Test in School Counseling, the National Counselor Exam.

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)

Area I:

(28 semester hours)

EPR    590	Research and Program Evaluation in Counseling
ECG 612	Professional Orientation
EPR 614	Human Growth and Development
ECG 621	Theories of Individual Counseling
ECG 624	Assessment: Individual and Group (Prerequisites: EPR 590)
ECG 626	Group Counseling: Process & Procedures (Prerequisites: ECG 621 & ECG 638)
ECG 628	Social and Cultural Diversity
ECG 630	Career Development: Vocational and Life Planning
ECG 638	Practicum I: Clinical Skills and Techniques (Prerequisite: ECG 621)

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:

(12 semester hours)

ECG 620	Foundations of School Counseling
ECG 623	Comprehensive Counseling and Guidance: Middle & High School
ECG 627	Comprehensive Counseling and Guidance: Elementary School
	Elective (discontinued, fall, 2012)
ECG 619	Special Issues For School Counselors (required, fall, 2012

AREA III: Clinical Requirements

(9 semester hours)

ECG 695	Practicum II:  Supervised Field Experience (3 semester hours) (Prerequisites: Areas I & II, Comprehensive Exams, and recommendation of faculty) Practicum 100 hours; 40 direct hours.
ECG 697	Counseling Internship  (6 hours-2 semester hours) (Prerequisite: ECG 695)  Internship 600 hours; 240 direct hours

Course Descriptions

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

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; EPR 590; 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. Prerequisite: Admission to the Counselor Education Program; ECG 621.

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. Prerequisite: Admission to the Counselor Education Program.

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: Admission to the Counselor Education Program; ECG 621.

650. Diagnosis 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.

651. Human Sexuality for Counselors.  This course is an overview of a family systems approach to understanding and treating clinical issues related to human sexuality.

652. Advanced Counseling Techniques.  This course will involve the study of theoretical approaches to counseling which have been demonstrated to be culturally-relevant and conceptually inclusive of multiple theories and techniques: Ivey’s Developmental Counseling and Therapy (DCT) and Adlerian Individual Psychology as well as other relevant theories. Selected readings, academic discussion, and clinical application will be stressed. Critical thinking and active participation are essential. Students will focus on the application of theoretical information towards a goal of case conceptualization as a precursor to effective treatment planning.

653. Counseling Children and Adolescents.  This course will review current evidenced based treatment interventions for children and families.  Candidates will learn play therapy techniques, art therapy techniques, and behavioral interventions including how to create behavioral contracts, and methods for writing informative treatment plans.  Candidates will also learn specific strategies for engaging parents and siblings in treatment, and will learn specific structural and narrative based theoretical approaches to family therapy.

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 (Prerequisite:  ECG 621 & 638).

662.  Play Therapy II.  A course designed to provide students with instruction in play therapy with special populations and specialized therapeutic methods including sand play/sand tray, 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 (ECG 661).

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.

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

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.

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Educational Foundations

EDF 600. Urban Education. An examination of the historical, social, political, and economic factors that shape urban education in America.

EDF 601. History of the American Curricular Thought. An examination of American educational history using primary source documents to provide insight into the evolution of curriculum, policy, and educational practice.

EDF 602/702. Critical Social Issues in American Education. An examination of contemporary social issues facing American schools, from politics and policy, school structure, and curriculum to pedagogical practice.  The relationship of the school to society is also addressed.

EDF 603/703. Philosophy and Education. An examination of various philosophical schools of thought, their application to the field of education, and their relevance to teaching, learning, and life.

EDF 604/704. Social Philosophies and Education. An examination of various schools of social and political philosophy and theories pursuant to contemporary educational problems. Topics may include class structure, the cultural context of schooling, identity politics, ecological issues, physical and mental health issues, and the history of social theory related to educational policy and practice.

EDF 606/706. Social Movements in  Education. An examination of how the Progressive education movement, along with other major social movements in recent history have shaped American education. The history of the Civil Rights Movement in Birmingham and its impact on schools, communities, and the lives of educators and students are of special interest.

EDF 608/711. Theories of Knowledge.  An examination of the various philosophical and cultural conceptions of knowledge, and how these inform and impact research, educational practice, and lived experience.

EDF 616/716. Comparative Education.  An examination of the cultural forces influencing the structure and function of education in selected countries. Cultural forces influencing structure and function of educational system in selected countries.

EDF 620/720. Culture and  American Education: Race, Class, and Gender.   An examination of the complexities of and controversies surrounding culture, race, ethnicity, social class, and gender in American education with emphasis on the historical and contemporary experiences of K-12 students and families in the majority population of the Birmingham City Schools and the “majority-minority” population of Birmingham’s suburban school districts (i.e., African American and Hispanic/Latino/a).

EDF 624/724. Ethics and Education. The focus of this course is twofold: first, it covers some of the foundational materials in the philosophy of ethics, and their application to the field of education; second, it looks at the present moral context of schools and the problems and potentials of morally directed education.

EDF 691. Special Problems in Educational Foundations. A topical seminar on special problems and issues in educational foundations.

EDF 697. Individual Readings in the Foundations of Educations. Independent study in the foundations of educations.

EDF 698/798 Individual Research in the Foundations of Education. An independent study with the aim of conducting original research in the foundations of education.

EDF 713. History of Educational Philosophy.  A historically sequenced survey of educational philosophy from the ancient Greeks, 18th century enlightenment thought, American pragmatism, and existentialism to postmodernism.

EDF 750. Special Problems in Educational Foundations. A topical seminar on special problems and issues in educational foundations.

EDF 797. Independent Study.  Independent readings under the direction and supervision of EDF faculty. Doctoral status and the permission of the instructor are required.

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Educational Leadership

Because admission to these programs is selective, prospective students should contact a departmental advisor to determine specific admission requirements for the degree or certificate in which they are interested, or consult the requirements posted on the website at www.ed.uab.edu/educationalleadership.

The following degrees are offered:  MAE in Instructional Leadership (leading to Alabama Class A Certification in Instructional Leadership); the Educational Specialist Degree (leading to Alabama Class AA Certification in Instructional Leadership – must have Class A in Instructional Leadership first); the Doctorate of Education degree (Ed.D.) in Educational Leadership (must have Ed.S. in Educational or Instructional Leadership to apply).

The programs leading to the Doctorate of Education (Ed.D.) degree in educational leadership are offered at UAB by the joint faculties of UAB and the University of Alabama (Tuscaloosa). Admission is highly selective and is open only once annually. In addition to the Graduate School requirements, an interview, portfolio, and on-site writing sample is required by the program.

Additional Information

For detailed information, contact Dr. Loucrecia Collins, Program Director, Educational Leadership, Department of Human Studies, UAB School of Education, 1530 3rd Avenue South, EB 223, Birmingham, AL 35294-1250.

Telephone: 205-975-1984

E-mail:   This email address is being protected from spambots. You need JavaScript enabled to view it.

Web:  www.ed.uab.edu/educationalleadership 

Dispositions

Educational Leadership 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.

Course Descriptions

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

Educational Leadership (EDL)

EDL 601 Foundations of Instructional Leadership – 3 credit hours
The purpose of this course is to provide a strong foundation in strengthening knowledge and skills in instructional leadership. As a foundation course, Through a combination of course assignments and accompanying field based experiences involving observing, participating and leading in a school setting, the student will be prepared to become an instructional leader who engages the school community in developing and maintaining a shared vision; plans effectively; uses critical thinking and problem-solving techniques; collects, analyzes, and interprets data; allocates resources; and evaluates results for the purpose of continuous school improvement.

EDL 602 Field Experiences in Foundations of Instructional Leadership – 1 credit hour
This course provides the student with practical, authentic leadership experiences related to EDL 601 Foundations of Instructional Leadership. These field experiences are conducted under the guidance of a trained mentor and UAB clinical field supervisor.

EDL 603 Data Driven Decision Making for Instructional Leadership 3 credit hours
This course prepares the future school leader to effectively use and interpret data in all forms to effectively lead and monitor continuous school improvement, especially student achievement. The future leader will become conversant with technologies that enhance classroom instruction as well as assist in the management of the school. The future school administrator will have opportunities to lead in a school by conducting an action research project which addresses a student achievement issue and conducting a Needs Assessment for Technology Planning.

EDL 604 Field Experiences in Data Driven Decision Making for Instructional Leadership – 1 credit hour
This course provides the student with practical, authentic leadership experiences related to EDL 603 Data Driven Decision Making for Instructional Leadership. These field experiences are conducted under the guidance of a trained mentor and UAB clinical field supervisor.

EDL 605 Residency in Instructional Leadership – 6 credit hours
The purpose of the Residency in Instructional Leadership course is to give the future leader authentic experiences on a continuum of observing, participating, and leading in K-12 schools without the distraction of teaching responsibilities or other coursework requirements. This is achieved through a 10-consecutive day period in a K-12 school setting. The candidate earns 6 credit hours for the Residency.  It must be the last course in the student’s course of study in the Master’s Degree in Instructional Leadership.

EDL 606  Supervision & Mentoring of Instructional Staff – 3 credit hours
The purpose of this course is to prepare the future school leader to utilize knowledge of human resources to accomplish school and system goals.  This includes supervising and evaluating teachers, mentoring new teachers, developing the ability to design and implement effective professional development for individual teachers and the entire staff, as well as learning how to facilitate teaming in the school that will impact student achievement.  A final unit in the course will assist the future leader in seeking a mentor for him/herself.

EDL 607  Field Experiences in Supervision & Mentoring of Instructional Staff – 1 credit hour
This course provides the student with practical, authentic leadership experiences related to EDL 606 Supervision and Mentoring of Instructional Staff. These field experiences are conducted under the guidance of a trained mentor and UAB clinical field supervisor.

EDL 608 Organizational & Financial Management for Instructional Leaders – 3 credit hours
This course is designed to prepare instructional leaders with the knowledge and ability to apply finance procedures for public schools in Alabama. An emphasis on strategies to utilize student data as the impetus for allocating financial resources will be part of the curriculum. In addition, students will explore guidelines for creating safe school facilities.

EDL 609  Field Experiences in Organizational & Financial Management for Instructional Leaders – 1 credit hour
This course provides the student with practical, authentic leadership experiences related to EDL 608 Organizational & Financial Management for Instructional Leaders. These field experiences are conducted under the guidance of a trained mentor and UAB clinical field supervisor.

EDL 610 Legal and Ethical Foundations of School Leadership – 3 credit hours
The purpose of the course is twofold: 1) Candidates will gain a fundamental knowledge of ethical principles based on the Alabama Educator Code of Ethics and guidelines of the State Ethics Commission & 2) Candidates will gain a working knowledge of legal principles established by local, state, and federal legislative and judicial requirements.

EDL 611 Field Experiences in Legal and Ethical Foundations of School Leadership – 1 credit hour
This course provides the student with practical, authentic leadership experiences related to EDL 610  Legal and Ethical Foundations of School Leadership. These field experiences are conducted under the guidance of a trained mentor and UAB clinical field supervisor.

EDL 612 Instructional Leadership for Diverse Populations - 3 credit hours
The purpose of this course is to prepare leaders who will provide instructional leadership for all students. Issues related to equity, diversity and their implications for educational settings will be analyzed. Candidates will explore the construct of diversity as it relates to: race, gender, special needs populations, socio-economic status, culture, sexual orientation, and second language learners. Candidates will be challenged to examine best instructional leadership practices toward these critical issues and to develop sensitive and proactive responses to changing demographics. Candidates will assess the leadership capacities needed to ensure access, academic rigor and social equity for all members of the school community.

EDL 613 Field Experiences for Instructional Leadership for Diverse Populations – 1 credit hour.
This course provides the student with practical, authentic leadership experiences related to EDL 612 Instructional Leadership for Diverse Populations. These field experiences are conducted under the guidance of a trained mentor and UAB clinical field supervisor.

620. Public School Organization and Administration. – 3 credit hours
This course provides a survey of historic and current organizational theories and an exploration of how these theories may be applied to leadership practice in K-12 public school settings. The course is linked to and directly addresses state and national standards for organizational leadership for educational leaders. Future school leaders will become conversant with key organizational management and leadership strategies with an emphasis on how to positively affect student learning through effective organizational leadership.

621. The School Principalship. - 3 credit hours Changing role and responsibilities of school principal; organization, discipline, instructional supervision, and community relations.

622. Clinical Supervision for Administrators and Supervisors. - 3 credit hours Knowledge, skills, and competencies for assisting teachers in improvement of curriculum and instruction.

630. School and Community. – 3 credit hours
This course provides an overview of strategies and techniques available to future school leaders in their efforts to partner with key stakeholder groups both inside and beyond the school walls. Emphasis is placed on involving stakeholders in providing input and participation in planning and decision-making processes with an emphasis on garnering the support of community members to affect increased levels of student learning and academic success.

631. Education and the Political Environment. - 3 credit hours Educational policy making and governance as political process; political theory and structure.

635. Survey of School Law. 3 credit hours Laws and court decisions affecting public education. Cases establishing mandates for public school practices.

637. Legal Liability and the Educator. 3 credit hours Legal liability in administration and teaching. Cases pertaining to education.

640. Introduction to Community Education. 3 credit hours Structure, purpose, and processes of community education and community schools.

641. Community Education for School Administrators. – 3 credit hours
This course introduces future school leaders to the process of leveraging available community and Web-based resources to enhance adult and student learning throughout the school environment. Emphasis is placed on aligning community and Web-based resources to meet professional development needs for educators and to augment student learning experiences by connecting with and utilizing resources beyond the school walls.

642. Operation and Administration of the Community Education Program. – 3 credit hours
This course is offered as a follow-up to EDL 641 in preparing school leaders to incorporate and maximize benefits from the utilization of local, community and Web-based educational and human services to the learning of school community members. Future school leaders will also explore how the school itself may offer resources and activities to connect with and meet the learning needs of stakeholders (e.g., computer training and access, parenting resources, etc.). 

643. Community Resources Workshop. 1 credit hour Teaching-learning resources available in the local community.

660. Administration Leadership I. 3 credit hours Practical applications in organizational management and leadership behavior.

685. Workshop in Administration and/or Supervision. Field workshop. 1-3 credit hours.

691. Practicum in Educational Leadership. Field work on practical problem on project. Prerequisite: 9 hours in educational leadership at UAB. 3-6 credit hours.

692. Individual Readings in Educational Leadership. Prerequisite: Permission of instructor. 1, 3, 6 credit hours.

694. Seminar in Educational Leadership I . 1-3 hours.
This course is a review of selected concepts and competencies in the field of educational leadership. The course is designed for the personal and professional development of pre-service and in-service school leaders.

695. Seminar in Community Education. 1-3 hours.
This course is a review of selected concepts and competencies in the field of educational leadership especially as it applies to utilizing community and Web-based resources to enhance adult and student learning, and in offering school resources for the purpose of addressing and enhancing community stakeholder learning needs. The course is designed for the personal and professional development of pre-service and in-service school leaders.

696. Practicum in Community Education. 3-6 hours.
This course provides practical experience and support for educational leaders pursuing specialized knowledge and field-based experience in establishing and nurturing school and community relations to address and enhance adult and student learning for school and community members.

*698. Non-Thesis Research in Education Leadership. 1, 3, or 6 hours. This course provides support for the design and conduct of research and the preparation of a culminating thesis document for studies in educational leadership.

*699. Thesis Research. 1-6 credit hours Prerequisites: Admission to candidacy and 9 hours in educational leadership. An exploration of the relationship among concepts, generalizations, and theoretical models found in the behavioral and social sciences. The application of these to administrative practice in educational settings is addressed.

706. Current Issues in Community Education. 3 credit hours This course provides an in-depth study of adult and community education principles. Students explore philosophical and historical context in relation to current programs and processes.

707. International Aspects of Community Education. 3 credit hours Comparative analysis of community education worldwide.

708. Administrative Leadership II. 3 credit hours This course is a survey of selected theoretical and operational bases for ethical decision making and leadership in an organizational setting with an emphasis on the school environment.

709. Theories of Educational Leadership. 3 credit hours Concepts and theoretical bases for practice in educational administration and supervision.

711. Collaborative Problem Solving (Teacher Leadership Program) 3 credit hours Strategies to create effective professional learning communities are provided to candidates in this class. These include: collaboration models, effective listening and questioning skills, mentoring/coaching models and parent and community partnerships.

EDL711L and EDL 711R Field Experiences for Collaborative Problem Solving-These one hour field experiences are designed to provide Ed. S. candidates authentic practical experience in leading in a school.  A minimum of 20 hours of field experience, spent in leadership activities correlating to the core course, at the school site, will be required as the field experience . The Field Experience Course is taken concurrently with the core course.  1 hour credit. Per session.

712. School System Administration. 3 credit hours Instructional, managerial, and political roles of the superintendent and central office staff in school system organization and governance.

713. Leadership of Special Education Programs. 3 credit hours Comprehensive study of organization and leadership of special education programs; role of special education administrator, processes and structures for delivery of services to exceptional students.

714. Advanced School Business Management. 3 credit hours Local and state fiscal arrangements; current school budgetary practices; and related financial procedures.

715. Non-Thesis Research in Educational Leadership. 1-6 credit hours Individual research on significant problem or development in educational leadership; proposed research plan must be approved by faculty member supervising the research.

716. Workshop in Administration and/or Supervision. Field workshop. 1-3 credit hours. Studies to assist students in understanding school administration and/or supervisory responsibilities. Practical applications in educational administration and supervision are provided to enhance knowledge, skills, and dispositions in school leadership.

717. Leading Change Through Action Research. The purpose of this course is to strengthen knowledge and skills in the areas of effective leadership and systemic organizational change. The background knowledge for leading change is the presentation of 12 realities about people and organizations, as outlined in J. Patterson’s book Coming Even Cleaner About Organizational Change.  Based on these realities, this course will teach participants the skills and strategies to prepare for and introduce change in their schools through an identified school-based problem solving project. Candidates will be required to lead a collaborative effort of analyzing and applying strategies and quality tools in addressing a school-based problem, preferably one that is impacting student achievement. Course content will include: an introduction to quality tools (TQM), shared decision-making, group processes, effective teaming, and using data to make decisions. 3 hours credit.

717L. Field Experience for Leading Change Through Action Research. The course is designed to give Ed.S. candidates authentic, practical experience in leading in a school.  A minimum of 20 hours of field experience, spent in leadership activities correlating to the core course, at the school site, will be required as the field experience for EDL 717-L. the Field Experience Course is taken concurrently with the core course. 1 hour credit.

718. Essential Skills for Organizational Leaderhsip. This course is designed to strengthen knowledge and skills essential to effective leadership in the school setting. Candidates will increase their understanding of and skills in utilizing participatory /shared decision making; using data focused on student learning to drive the decision making process; communicating high expectations for student learning; and enhancing human resource development.  Candidates will demonstrate the ability to analyze various situations involving community and stakeholder relationships through the structural, human resource, political, and symbolic frames and devise appropriate courses of action based on this analysis of school programs. 3 hours credit.

718L. Field Experience for Essential Skills for Organizational Leadership. The course is designed to give Ed.S. candidates authentic, practical experience in leading in a school.  A minimum of 20 hours of field experience, spent in leadership activities correlating to the core course, at the school site, will be required as the field experience for EDL 718-L. The Field Experience Course is taken concurrently with the core course.   1 hour credit.

719. Mentoring & Coaching Skills for School Leaders. In an era of ensuring highly qualified teachers through embedded, research-based staff development, the role of supervision and mentoring has taken on an unprecedented role in successful schooling.  Supervision and mentoring are at the “heart” of schooling.  In addition, future school leaders need to understand their own mentoring needs, and be comfortable with seeking a mentor for themselves. In this course, candidates will conduct a comprehensive critical examination of mentoring concepts, both for personal development and for instructional supervision of classroom teachers. The skills of supervision through cognitive coaching will be learned and practiced. Implications for individual and group development and the improvement of instruction are emphasized. The field experience, EDL 719L will involve candidates seeking a mentor for themselves, as well as engaging in mentoring a new teacher. 3 hours credit.

719L. Field Experience for Mentoring & Coaching Skills for School Leaders. The course is designed to give Ed.S. candidates authentic, practical experience in leading in a school.  A minimum of 20 hours of field experience, spent in leadership activities correlating to the core course, at the school site, will be required as the field experience for EDL 719-L. the Field Experience Course is taken concurrently with the core course.   1 hour credit.

720. Field Project in Educational Leadership. Field work on practical problems and projects in educational leadership; plan for actual project must be approved in advance by faculty member supervising the work. 1-6 hours. (In the doctoral program of study, this is the Proposal Writing Course).

721. Administration of Staff Personnel. 3 credit hours Personnel administration in public education; practices, problems, and current developments.

722. Current Issues in Educational Leadership. 3 credit hours Prerequisites: Graduate standing and permission of instructor. This course examines current trends and issues related to educational leadership. Students increase their capacity for analyses of issues and challenges affecting decision-making and instructional practice.

723. Administration of Educational Programs and Services. 3 credit hours Development, implementation, and evaluation of educational programs. Primarily for Ed.S. students continuing their preparation principalship.

724. Seminar in Educational Leadership I and II. 1-3 credit hours. This course is a review of selected concepts and competencies in the field of educational leadership. Designed for the personal and professional development of school leaders.

726. Advanced Clinical Supervision for Administrators and Supervisors. 3 credit hours In-depth study of competence needed by administrators and supervisors providing leadership in improvement of instruction.

727. Leading the Adult Learning Community. This course is divided into the following conceptual units: a) Teachers as Adult Learners; b) Understanding Adult Learning Theories; c) Applying Adult learning Theories to Professional Learning Communities; d) Creating Collaborative Teams to support learners; e) Shared Leadership to improve academic achievement of diverse learners; f) Developing  and Utilizing Shared Leadership  Strategies.  The purpose of this course is to prepare candidates with the ability to and the knowledge of skills and strategies required to Lead the Adult Learning community in schools. An in-depth analysis of adult learning theories and strategies to develop shared leadership capacity in school communities will provide the impetus of this course. Candidates will learn about characteristics of adult learners and various theories of how adults learn, develop, and interact in professional learning communities.  The second focus of this course is how to develop and implement shared leadership in schools. 3 hours credit.

727L. Field Experience for Leading the Adult Learning Community. The course is designed to give Ed.S. candidates authentic, practical experience in leading in a school.  A minimum of 20 hours of field experience, spent in leadership activities correlating to the core course, at the school site, will be required as the field experience for EDL 727-L. the Field Experience Course is taken concurrently with the core course. 1 hour credit.

728. Management of the Learning Organization. The purpose of this course is to strengthen knowledge of and skills in essential management functions within the school or district setting, as noted in specified ISLLC and Alabama Administrative Code Standards.  The course will focus on practices and procedures that are vital to the efficient and effective operation of a school or a school district. 3 hours credit.

728L. Field Experience for Management of the Learning Organization. The course is designed to give Ed.S. candidates authentic, practical experience in leading in a school.  A minimum of 20 hours of field experience, spent in leadership activities correlating to the core course, at the school site, will be required as the field experience for EDL 728-L. The Field Experience Course is taken concurrently with the core course.   1 hour credit.

729. Advanced Research in Educational Leadership. Field or basic research. 1, 3, or 6 hours. Research and evaluation in education with emphasis on development of skills required for advanced research in educational settings.

730. Advanced Focus on the Principalship. 3 credit hours Advanced knowledge and skills related to school leadership.

731. Law, Ethics, and Policy for Educational Leaders. The purpose of this course is twofold:  1) Candidates will gain a fundamental knowledge of ethical principles based on the Alabama Educator Code of Ethics and the guidelines of the State Ethics Commission.  2) Candidates will gain a working knowledge of legal principles established by local, state, and federal legislative and judicial requirements. Candidates will be able to demonstrate an understanding of legal and ethical principles related to underrepresented   populations within the school setting. Candidates will be able to demonstrate a knowledge and application of the ethical principles stipulated in the Alabama Educator Code of Ethics and accompanying legal precepts.  Candidates’ ability to make sound legal and ethical decisions will be enhanced through a better understanding of board policies and politics as well as through reflection on and clarification of personal values and beliefs. 3 credit hours.

731L. Field Experience for Law, Ethics, and Policy for Educational Leaders. The course is designed to give Ed.S. candidates authentic, practical experience in leading in a school in the area of law, ethics, and policy.  A minimum of 20 hours of field experience, spent in leadership activities correlating to the core course, at the school site, will be required as the field experience for EDL 731-L. The Field Experience Course is taken concurrently with the core course. 1 hour credit.

EDL 732. Leadership of Special Programs. Leadership of Special Programs coalesces the knowledge of and ability to lead special programs within a school site. Candidates will apply leadership skills in developing a comprehensive home school collaborative project and a comprehensive technology integration project. In addition, candidates will develop curriculum which will align state standards unique to career and technical education. Emphasis will be placed on models of communication, problem solving, conflict resolution and team building principles and skills. Focus will also be placed on best practices in the development of community information, networking, public relations, and media. The technology portion of this class will focus on the total integration of technology into a school community. 3 credit hours.

EDL 732L. Field Experience for Leadership of Special Programs. The course is designed to give Ed.S. candidates authentic, practical experience in leading in a school.  A minimum of 20 hours of field experience, spent in leadership activities correlating to the core course, at the school site, will be required as the field experience for EDL 732-L. The Field Experience Course is taken concurrently with the core course. 1 hour credit.

746. Practicum in Instructional Leadership. Course required in the Ed.S. program for candidates who completed the Class A Administrative Certification before 2009, before program redesign].The course content consists of the Practicum activities chosen by the candidate from the menu of Critical Leadership Activities from the Practicum Handbook.  The candidate will be required to have a mentor (the same one as for all coursework) and the mentor will assist the candidate in selecting meaningful leadership experiences. Candidates will conduct leadership activities at any time during the four semesters of the Ed.S. program. Where possible, candidates should acquire experiences in diverse settings. The experiences may be conducted at the elementary, middle school, high school, or central office level. 1 credit hour.

EDL 735 Professional Leadership 3 credit hours (Teacher Leadership Program) An in-depth look at School law and policy, ethics, school finance and lifelong learning based on Erik Erickson’s theory will provide the foundation for this class.

EDL 735L and EDL 735 R Field Experiences  The course is designed to give Ed.S. candidates authentic, practical experience in leading in a school.  A minimum of 20 hours of field experience, spent in leadership activities correlating to the core course, at the school site, will be required as the field experience for EDL 735-L. The Field Experience Course is taken concurrently with the core course. 1 hour credit per session.

748. Current Issues and Problems in School Administration. 3 credit hours Prerequisite: Admission to doctoral studies.

752. Advanced Educational Planning. 3 credit hours This course provides an in-depth analysis of strategies and techniques used by Central Office Leaders to project future growth trends in school districts. Problem-based learning will be infused in this class as candidates develop skills to support growing and declining school districts.

755. Advanced School System Administration. 3 credit hours Duties and responsibilities of the superintendent and other Central Office Personnel are explored in this course. This is a survey course which provides an overview of leadership beyond a school site principal-ship. Prerequisite: Admission to doctoral studies.

756. Current Legal Problems in Alabama Education. 3 credit hours Prerequisite: Admission to doctoral studies. This course explores legal challenges of education in Alabama. Finance, immigration, higher education, and taxation are topics which will be discussed in this course.

762. Futurism in Community Education. 3 credit hours How do current trends in community development impact education? Rural, urban, and suburban communities share the common tenets of education. This class will explore the hopes and challenges of each type of community as they seek a road to the future and empowering members of their community. Prerequisite: Admission to doctoral studies.

770. Advanced Administrative Leadership. 3 credit hours This course will provide an in-depth analysis of leading diverse school populations. The role of leadership teams in creating supportive inclusive environments in the 21st century will be infused throughout the course offering.

772. Advanced Technology of Educational Planning. 3 credit hours Prerequisite: Admission to doctoral studies. This class reviews the use of technology in curriculum development and implementation. Current trends in technology will be discussed, explored, and implemented through problem based learning.

792. Directed Study in Educational Leadership. 3 credit hours Prerequisites: Admission to doctoral studies and advance permission of instructor. This course provides independent directed research study opportunities for doctoral students.

796. Individual Readings in School Law. Prerequisite: Admission to doctoral studies. 3-6 credit hours. This class is an in-depth analysis of educational readings related to the law. Candidates will assess case law related to district school law rulings.

797. Doctoral Internship in Educational Leadership. Field leadership experience. Prerequisite: Admission to doctoral studies. 1-12 credit hours. Candidates will conduct research related to their approved final project.This course provides practical experience and support for field based advanced research on school based problems.

*798. Non-Dissertation Research. Prerequisite: Admission to doctoral studies. 1-12 credit hours. This class introduces and connects doctoral students to the steps of moving into candidacy. Guidelines for developing the first three chapters of the prospectus are infused throughout this class.

*799. Dissertation Research. Prerequisites: Prerequisite: Admission to doctoral studies, admission to candidacy, and permission of faculty advisor. 1-12 credit hours. The purpose of this course is to provide independent research guidance for doctoral candidates as they move through the dissertation process.

University of Alabama (Tuscaloosa) Courses Offered at UAB in the Joint Doctoral Program in Educational Leadership

AEL 602. Advanced Educational Leadership. Basic concepts, group interaction on selected presentation of assigned research. 3 credit hours

AEL 650. Organizational Theory. 3 credit hours.
This course provides an in-depth review of organizational theories. Candidates will assess how and if these theories affect their school site. Case studies which support problem based learning will be part of the curriculum.

UAB Courses Offered for the Joint Doctoral Program

EDL 770– Advanced Administrative Leadership. 3 credit hours
This course will provide an in-depth analysis of leading diverse school populations. The role of leadership teams in creating supportive inclusive environments in the 21st century will be infused throughout the course offering.

EDF 708 – Ethics in Advanced Leadership 3 credit hours
This course is a survey of selected theoretical and operational bases for ethical decision making and leadership in an organizational setting with an emphasis on the school environment.

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Health Education Overview of Our Programs

The Health Education program at the University of Alabama at Birmingham prepares professionals for a variety of careers in health education. At the master's level, students acquire advanced knowledge and skills which enable them to enter professions in community, clinical, worksite and agency settings (M.A.Ed., Community Health). Students may complete requirements to earn a certificate in Clinical Research Management AND the M.A.Ed. in Community Health. The certificate program is a collaboration between the Department of Human Studies and the School of Nursing (M.A.Ed., Community Health with CRM certificate). The department also offers a Graduate Traineeship in Pediatric Pulmonary Care (with School of Health Professions), designed specifically for professionals desiring a graduate degree in Health Education (master’s or doctorate), who are interested in pediatric pulmonary care, and aspiring to positions of leadership. PhD graduatesbecomeleading researchers, clinicians and faculty in higher education, government agencies and foundations.

M.A.Ed. – Community Health

The Health Education program at the University of Alabama at Birmingham prepares professionals for a variety of careers in health education. Students acquire advanced knowledge and skills which enable them to enter professions in community, clinical, worksite and agency settings.

M.A.Ed. Admission Process

Consideration for admission to the master’s degree program will occur each Fall and Spring term. The completed application packet must be received by the Health Education Program from the Graduate School by the dates shown:

Term	Deadline
Fall	April 30
Spring	October 30

Admission to graduate study in health education is initiated through the Graduate School and all required materials are to be submitted per specified instructions delineated by the Graduate School. M.A.Ed. applicants should have a cumulative GPA of 2.50/4.00 or greater for prior college coursework and preferred MAT score of 40 or greater, or preferred GRE scores of 150 or greater for Verbal Reasoning and 149 or greater for Quantitative Reasoning. In rare cases, 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.

In addition, applicants must include 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 health education professional.

All applications for graduate admission are reviewed by the health education faculty. Applicants deemed to meet requirements will be contacted for an 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 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 two decisions:  a) admit, or b) not admit. Students are notified of their admission status following the interview.

Programs of Study for Master’s Degrees (Program Coordinator, Dr. Retta Evans, This email address is being protected from spambots. You need JavaScript enabled to view it. )

The M.A.Ed. in Community Health is designed to prepare individuals for advanced health education careers in agency, schools, worksites, and allied health care settings. This program is aligned with the National Commission for Health Education Credentialing and prepares studentsto sit for the CHES/MCHES certification. CHES/MCHES provides evidence of competency of the knowledge, skills andapplication of the Areas of Responsibilities defining the role of an entry or masters-level health educator. Program options allow students to select thesis, non-thesis, or Clinical Research Management certificate as options. A Graduate Traineeship in Pediatric Pulmonary Care is designed specifically for professionals desiring a graduate degree in Health Education, who are interested in pediatric pulmonary care, and aspiring to positions of leadership.

M.A.Ed. – Community Health, Thesis Option. Thesis required (33 hours course work required)

NOTE: No individual course grade below “C” will be accepted. Each course with a grade below “C” must be repeated.

MAJOR COURSES (21 hours)

HE 610 Foundations of Health Education (pre or co requisites HE 223, HE 343 or  equivalent coursework)
HE 606 Issues in Disease Control (Prerequisite: EPR 607/608 or equivalent course)

HE 631 Planning and Implementing Health Education/Promotion Programs (Prerequisite: HE 610)
HE 632 Administration of Health Education Programs (Prerequisite: HE 610)

HE 642  Health Behavior and Health Education (Prerequisite HE 610)
HE 689  Methods and Materials for Planning Health Education Programs (Prerequisite: HE 610)
HE 697  Evaluation of Health Education Programs (Prerequisite: HE 610)

ADDITIONAL REQUIREMENTS

Students must have these courses or equivalents, or take them with HE 610:

HE 223 Introduction to Epidemiology and Disease Impact (pre or co requisite with HE 610)
HE 343 Theories and Determinants of Health Behavior (pre or co requisite with HE 610)

RESEARCH COURSES (6 hours)

 

 

 

 

 

 

 

 

 

 

 

EPR 609 Statistical Methods and Research in Education: Intermediate. Prerequisite: EPR 608
EPR 692. Introduction to Educational Research Design

THESIS (3 hours)

GRADUATE ELECTIVE (3 hours) MUST be approved by a health education advisor

M.A.Ed. – Community Health, Non-Thesis Option (33 hours course work required.)

NOTE: No individual course grade below “C” will be accepted. Each course with a grade below “C” must be repeated.

MAJOR COURSES (21 hours)

HE 610 Foundations of Health Education (pre or co requisites HE 223, HE 343 or equivalent courses)
HE 606 Issues in Disease Control (Prerequisite: EPR 607/608 or equivalent course)

HE 631 Planning and Implementing Health Education/Promotion Programs (Prerequisite: HE 610)
HE 632 Administration of Health Education Programs (Prerequisite HE 610)

HE 642  Health Behavior and Health Education (Prerequisite HE 610)
HE 689  Methods and Materials for Planning Health Education Programs (Prerequisite: HE 610)
HE 697  Evaluation of Health Education Programs (Prerequisite HE 610)

ADDITIONAL REQUIREMENTS Students must have these courses or their equivalents, or take them with HE 610:

HE 223 Introduction to Epidemiology and Disease Impact (pre or co requisite with HE 610)
HE 343 Theories and Determinants of Health Behavior (pre or co requisite with HE 610)

RESEARCH COURSES (6 hours)

EPR 609 Statistical Methods and Research in Education: Intermediate. (Prerequisite EPR 608)
EPR 692. Introduction to Educational Research Design

Graduate Elective (3 hours).  Must be approved by a health education advisor.

HE 693 Internship (3 hours)

Comprehensive Examination Non-Thesis Option Only

Students in the Non-Thesis M.A.Ed. program must complete a supervised internship including comprehensive exams during their last semester of course work. The examination process is intended to allow students to demonstrate the appropriate aptitude for advanced level health education. The process encompasses the content knowledge and critical thinking skills that Health Education faculty believes every student graduating from this program should possess. A student cannot attempt the internship and comprehensive exam more than twice. Those who cannot complete the internship and exam with a passing score during the second attempt will be dismissed from the program and not allowed readmission. Contact your health education academic advisor for further information.

MAJOR COURSES for Clinical Research Management Certificate option with Internship (42 hours)

IMPORTANT NOTES: 
No course grade below “C” will be accepted.  Each course with a grade below “C” must be repeated. Undergraduate coursework in Epidemiology (HE 223 or equivalent course), and Theories and Determinants of Health Behavior (HE 343 or equivalent course) are program prerequisites.

REQUIRED COURSES - Certificate in Clinical Research Management:

1. CRM 670Q Clinical Research Ethics, Methods and Clinical Trials
2. CRM 671Q Clinical Research Study Operations and Site Management
3. CRM 673Q Current Issues in Clinical Research Management

REQUIRED COURSES - Community Health Education:

1. HE 610 Foundations of Health Education (3)
2. HE 606 Issues in Disease Control (3) (Prerequisite: EPR 607/608 or equivalent course)
3. HE 631 Planning and Implementing Health Education Programs (3) (Prerequisite:  HE 610 or equivalent course)
4. HE 632 Administration of Health Education Programs (Prerequisite: HE 610 or equivalent course)
5. HE 642 Health Behavior and Health Education (3) (Prerequisite: HE 610 or equivalent course)
6. HE 689 Methods and Materials for Planning Health Education Programs (3) (Prerequisite: HE 610 or equivalent course)
7. EPR 692 Introduction to Educational Research (3) (Co-requisite: EPR 607/608 or equivalent course)
8. HE 697 Evaluation of Health Education Programs (3) (Prerequisite: HE 610 or equivalent course, EPR 607/608 or equivalent course)
9. EPR 609 Statistical Methods and Research in Education (3) (Prerequisite: EPR 607/608 or equivalent course or successful mastery of a qualifying examination)
10. CRM 674Q Practicum Experiences in Clinical Research Management (3)
11. HE 693 Advanced Field Experiences in Health Education (3)

Comprehensive Examination: Students in the non-thesis option must complete a supervised internship (HE 693) including comprehensive exams during their last semester of course work. A student cannot attempt the internship and comprehensive exam more than twice. Those who cannot complete the internship and exam with a passing score during the second attempt will be dismissed from the program and not allowed readmission. Contact your health education academic advisor for further information.

MAJOR COURSES for Clinical Research Management Certificate option with Thesis (42 hours)

IMPORTANT NOTES: 
No course grade below “C” will be accepted.  Each course with a grade below “C” must be repeated. Undergraduate coursework in Epidemiology (HE 223 or equivalent course), and Theories and Determinants of Health Behavior (HE 343 or equivalent course) are program prerequisites.

REQUIRED COURSES - Certificate in Clinical Research Management:

1. CRM 670Q Clinical Research Ethics, Methods and Clinical Trials
2. CRM 671Q Clinical Research Study Operations and Site Management
3. CRM 673Q Current Issues in Clinical Research Management

REQUIRED COURSES - Community Health Education:

1. HE 610 Foundations of Health Education (3)
2. HE 606 Issues in Disease Control (3) (Prerequisite: EPR 607/608 or equivalent course)
3. HE 631 Planning and Implementing Effective Health Education Programs (3) (Prerequisite:  HE 610 or equivalent course)
4. HE 632 Administration of Health Education Programs (Prerequisite: HE 610 or equivalent course)
5. HE 642 Health Behavior and Health Education (3) (Prerequisite: HE 610 or equivalent course)
6. HE 689 Methods and Materials for Planning Health Education Programs (3) (Prerequisite: HE 610 or equivalent course)
7. EPR 692 Introduction to Educational Research (3) (Co-requisite: EPR 607/608 or equivalent course)
8. HE 697 Evaluation of Health Education Programs (3) (Prerequisite: HE 610 or equivalent course, EPR 607/608 or equivalent course)
9. EPR 609 Statistical Methods and Research in Education (3) (Prerequisite: EPR 607/608 or equivalent course or successful mastery of a qualifying examination)
10. CRM 674Q Practicum Experiences in Clinical Research Management (3)
11. HE 699 Thesis (3)

Graduate Traineeship in Pediatric Pulmonary Care (with School of Health Professions)

The traineeship features a combination of planned coursework, hospital rounds, pulmonary clinics, patient and family education and research experience and is designed specifically for professionals desiring a graduate degree in Health Education (master’s or doctorate), who are interested in pediatric pulmonary care, and aspiring to positions of leadership. This 12-month interdisciplinary training program is offered to graduate students in Respiratory Therapy - Health Education, nursing, nutrition, social work and medicine. Training is provided in each of the Maternal and Child Health Leadership Competencies. The Traineeship includes a monthly stipend (for up to 12 months) and tuition assistance (limited to U.S. citizens or to individuals with a permanent visa). For further information, contact Heather Hathorne, Pediatric Pulmonary Center Faculty Respiratory Therapist, 205-638-9568.  

Student Professional Dispositions

Health 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.

Graduate Program Policies

 

 

 

 

 

 

 

 

 

 

 

No individual course grade below “C” will be accepted. Each course with an earned grade below “C” must be repeated. Repeating a required health education course more than twice is not permitted. If a student receives a grade lower than a “C” after their second attempt, they will be dismissed from the Health Education program and not allowed readmission.

Non-Degree Seeking Graduate Students

Following admission to the UAB Graduate School, students may enroll in elective Health Education courses as "non-degree seeking" students with the permission of the instructor. Non-degree seeking students are limited to 12 hours of coursework. It is essential for non-degree seeking students to make an advising appointment with a faculty member prior to enrolling in elective courses as some elective courses have pre-/co-requisites. Non-degree seeking students are not permitted to take "core" health education courses prior to admission. Enrolling and passing non-degree seeking coursework doesnot guarantee admission into a masters or doctoral degree program. Admission criteria (e.g., test scores, cumulative GPA, recommendations, and interview) are the primary factors considered when reviewing student suitability for admission to a program.

Health Education/Health Promotion (PhD)

Graduate Program Director (Education): Dr. Brian Geiger, This email address is being protected from spambots. You need JavaScript enabled to view it.

Ph.D. Health Education/Health Promotion

The PhD in Health Education/Health Promotion is a UA System degree jointly administered by three units: UAB School of Education and College of Arts & Sciences, UAB School of Public Health, and UA College of Human Environmental Sciences. Students draw upon the expertise and resources of a diverse and highly qualified faculty. Faculty members strive to create a rigorous scholarly and supportive atmosphere for students to develop intellectually with the knowledge, skills and attitudes necessary to be ethical and responsible health education professionals. 

Ph.D. Admission Process

 

 

 

 

 

 

 

 

 

 

 

Consideration for admission to graduate study in health education will occur each Fall and Spring term. The completed application packet must be received by the Health Education Program from the Graduate School by the dates shown:

Term	Deadline
Fall	April 30
Spring	October 30

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. Admission to doctoral study is initiated through the Graduate School. Applicants will: (a) request official transcripts of all college coursework to send to UAB Graduate School; (b) submit (3) letters of recommendation from professors or others who are qualified to judge your ability to complete doctoral coursework; (c) complete the GRE indicating UAB as the recipient of your scores; and (d) submit writing sample(s), such as an essay describing your academic training, professional experiences and career goals, or scholarly papers presented during professional meetings. Admission to the program is competitive.

Ph.D. applicants should have a cumulative GPA of 3.00/4.00 or greater for prior college coursework and preferred GRE scores of 156 or greater for Verbal Reasoning and 156 or greater for Quantitative Reasoning. Faculty consider GRE scores as one indicator of an applicant’s potential success in the doctoral program.

Ph.D. Health Education/Health Promotion Program of Study

The PhD 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.

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.

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 the program director and faculty advisor.

The PhD 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 will meet regularly with a faculty advisor to plan course enrollment. 

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

Ph.D. through the School of Education
(UA = HHE, UAB-Public Health = HB, UAB-Education = HE) I. Health Education and Promotion Courses
A. Advanced Theoretical and Scientific Bases of Health Education		3 hr
and Health Promotion (HHE 605, HB 750, HE 705) B.  Health Communications Research (HHE 607, HB 730, HE 701) C.  Planning and Administration of Health Education and Health Promotion (HHE 606, HB 760, HE 710) D.  Doctoral Studies Seminars (HHE 604, HB 770, HE 700) taught during 3 consecutive terms, 1.0 hr each Seminar		3 hr
		12 hr
II. Advanced Research and Statistical Methods
A. Multivariate/Multiple Regression Analysis		3 hr
B. Advanced Epidemiological Research Methods		3 hr
C. Data Management/Computer Technology		3 hr
D. Evaluation/Research Methods		3 hr
Subtotal		12 hr
III. Coursework in the Social and Behavioral Sciences Minor		12 hr
Selection of courses pre-approved by doctoral program advisor to build knowledge and skills in a cognate area, e.g, Health Disparities Research, Global Health, Public Health Policy, Aging and Health, Disabilities and Health
IV. Research Internship		12 hr
V. Dissertation		24 hr

Comprehensive Examination

A written comprehensive examination is required of all candidates for the Ph.D. degree. Your preparation will include studying course content, core competencies for the profession, and related literature of the discipline. Prior to taking the exam, students must have completed their core course requirements, and at least 75% of their other course work. Students must register for a minimum of 3.0 hours of graduate work during the semester(s) in which the comprehensive exam is taken.

The Comprehensive exam will be offered twice each year and is written and graded by the graduate faculty in the joint doctoral program. The examination will be a synthesis of the core coursework as well as core competencies in the field of Health Education and Health promotion. Grading of the comprehensive exam is done blinded, and by consensus. Students who fail to achieve passing scores will have one attempt to remediate within a calendar year. If a student fails a section for the second time, they will be dismissed from the program.

Course Descriptions

Unless otherwise noted, all courses are for 3 semester hours of credit.

Health Education – HE

HE 502. Mental Health and Stress Management (online course). Stress process and its relationship to individual wellness and total health. Physical and psychological effects of stressors and individual appraisals using theoretical models and practical examples will be explored. 3 hours.

HE 508. Drug Use and Abuse (online course). Concept of addiction and its manifestation and causes in modern society and among diverse populations. Major drug classifications and effects will also be discussed. 3 hours.

HE 523. Human Sexuality (online course). Biological, sociological and cultural aspects of sexuality. 3 hours.

HE 601. Current Readings in Health Education. Review of literature in health education. Development of annotated bibliography pertinent to professional practice. Prerequisite: Permission of advisor. 1 to 3 hours.

HE 606. Issues in Disease Control. Nature and distribution of disease; communicable and nutritional diseases of childhood; public health strategies for prevention. 3.0 sem. hours. 3 hours.

HE 610. Foundations of Health Education. Issues in health education; school, community, or patient health education. 3 hours. 

HE 621. Health Communication. Skills appropriate for selected health problems; social marketing and health communication strategies to reach various populations. 3 hours.

HE 623. Human Sexuality. Biological, sociological, and cultural aspects of sexuality. 3 hours.

HE 631. Planning and Implementing 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. 3 hours.

HE 632. Administration of Health and Fitness Programs. Administrative theory applied to health and fitness settings. 3 hours.

HE 640. Content Issues I. Selected health topics, e.g. 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. 3.0 hours.

HE 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. 3 hours.

HE 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. 3 hours.

HE 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. 3 hours.

HE 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.

HE 691. Special Topics in Health Education –  Pediat. Pulmonary Patient Educ. Students will: complete a minimum of 16 hours of approved PPC clinical experiences weekly including group lectures, resident team rounds, neonatal pulmonary rounds, and MDA/asthma camp, when available; plan and implement training activities together with PPC faculty, clinic director, and health education advisor; submit a weekly time sheet including narrative summary of specific clinical experiences completed during the academic term. 3.0-6.0 sem. hours.

HE 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.

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

HE 697. Evaluation of Health Education Programs. Competencies, knowledge and skills to plan and to implement an evaluation of health promotion-disease prevention intervention for a defined population at risk. 3 hours.

HE 698. Non-Thesis Research. 1-6 hours.

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

HE 700. Seminar in Health Education. Presentation of health education research. 1 to 3 hours.

HE 701. Special Topics 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.

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

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

HE 705. Advanced Theoretical and Scientific Basis of Health. Analysis of knowledge, attitude and behavior change strategies, and resulting effect on health status. 3 hours.

HE 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. 3 hours.

HE 720. Evaluation of Health Education Programs. Evaluation protocols in health education settings; needs assessments, process and formative evaluations, cost benefits, summary reports. 3 hours.

HE 730. Evaluation Research Methods. Theory and application of behavioral evaluation research including preparation of research NIH type proposals. 3 hours.

HE 731. Health Education Planning and Promotion. 3 hours.

HE 732. Evaluation of Health Education Programs. 3 hours.

HE 740. Evaluation of Health Education Programs. 3 hours.

HE 798. Nondissertation Research. 3 or 6 hours.

HE 799. Dissertation Research. Prerequisite: Admission to candidacy. 1 to 12 hours.

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.

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.

HB 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.

HB 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.

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. (Admission to TEP required; 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. (Admission to TEP required; For Secondary Education Majors only) 3 Hours.

590. Research and Program Evaluation in Counseling. An overview of concepts, methods, and skills associated with applied research and program evaluation in counseling.  Prerequisite: Only Open to Counseling Students. 4 Hours.

596. Introduction to Qualitative Methods in Educational Research. Fundamentals of qualitative research, its core characteristics, major designs, and practical application in education and social sciences. Introduction to designing and implementation of a qualitative research study. Qualitative research questions, Types of qualitative information, methods of data collection and analysis, presentation of results, and ethical issues. 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. A significant focus of this course is on assumptions, rationale, application and interpretation of various analysis of variance techniques. Prerequisites: EPR 607/608, intro graduate statistics class, or passing of a qualified exam. 3 Hours.

610. Child Psychology. Physical, cognitive, social, and moral development from infancy to the beginning of adolescence. 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.

650.  Educational and Psychological Testing.  Prerequisite: EPR 607/608 or its equivalent. 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. Reading, evaluating, and designing research in education and social sciences. Reviewing the literature. Quantitative, qualitative, and mixed methods approaches to research. Prerequisite or Corequisite: EPR 607/608. 3 Hours.

695. Survey Methods in Educational Research. Overview of the basic principles, applications, and types of survey research in education and social sciences. Survey implementation procedures, use of appropriate sampling techniques and principles of survey instrument construction Establishing reliability and validity of survey scales and instruments. Applied knowledge of designing a survey research study and developing a survey instrument.  Prerequisite: EPR 607/608 and EPR 692 or their equivalents. 3 Hours.

696. Qualitative Research: Inquiry and Analysis – An in-depth insight into the history, philosophy and applications of qualitative research and its major designs. A structured field experience of designing and conducting a qualitative small-scale research study within a select qualitative approach. The use of qualitative software NVivo for data management and analysis is emphasized. Prerequisite EPR 596 and EPR 692 or their equivalents. 3 Hours.

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

700.  Data-Based Decision Making. Prerequisite: EDL 711; Corequisite: EDC 731;  EPR 700-L and EPR 700-R must be taken in conjunction with EPR 700

710. Computer Applications and Advanced Statistical Methods – Computer applications of multivariate statistical procedures including multiple regression, MANOVA, logistical regression, and factor analysis.. Prerequisites EPR 607, 608, 609 or equivalent. 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 and its applications in social and behavioral sciences. Applied knowledge of designing and conducting a mixed methods study. Development of the proposal for a mixed methods study with emphasis on the proposed study methodology. Prerequisites EPR 609, 596, 692. 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.

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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 below for more information about this program) or complete a teacher certification program. (traditional master’s program for those holding a valid B level certificate in physical education or the alternative master’s program for those NOT completing an undergraduate physical education teacher education 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).

Dispositions

Physical 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.

Master of Arts in Education and "A" level teaching certificate; Non-Thesis (31- 37 hours)

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

PE 645	Motor Development	3
PE 647	Teaching Strategies and Issues in K-12 Physical Education	3
PE 643	Curriculum Development in Physical Education	3
PE 649	Adapted Physical Education	3
	600-level electives as approved by advisor advisor	6

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

ECY 600

Introduction to Special Education

0-3

Additional Courses: (13 -16 hours)

EPR 608	Statistical Methods and Research in Education	3
EPR 607	Microcomputer Applications to Statistics	3
Foundations and Professional Studies	(see approved list)	3
EDT 610, 620, or 630	Technology Competency	3
Elective	(as approved by advisor)	3

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)

PE 645	Motor Development	3
PE 647	Teaching Strategies and Issues in K-12 Physical Education	3
PE 643	Curriculum Development in Physical Education	3
PE 649	Adapted Physical Education	3
PE 699	Thesis	6

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

ECY 600

Introduction to Special Education

0-3

Additional Courses: (13 hours)

EPR 608 609	Statistical Methods and Research in Education: Intermediate	3
EPR 607	Microcomputer Applications to Statistics	1
Foundations and Professional Studies	(see approved list)	3
EDT 610, 620, or 630	Technology Competency	3
EPR 692	Introduction to Educational Research	3

Alternative A (Non-Traditional 5th-Year Physical Education program) Non-Thesis (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:

PE 643

Curriculum Development in Physical Education

3

Professional Studies:

EDF or EPR 500 - 600 level course

Advisor Approval Required

3

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

ECY 600

Introduction to Exceptional Learners

0-3

Technology:

EDT 610, 620, or 630

Technology Competency

3

Evaluation of Teaching and Learning:

EPR 608	Statistical Methods and Research	3
EPR 607	Microcomputer Applications in Statistical Analysis	1

Reading :

EDR 551

Reading in the Content Area

0-3

Internship:

PE 696

Elementary/Secondary Physical Education Internship

9

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

PE 645	Motor Development	3
PE 647	Teaching Strategies and Issues	3
PE 649	Adapted Physical Education	3
PE 607	Coaching Young Athletes	3
PE 509	Assessment in Physical Education	3
PE 589	Instructional Strategies in K-12 Physical Education	3

Ed.S. Degree (31-37 hours)

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

PE 726	Supervised Research in Physical Education	3
PE 728	Seminar in Physical Education	3
	600 and 700 level Physical Education courses	15

(PE 643, 645, 647 and 649 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)

ECY 600

Introduction to Special Education

0-3

Additional Courses:

EPR 692	Introduction to Educational Research	3
EPR 609	Statistical Methods and Research: Intermediate	3
	Technology Competency	0-3
Electives with Permission of advisor	600- or 700-level Professional Studies or Teaching Field courses	3

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)

Course	Course Name	Semester Hours
PE 637	Exercise Physiology I	3
PE 638	Exercise Physiology II	3
EPR 692	Research Methods	3
PE 642	Practicum in Exercise Physiology	3
EPR 609	Statistical Methods and Research in Education	3
	Thesis	6
	Related Field	6-9

Plan II (36 hours of coursework)

Major Courses (12-15 hours)

Course	Course Name	Semester Hours
PE 637	Exercise Physiology I	3
PE 638	Exercise Physiology II	3
EPR 692	Research Methods	3
EPR 609	Statistical Methods and Research in Education	3
	Elective in Major	3
	Thesis Substitution	12
	Related Field	6-9

Sample Major Electives for Plan I and II

PE 656	Advanced Sport Psychology
PE 640	Advanced Techniques in Conditioning the Athlete
PE 639	Exercise Prescription for High Risk Populations
PE 672	Advanced Treatment of Athletic Injuries
PE 674	Sport Performance and Nutrition
PE 645	Motor Development
PE 695	Problems in Physical Education
PE 630	Mechanical Analysis of Motor Skills
PE 585	Principles of Fitness Leadership

Sample Courses for Related Fields, Plan I and II

NTR 601	Medical Nutrition
NTR 618	Nutritional Biochemistry I
NTR 619	Nutritional Biochemistry II
NTR 650	Body composition & energy Metabolism
PHA 602	Epidemiology of Chronic Disease
GER 540	Biology of Aging
HE 502	Mental Health & Stress Management
HE 532	Administration of Health & Fitness Programs

Course Descriptions

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

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. The purpose of this course is to study sport from a sociological perspective.  The course will explore the importance of sports in people’s lives and the sports connection with culture and society.

651. Issues and Problems in Coaching. This course is designed to allow the students to approach issues and problems from a practical perspective, particularly related to legal duties. 

652. Measurement and Evaluation of Athletes. This course is designed to help athletic coaches locate, select, and construct quality sport skill tests.  Students will review reasons why coaches should measure and evaluate athletes, and survey sound testing procedures.

653. Planning Activity Programs for Individuals with Disabilities.  This course is designed to provide students with knowledge and skills needed to meet the unique fitness and physical activity needs of individuals with various disabilities.

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

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

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

672. Advanced Treatment of Athletic Injuries. Seminar and practical experience. conducted by certified trainers in the UAB Athletics Department.

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. Seminar related to practical experiences associated with administrative duties and details of a sport program.

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. Development of thesis presentation.  Prerequisite:  Permission of advisor. 3 hours