Professor Wallace`s Courses - Teachers College Columbia University

Transcription

Teachers College, Columbia University
New York, New York
Barbara C. Wallace, Ph.D.
Coordinator, Program in Health Education
Professor of Health Education, Clinical Psychologist
Director, Research Group on Disparities in Health
Co-Director, Center for Health Equity & Urban Science Education (CHEUSE)
Director, Center for Health Equity (Within CHEUSE)
Department of Health and Behavior Studies
Box 114, 525 West 120th Street
New York, New York 10027
212-678-3966 (message); 267-269-7411 (cell)
[email protected]
AN INVITATION TO JOIN OUR PROGRAM
Dear Potential Applicant:
By Barbara C. Wallace, Ph.D.
Please consider applying to the Program in Health Education—within the same Department of
Health and Behavior Studies. You may enjoy our rolling admissions policy, and consider submitting an
application at any point during the year. Our applicants enjoy this rare opportunity to be considered for
admission on a rolling basis, maximizing the convenience of applying to our Program.
There are many reasons to consider joining the Program in Health Education.
Please read this booklet and consider the exciting educational opportunities we are offering
through the Program in Health Education.
PLAN A VISIT TO THE PROGRAM IN HEALTH EDUCATION: INTERVIEW, ATTEND A CLASS
As Program Coordinator, I welcome in-person meetings, particularly on the days of the week
when we also have courses you can join for a sample class session. Such visits will allow you to get a
sense ofWallace
the high quality
of education
being offered
in our
programSonali
(e.g. Tuesday,
Barbara
John
Allegrante
Charles
Basch
Rajan Wednesday
Kathleenand
O’Connell
Thursday 5:10 – 6:50 and 7:20 – 9:00 p.m). To arrange such a visit, please call me on my cell phone
at any time (267-269-7411) or e-mail me at [email protected].
LEARN MORE ABOUT WHAT WE DO: WATCH VIDEOS OF THE 5TH ANNUAL HEALTH
DISPARITIES CONFERENCE AT TEACHERS COLLEGE, COLUMBIA UNIVERSITY
Furthermore, you can view videos from the March 2013 5th Annual Health Disparities
Conference at Teachers College, Columbia University. The annual national conference is a dynamic
showcase for our Program in Health Education. The conference videos afford a unique opportunity to
learn more about us, and hear some of our faculty present on their research and scholarship
I, Dr. Barbara Wallace, as the Founding Conference Director, delivered the Conference
Opening Address on the conference theme: Culturally Appropriate Research, Practice, and Policy
Approaches to Health Disparities within a Stress and Coping Bio-Psycho-Social-EnvironmentalCultural Framework. Another one of our Program in Health Education core faculty members, Dr.
Charles Basch, March Hoe Professor of Health Education, delivered a major Keynote Address on
WITH MOST
CLASSES
AVAILABLE
ONLINE
& OFFERED
TIMES PER
YEAR!
Reducing
Educationally
Relevant
Health Disparities:
Strategies
to Close the2Educational
Achievement
Gap for Urban Youth and aALLOW
National Research
Policy Agenda.
In addition,
US TOand
PREPARE
YOU
FOR one of the consistently
top-rated Professors across Teachers College, our Adjunct Professor, Dr. Robert Fullilove (also
Associate Dean for Community and Minority Affairs, Professor of Clinical Sociomedical Sciences, CoDirector of the Community Research Group, Co-Director of the Program in Urbanism and the Built
FOLLOW THE LEAD OF THE OUTSTANDING
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STUDENTS IN OUR PROGRAMS
TAKE THE NEXT STEP! COMPLETE YOUR ONLINE APPLICATION TODAY!
RECRUITMENT BOOKLET FOR THE PROGRAMS IN HEALTH EDUCATION
& COMMUNITY HEALTH EDUCATION
© 2014
A Resource Created By Barbara C. Wallace, Ph.D., Coordinator of Programs
TABLE OF CONTENTS
Page
An Invitation to Join Our Program from the Coordinator of Programs:
Professor Barbara Wallace
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Why Take the Next Step? Why Apply?
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Why Matriculate at Teachers College, Columbia University within Our
Programs in Health Education and/or Community Health Education?
Our Guiding Philosophy
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What are the Mission and Vision of Our Programs in Health Education and
Community Health Education?
What are the Guiding Values of the Programs in Health Education and Community
Health Education?
What Are The Graduate Degrees Available Through Our Programs That Are
Guided by This Philosophy?
Our Great Track Record
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What are Reasons to Pursue the M.A. or Ed.D. from the Program in Health Education,
or the M.S. from the Program in Community Health Education?
What are M.A. Graduates in Health Education Prepared to Do?
What are M.S. Graduates in Community Health Education Prepared to Do?
What are Ed.D. Graduates in Health Education Prepared to Do?
More Specifically, Why Pursue the Doctorate in Health Education?
Our Great Students Past & Present
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What Have Our M.A., M.S, and Ed.D. Graduates Accomplished? Who Are The
Exceptional Leaders That Graduated From Our Programs?
More Specifically, What Have Our M.A. Students Accomplished? What Can You
Do With The M.A. Degree?
Specifically, What Have Our M.S. Students Accomplished? What Can You Do With
The M.S. Degree?
Great Career Opportunities
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What Will You Be Able to Do as a Health Educator or Community Health Educator?
What Kind of Employment Opportunities Can You Expect as a Health Educator?
Why Pursue a Master’s Degree to Prepare for Work as a Health Educator?
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Why Pursue a Doctorate to Prepare for Work as a Health Educator?
How Do the Salaries for Health Educators Compare to Other Professions?
Great Courses + Great Convenience
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Just How Convenient is it to Pursue a Graduate Degree in Health Education
(M.A., Ed.D.) or Community Health Education (M.S.)?
How Long Does it Take to Complete a Master’s Degree?
How Long Does it Take to Complete a Doctorate?
What are the Courses within the 32 Point M.A. Program in
Health Education, Including the Sequence of 11 Requirements?
What are the Courses within the 42 Point M.S. Program in Community
What are the Courses within the 90 Point Ed.D. in Health Education?
What are the Advantages of Pursuing the 90 Point Ed.D. in Health Education?
You Can Transfer In Up to 45 Points!
What about the Online Master’s Degree Program in Diabetes Education and
Management --Launched as the First Such Program in the U.S? Enjoy
Those Courses, too!
What Other Exciting Opportunities Are On the Horizon? Collaborations
with the Department of Counseling and Clinical Psychology!
Great Faculty
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What are the Backgrounds, Areas of Expertise, and Courses Taught by
the Core Program Faculty?
Coordinator of Programs
John P. Allegrante, Ph.D.
Charles E. Basch, Ph.D.
Sonali Rajan, Ed.D.
Kathleen O’Connell, Ph.D.
What are the Backgrounds, Areas of Expertise, and Courses Taught by
the Core Adjunct Faculty within Our Programs?
Ray Marks, Ed.D.
Robert E. Fullilove, Ed.D.
Katherine Robert, Ed.D., MPH, MCHES
Latoya C. Conner, PhD.
Karen Baldwin, CNM, NP, Ed.D., FACNM
Nicole Harris-Hollingsworth, Ed.D., M.A., MCHES
Who Maintains the Records of the Programs in Health Education and
Evelyn Quinones
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Conclusion – Do You Accept The Invitation? Ready to Take the
Next Step? Apply Online!
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Great News -- Read the July 2014 Issue of the Coordinator’s
Newsletter – HEALTH ED NEWS (Vol. 1, No.1: 1-14)
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New York, New York
Coordinator, Programs in Health Education and Community Health Education
Program in Community Health Education Fieldwork Coordinator
Professor of Health Education, Clinical Psychologist
Director, Research Group on Disparities in Health
Director, Global HELP–Health and Education Leadership Program
Director of Health Equity, Center for Health Equity and Urban Science Education (CHEUSE)
Department of Health and Behavior Studies, Teachers College, Columbia University
Box 114, 525 West 120th Street New York, New York 10027
212-678-3966 (message only) 267-269-7411 (cell, direct) [email protected]
AN INVITATION TO JOIN OUR PROGRAM FROM THE
COORDINATOR OF PROGRAMS: PROFESSOR BARBARA WALLACE
Dear Prospective Applicant:
The purpose of this booklet is to share information about a compelling graduate level educational
opportunity within one of the premier graduate schools of education in the United States: Teachers
College, Columbia University in New York City. Please consider applying to either the Program in
Health Education (MA, Ed.D.) or Program in Community Health Education (MS) within the Department
of Health and Behavior Studies. There are many reasons to consider joining our Program. We feature
great students + great courses + great convenience + great faculty as preparation for great
career opportunities! Most courses are offered 2 times per year, 90% of our 32 credit M.A. courses
are available online, over 80% of our 42 credit M.S. courses are available online, and 70% of
Required Core and Advanced Core courses for the 90 credit E.D. are online. Further, many courses
are hybrid, meaning you can attend the in-person class or the online section—including when needed
(e.g. extreme weather). The M.A. can be completed in one full year, and the M.S. in 2 full years (i.e.
including summers). Students can transfer up to 45 credits (grade of B or better) for the 90 credit
Ed.D. So, if you have an MPH, MS, Ed.M., MPA, MBA, or MA, you will find our Ed.D. to be the ideal
next step! Further, we offer ROLLING ADMISSIONS—and consider applications year-round,
including rapid decisions—within a month of your application being complete! Please read this
booklet and consider the exciting opportunities we are offering through our Programs in Health
Education and Community Health Education.
VISIT OUR PROGRAM: INTERVIEW, ATTEND A CLASS, AND TALK TO STUDENTS
As Coordinator of the Programs in Health Education and Community Health education, I welcome
in-person meetings, particularly on the days of the week when you could also experience a sample
class session. Such visits will allow you to get a sense of the high quality of education being offered
through our programs (e.g. Monday, Tuesday, Wednesday and Thursday 5:10 – 6:50 and 7:20 – 9:00
p.m.). In the Fall we welcome you to attend any of the (free) sessions within the Colloquia Series that I
conduct, and in the Spring (March) we welcome you to the (free) Annual Health Disparities
Conference at Teachers College, Columbia University; both are fantastic community workforce
development opportunities open to the public. These events also permit opportunities to meet and
network with our graduate students, allowing them to share their educational experiences. To arrange
a visit, please call me on my cell phone at any time (267-269-7411) or e-mail [email protected].
LEARN MORE ABOUT WHAT WE DO: WATCH ONLINE CONFERENCE VIDEOS
Learn more about what we do by watching online videos. Specifically, we recommend that you view
videos from the Annual Health Disparities Conference at Teachers College, Columbia University (just
search on YouTube, including under the word CHEUSE)—and join the thousands of viewers. This
annual national conference is a dynamic showcase for our Programs, and the videos afford a unique
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opportunity to hear some of our faculty present on their research and scholarship. For example, in
March 2013, I, Dr. Barbara Wallace, as the Founding Conference Director, delivered the Conference
Opening Address on the conference theme: Culturally Appropriate Research,
Practice, and Policy Approaches to Health Disparities within a Stress and Coping
Bio-Psycho-Social-Environmental-Cultural Framework. Also, in March 2013,
another one of our Program in Health Education faculty members, Dr. Charles
Basch (pictured at right), a national expert on the link between learning and
health, and the March Hoe Professor of Health and Education, delivered a major
Keynote Address on Reducing Educationally Relevant Health Disparities:
Strategies to Close the Educational Achievement Gap for
Urban Youth and a National Research and Policy Agenda.
In addition, one of the consistently top-rated Professors across Teachers
College, our Adjunct Professor, Dr. Robert Fullilove (shown at left, is also
Associate Dean for Community and Minority Affairs, Professor of Clinical
Sociomedical Sciences, Columbia University Mailman School of Public Health)
delivered a major Keynote Address in March 2014 on Urban Community
Research: HIV/AIDS, Incarceration, Sexual Concurrency, the Built
Environment, and Implications for Public Health Policy and Practice.
The 2013 conference also featured the launch of our new center, the CHEUSE—Center for
Health Equity and Urban Science Education. CHEUSE is pioneering “HEALTH + HIP HOP”—as a
new twenty-first century approach to school health, community health, and preparing youth for careers
in the health sciences. Enjoy the video of the launch of CHEUSE—Co-Directed by myself, Dr.
Barbara Wallace, and Dr. Christopher Emdin (Professor of Science Education, Teachers College,
Columbia University). We are pictured, below.
CHEUSE now officially hosts the Annual
Health Disparities Conference at Teachers
College, Columbia University. Please, enjoy
the Keynote Address of Dr. Christopher
Emdin which was a source of great
excitement at the March 2014 conference on
the topic of Hip-Hop, Health and Urban
Science Education: Strategies to Mobilize
Youth, Nurture the Pipeline into STEM
Careers, and Reduce Health Disparities.
Follow links to all of these videos—as well as
many others, below…..
-March 2013, 5th Annual Health Disparities Conference at Teachers College, Columbia University:
http://www.youtube.com/playlist?list=PLuFs4Fyk-v0Bp7bme97Xj7VIvwEaKjnDL
-March 2014, 6TH Annual Health Disparities Conference at Teachers College, Columbia University:
https://www.youtube.com/playlist?list=PLuFs4Fyk-v0CUeDfYw-xnzHxukRPlQgNR&action_edit=1
Make sure you click on the 2014 CHEUSE: Health Disparities Research Update to hear the
best talk ever on health disparities by Dr. David R. Williams of Harvard University! Share with others!
GREAT STUDENTS + GREAT COURSES + GREAT CONVENIENCE + GREAT
FACULTY AS PREPARATION FOR GREAT CAREER OPPORTUNITIES!
Please know that I sincerely look forward to hearing from you and sharing all I can about our
programs to assist you in making a decision with regard to your graduate education. There are great
things happening within our programs: great students, great courses, great convenience and great
faculty—to prepare you for great career opportunities! Read this booklet and learn why there is good
reason to take the next step and join us! Apply online, today!
Sincerely,
Coordinator of the Programs in Health Education and Community Health Education
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WHY TAKE THE NEXT STEP? WHY APPLY?
Why Matriculate at Teachers College, Columbia University within Our
Programs in Health Education and/or Community Health Education?
 Teachers College, Columbia University is the oldest and largest graduate school of education
in the United States with expertise spanning education, health, psychology, leadership and
policy—while consistently enjoying a top ranking in the nation.
 The Programs in Health Education and Community Health Education focus on the provision of
public and community health education, while pioneering the twenty-first century evidencebased approaches to urban youth, their families, and communities—including shaping those
systems and policies that determine the delivery of services to address health disparities,
prevent disease, and promote health; yet, we also prepare leaders who apply this expertise
globally.
 As experts in the delivery of educational preparation and training rooted in the social and
behavioral sciences, the faculty of the Programs in Health Education and Community Health
Education are experts with vast experience training generations of local, national, and global
leaders in: governmental, public and community health organizations; research institutions and
centers; academia; school systems; hospital and health care service delivery systems; and,
policy institutes.
 The Programs in Health Education and Community Health Education specialize in preparing
the leaders needed to address contemporary health care challenges, health disparities, and
epidemics (e.g. obesity, diabetes, bullying/violence, HIV/IDS, and other sexually transmitted
diseases, etc…), as well as the links between health and academic achievement.
 The majority of our advanced graduate seminars feature intimate learning environments
characterized by small class sizes, while a program highlight is the ease of access to our
engaging faculty, as well as a high level of support in ensuring successful and timely (“ontime”) degree completion.
 Our programs feature faculty with an impressive record of securing grant funding, publishing
the leading scholarship in our fields, driving major developments in our fields, making unusual
and outstanding contributions as leaders in our fields, and in providing regional, national and
global leadership.

TAKE THE NEXT STEP! APPLY ONLINE TODAY!
In order to submit an application to one of our degree programs, you must go to the Teachers
College, Columbia University website (www.tc.edu), and click on ADMISSIONS.
Please select for your Program of Interest – Health Education (located within the Department
of Health & Behavior Studies).
 The remainder of this document further elaborates upon the compelling case for taking
the next step and applying to the Program in Health Education for the 32 point M.A.
degree or the 90 point Ed.D. degree; and, for applying to the Program in Community
Health Education for the 42 point M.S. degree.
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OUR GUIDING PHILOSOPHY
What are the Mission and Vision of Our Programs in Health Education and
 Mission. The mission of the Programs in Health Education and Community Health Education
is to address the health of the public through the preparation of specialists in health education
who focus on the community as the setting for analysis, assessment, program planning,
intervention, evaluation, and research.
 This mission includes promoting health, preventing disease, and advancing health equity,
while training exceptional leaders for the delivery of significant contributions to diverse
regional, national, and international communities through teaching, research and service.
 Varied structures, institutions, organizations, and agencies in the community setting—including
schools, hospitals, clinics, work-sties, and non-profits—are engaged in collaborative
relationships for purposes of fulfilling the mission.
 Vision. The vision of the Programs in Health Education and Community Health Education is to
create a world-class learning environment that attracts, retains, and graduates leaders who
share with faculty a deep commitment to health promotion, disease prevention, and health
equity for diverse regional, national and international communities; and, work collaboratively
with both faculty and community members through educational, service, and research
endeavors, in order to advance and disseminate the behavioral and social science serving as
the foundation for effective community health education.
What are the Guiding Values of the Programs in Health Education and
 Guiding Values. The Programs in Health Education and Community Health Education value
the following:
 Excellence. In order to magnify excellence as a program, we value the importance of
attracting and retaining graduate students who have demonstrated the capacity and/or
potential for leadership, achieving at the highest levels academically, and successfully working
collaboratively with program peers, faculty, other professionals, and community
representatives.
 Well-Rounded Preparation. In order to ensure that our graduate students have received wellrounded preparation for professional careers as health education specialists in varied
community settings, we value the process of mentoring graduate students toward realization of
their highest academic and professional potential through actively engaging students in
instructional, colloquia, internship, practicum, service, and research endeavors.
 Establishing the Evidence Base. We see great merit in training the next generation of
professionals so they are capable of advancing and disseminating the behavioral and social
science that establishes health education as evidence-based, doing so by ensuring
involvement in relevant programs of research. At the same time, faculty embrace broad
definitions of what constitutes evidence and supports adapting evidence-based approaches so
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they are linguistically and culturally appropriate, being tailored for specific populations and
individual clients.
 Diversity, Health Equity and Multicultural Competence. We value training that prepares
professionals to function in diverse regional, national, and international communities, while
advancing health equity, necessitating grounding in multicultural competency principles and
practices that guide professional conduct as a health education specialist (i.e., working
collaboratively with communities so they actively determine their own health, advancing the
right to equity in health, ensuring empowerment, advocating for equal access to opportunities
that support health, delivering education and interventions so they reflect cultural
appropriateness, and co-producing knowledge with community members’ input to ensure
research designs are culturally appropriate and produce findings of cultural relevance).
 Goals. Specific goals guide the Programs in Health Education and Community Health
Education, covering education, service and research, as described below.
 Educational Goal Statement - To deliver education that provides a firm foundation rooted in
knowledge of the behavioral and social science principles that guide effective communitybased health education—including methods of analysis, assessment, program planning,
evaluation and research. To provide classroom instruction, advanced seminars, colloquia, and
statistical laboratory instruction that ensure training in core competencies essential for
addressing the public health through community health education that effectively promotes
health, prevents disease, and advances health equity.
To provide an intellectually stimulating and supportive environment through special Fall
colloquia and an annual Spring conference:
1) The Fall 8 Session Colloquia Series—for all students, faculty, as well as members of the
larger college and surrounding community on topics, for example, ranging from
professional identity development, coping with stress, to diversity training. Please attend!
No fee! Open to the public for community work-force development! Led by Professor
Barbara Wallace, e-mail [email protected] in September for the schedule of dates for
the following 8 topics that provide vital orientation for all incoming students, create
a vibrant learning community for all enrolled students, while appealing to a broader
community:
 1) Professional Identity Development: What to Expect in Graduate School and What
is Expected of You
 2) Coping with Stress: Adaptive Versus Maladaptive Coping Strategies for Use in
Graduate School/Life
 3) Learning to Write with Clarity and Power: APA Guidelines, the Keyhole Paper
Writing Method, Avoiding Plagiarism, and Getting Credit for Your Ideas
 4) Making a Research Project Manageable and Enjoyable: Obtaining Institutional
Review Board Approval and Implications for Selecting Research Projects
 5) Conducting Internet and E-Health Research Using E-mail Messages/Text
Messages/Twitter/Facebook: Examples
 6) Advocacy, Vulnerable Populations, Health Disparities and the Goal of Equity in
Health for All: Understanding Behavioral, Cultural, and Social Factors
 7) Diversity Training for All: Acquiring Multicultural Competence Part I
 8) Diversity Training for All: Acquiring Multicultural Competence Part II
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2) The Annual Health Disparities Conference at Teachers College, Columbia
University (Spring). Each March this two day conference is held both in-person and as
a live webcast, while offering 10 Category I Certified Health Education Specialist
(CHES) and Master Certified Health Education Specialist (MCHES) continuing
education course hours—as an approved (conference event) provider by the National
Commission for Health Education Credentialing (NCHEC). Videos for various
conference years may be accessed via YouTube and iTunes (just google!). Some
videos have been viewed thousands of times, making an ongoing community
contribution. Please attend! No fee! Open to thecpublic
ome for communit()-3(S)4o Tf4tw
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OUR GREAT TRACK RECORD
What are Reasons to Pursue the M.A. or Ed.D. from the Program in Health
Education, or the M.S. from the Program in Community Health Education?
 Outstanding faculty with national and global reputations for excellence in their research,
scholarship, and contributions to the field
 Learn with professors bringing expertise in mentoring students through to successful and
timely completion of their degrees
 Enjoy a diverse learning environment with peers from around the nation and globe within a top
graduate school in the nation, while receiving an education that emphasizes training in
multicultural competence
What are M.A. Graduates in Health Education Prepared to Do?
 This program of study is designed for those who wish to develop the skills necessary to plan
and implement health education programs for a variety of populations and in a range of
practice settings. Successful completion of the program provides students with comprehensive
understanding of the theory and practice of health education and health promotion. Students
develop the critical thinking skills that are necessary to apply the principles of behavioral and
social sciences that are the foundation of health education and health promotion to program
development and implementation. The program of study enables students to prepare for
professional practice as a health education specialist in community, hospital, higher education,
government agency, or other workplace settings. The M.A. degree may serve as an entrylevel professional credential for a career in health education, or may serve to prepare qualified
students to go on for more advanced professional study in health education or other healthrelated fields. Many of our outstanding M.A. graduates successfully enter our Ed.D. degree
program. Completion of the degree program currently makes graduates eligible to qualify for
certification as a Certified Health Education Specialist (CHES) through the National
Commission for Health Education Credentialing, Inc. The credit hours available through this
degree program may also be utilized to make one eligible to sit for the examination for the
Master Certified Health Education Specialist (MCHES)—also available through the National
Commission for Health Education Credentialing, Inc.
What are M.S. Graduates in Community Health Education Prepared to Do?
 Community health education graduates will be prepared to work in a variety of settings such
as government agencies, hospitals, schools, universities, foundations, and organizations
devoted to preventing disease and injury, improving health, and enhancing quality of life.
Graduates may work with a variety of audiences and play a variety of roles, including:
assessing community health education needs; planning, implementing, and evaluating
evidence-based programs; developing health education curricula, social marketing campaigns,
and communication materials; working directly with individuals, small groups, and communities
to help them make informed decisions about health and increase their ability to act on those
decisions; writing grant proposals to obtain funding to support community-based initiatives;
providing technical assistance to solve urgent community health needs; and advocating to
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policy-makers and other key stakeholders to promote broader social changes that improve
health and prevent disease. Graduates will pursue a wide variety of careers in a multitude of
settings, with many of them working in and with communities to address health disparities.
Given the diversity of career possibilities, the emphasis of this academic program is to help
students acquire and practice community health education skills that are applicable across a
range of settings and roles. Building upon these generic competencies, students can select
content areas, populations of interest, or professional roles to begin to develop a greater level
of specialization.
What are Ed.D. Graduates in Health Education Prepared to Do?
 The Ed.D. degree in Health Education is designed to prepare graduates who will assume
positions of leadership as program development and evaluation specialists in health education
in various educational, governmental, and human-service delivery settings. The program
emphasizes the development of advanced competencies in: (1) assessing the cultural,
psychological, social, economic, and political determinants of health and health-related
behaviors; (2) developing and implementing educational and other interventions based on
ecologic models of health behavior and behavioral change that are appropriate to the various
educational practice settings (the community, hospitals, schools, and workplace) and which
have the potential to result in voluntary health-related behavioral and social change among
individuals, groups, and populations, and their communities; and (3) conducting program
evaluation and applied research in health education and health promotion.
More Specifically, Why Pursue the Doctorate in Health Education?
 We have an excellent track record of educating exceptional leaders
 We have educated generations of Deans, Department Chairs, and Professors responsible for
the successful proliferation of Departments of Health Education, Public Health, and Health
Sciences, etc…—doing so for universities across the United States and globally
 Our graduates have provided leadership at the highest levels in agencies and organizations
such as the Centers for Disease Control and Prevention, the World Health Organization, the
National Academy of Sciences, and within major Medical Centers across the country
 Graduates of our program have gone on to provide leadership as Research Scientists,
Principal Investigators, and Administrators within the National Institutes of Health, while also
being recipients of major NIH and other grant funding in academic and community settings
 We have prepared our students so they compete successfully for prestigious post-doctoral
fellowships, including Fulbrights, and go on to engage in noteworthy national and global
service in the health professions
 We offer the ideal program structure for busy working professionals who need to attend school
part-time, while providing a nurturing and supportive learning environment for all students—
including younger full-time students, or those seeking full-time study
 Our program structure is also designed to meet the needs of the urban or suburban working
professional who can opt to attend evening classes (i.e. from 5:10 p.m. to 6:50 p.m., or from
7:20 p.m. to 9:00 p.m.), or take courses online, or watch the (Tegrity Lecture Capture) video of
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the hybrid class (both in-person and online class sections) they missed (i.e. because of
contemporary realities such as extreme weather, etc…)
 We meet the needs of professionals who already obtained a master’s degree (e.g. MPH, MA,
MS, etc..) and benefit from our ability to accept up to 45 transfer points/credits for courses for
which the grade of B or higher was obtained—while they seek additional doctoral level
preparation on a part-time basis for their career advancement
OUR GREAT STUDENTS PAST & PRESENT
 GREAT STUDENTS: Our programs
feature great students + great courses +
great convenience + great faculty as
preparation
for
great
careers
opportunities! As for our GREAT
STUDENTS, consider just some from years
before, as well as current students—as
featured, below.
What Have Our M.A., M.S, and Ed.D. Graduates Accomplished? Who Are
The Exceptional Leaders That Graduated From Our Programs?
 Ed.D. Degree in Health Education: Howell Weschler, Ed.D., MPH
LEADER IN GOVERNMENT AND NATIONAL
HEALTH RESEARCH, PRACTICE & POLICY
- Howell Weschler, Ed.D., MPH earned his MPH
from Columbia University, and then completed his
doctorate in health education from Teachers
College, Columbia University, while working closely
with Professor Charles Basch. This included serving
for six years as the Project Director on the
Washington
HeightsInwood
Healthy
Heart
Program in New York City.
He was inspired to enter
the field of public health
during service as a Peace
Corps Volunteer in Zaire.
Shown at right being congratulated by President Bill Clinton, Dr.
Wechsler is currently Chief Executive Officer (CEO) of the Alliance
for a Healthier Generation—an organization founded by the American
Heart Association and the Clinton Foundation in response to the
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rising rates of obesity among children across the past three decades. Dr. Weschler was the
ideal candidate for CEO, given he is a national expert on childhood obesity and prior Director
of the Division of Adolescent and School Health (DASH) within the Centers for Disease
Control and Prevention (CDC). At the CDC he supervised DASH’s three main surveillance
systems—the Youth Risk Behavior System, School Health Policies and Programs Study, and
School Health Profiles. His 18 years at the CDC included serving as the Chief of the Research
Application Branch in DASH, while functioning as the division's obesity prevention specialist.
Dr. Wechsler was the lead author of the CDC's “Guidelines for School Health Programs to
Promote Lifelong Healthy Eating,” and also led the development of the “School Health Index: A
Self-Assessment and Planning Guide.”
Teachers College, Columbia University bestowed upon Dr. Weschler the high honor of being
selected as the academic year 2012-2013 Tisch scholar—including delivering the Annual
Tisch lecture, “Taking Action Now to Address the Missing Link in School Reform” (i.e. a focus
on health). Meanwhile, his national recognition includes: the William A. Howe Award in 2012,
the highest honor from the American School Health Association; the Milton J.E. Senn Award in
2006 from the American Academy of Pediatrics for achievement in the field of school health;
the William G. Anderson Award in 2005 from the American Alliance for Health, Physical
Education, Recreation, and Dance in recognition of meritorious service to the profession of
health education, physical education, recreation, and dance; and the Secretary’s Award for
Innovations in Health from the U.S. Secretary of Health and Human Services in 1991.
 Ed.D. Degree in Health Education: Jose Eduardo Nanín, EdD, MCHES, CSE
LEADER
IN
ACADEMIA
AND
HEALTH
DISPARITIES - Jose Eduardo Nanín, EdD,
MCHES, CSE-AASECT (Certified Sexuality Educator)
is currently on faculty at the City University of New
York and was recently promoted to Full Professor of
Community Health in the Department of Health,
Physical Education, and Recreation at Kingsborough
Community College; and in the School of Public
Health’s doctoral program. He is Co-Director of the
Community Health Program, as well as CoCoordinator of the Kingsborough Community College
(KCC) Safe Zone. From 2001 through 2012, Dr. Nanín
was on faculty at Teachers College as Adjunct
Assistant/Associate Professor of Health Education,
teaching courses and mentoring students on their
doctoral dissertation research studies.
Dr. Nanín's research interests include investigating behavioral and contextual factors affecting
the biopsychosocial health of gay/bisexual men and assessing sexual protective and risk
behaviors as well as psychological resilience among men of color who have sex with men and
other sub-communities of gay and bisexual men. He has been lead investigator or coinvestigator on several federally-funded HIV prevention and treatment studies, most notably as
12
and Masters Certified Health Education Specialists. She also created the first Smoke-Free
Block (East 110 Street) in collaboration with local vendors and businesses. Prior to this
position, Dr. Perez-Rivera was the Program Director of the Childhood Asthma Initiative –
Children’s Health Fund serving over 3000 underserved housed and homeless children during
her 4-year tenure with the organization.
Dr. Perez-Rivera earned a Master of Science Degree in Allied Health and Management from
Hunter College Graduate School for Health Sciences. She also earned Master of Science and
Doctor of Education degrees in Health Education from Teachers College, Columbia University.
Dr. Perez-Rivera was the first pre-doctoral fellow to graduate through the Research Group on
Disparities in Health (RGDH) at Teachers College, doing so in 2003—followed by her
participation as a post-doctoral fellow of the RGDH.
In 2012, she was awarded the Distinguished Alumni-Early Career award at Teachers College
for her significant contributions to the field of health and behavior. She was also recognized as
a distinguished member of the Delta Omega Honorary Society in Public Health.
Dr. Perez-Rivera has presented at multiple local, national and international conferences and
has a number of publications on various health topics. She is a Masters level, Certified Health
Education Specialist with over 20 years of combined experience in health, education, and
management. Dr. Perez-Rivera has served as Adjunct Assistant Professor at the Borough of
Manhattan Community College and has lectured at New York University, Pace University and
Teachers College, Columbia University.
 M.S. and Ed.D. in Health Education: Ranelle Brew, Ed.D., MS, CHES
LEADER AS DEPARTMENT CHAIR AND DIRECTOR OF A PIPELINE
PROGRAM INTO HEALTH CAREERS - Ranelle Brew, Ed.D., MS, CHES is Chair of
the Department of Public Health and Director of the
Master of Public Health Program at Grand Valley
State University in Grand Rapids, Michigan. While at
Teachers College, Columbia University, Dr. Brew
worked closely with Professor Barbara Wallace and
completed her dissertation on the topic of adolescent
asthma health education in New York public schools.
This research project involved a collaboration with
New York Presbyterian Hospital and Columbia
University.
Dr. Brew’s current research includes her role as
Director of the sHaPe summer health professions
camp. Here, Dr. Brew provides leadership via sHaPe
for a community partnership between Grand Valley
University and the Grand Rapids School system, while
involving local 8th and 9th graders in a summer
program that seeks to increase the representation of minorities in the health professions in
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West Michigan, while also serving as a pipeline into college. In addition, her research includes
health literacy. She is also interested in global healthcare partnerships, and her global work
has included travel to Ghana, West Africa, Beijing, China, Tacloban City, Philippines, Nairobi,
Kenya, and Manenberg, South Africa—while also supervising travel abroad study programs for
her students. Most recently, Dr. Brew has provided leadership for a sustainable international
health care service-learning program that provide graduate students in the MPH program with
global learning experiences in public health. Her teaching focuses on Public Health Promotion,
while her additional area of expertise is online teaching. In this regard, Dr. Brew is a leader at
her university, having trained other faculty in using online technology, while designing
curriculum to guide faculty in this process. Her publications include those targeting diverse
audiences—ranging from those in the medical profession to children, given her children’s
book, Healthy Days. Further, Dr. Brew’s background includes over 15 years of practice in a
variety of health care settings, as well as within the public school system and in geriatric
settings.
Dr. Brew is a regular presenter at the Annual Meeting of the American Public Health
Association (APHA) where she tends to cross paths with her former dissertation sponsor,
Professor Barbara Wallace. For example, Dr. Brew’s 2013 APHA paper presentation was
entitled, “Inspiring Adolescents toward Careers in Health Professions: A Community and
University Intervention.” Through this talk, Dr. Brew disseminated information about her work
as Director of the sHaPe summer health professions camp; specifically, she reported
longitudinal data from four years of camp outcomes with the minority students from the local
Grand Rapids School system that have participated in this model pipeline program into college
and the health professions.
 M.A. and Ed.D. in Health Education: Charles Daramola, Ed.D., MBA, MA, CHES
LEADER IN ACADEMIA - Dr. Daramola
received his Masters and Doctorate degrees in
Health Education from Teachers College, Columbia
University in New York, and an MBA from Baruch
College, City University of New York. Dr. Daramola
is also a Certified Health Education Specialist
(CHES).
Dr. Daramola’s doctoral dissertation research was
entitled, “"An Internet Survey Investigating
Relationships Among Medication Adherence,
Health Status, and Coping Experiences with
Racism and/or Oppression Among Hypertensive
African Americans. At right in the photograph, Dr.
Daramola is shown presenting his research at the
year 2009 Fourth Annual Health Disparities
Conference at Teachers College, Columbia
University.
15
At present, Dr. Daramola holds an appointment at the Florida Gulf Coast University as
Assistant Professor in the Department of Occupational Therapy and Community Health—
where he joined the faculty in August 2012. Prior to his arrival at FGCU, Dr. Daramola served
as Assistant Professor of Health Education at Western Oregon University and the Borough of
Manhattan Community College of the City University of New York. Health education is Dr.
Daramola’s second career, as he decided to fulfill new dreams after a long career in the
pharmaceutical industry where he specialized in the area of mental health. At present, his
primary interests are in the areas of health disparities, cultural competence and social
marketing.
 M.S. and Ed.D. in Health Education: Nicholas Grosskopf, Ed.D., M.S.
LEADER IN ACADEMIA AND HEALTH
DISPARITIES - Dr. Grosskopf received his EdD
from Teachers College, Columbia University in
2008, while enjoying the status as a Fellow of the
Research Group on Disparities in Health. He also
received his MS degree from Teachers College,
Columbia University in 2007, and his MS degree
from New York University in Human Sexuality,
Marriage and Family Life Education in 2004. Dr.
Grosskopf has extensive experience working in
community health settings, specializing in HIV
prevention and education with urban youth and
lesbian, gay, bisexual, and transgender (LGBT)
health.
Dr. Grosskopf is Assistant Professor of Health and
Physical Education at York College, City University
of New York. He also serves as Co-Director of the Collaborative Research Group on Health
Policy & Promotion at York College/CUNY. Professor Grosskopf is scheduled to go up for
tenure and a promotion to Associate Professor in the academic year 2014-2015. We anticipate
his success, given that Dr. Grosskopf has extensive experience, as follows: working in
community health, specializing in HIV prevention and education with urban youth; in lesbian,
gay, bisexual, and transgender (LGBT) health; with Hunter College's Center for HIV
Educational Studies and Training (CHEST); and, with the Bureau of HIV/AIDS at the New York
City Department of Health & Mental Hygiene, and the New York City Department of Education.
In addition, Dr. Grosskopf periodically serves as a reviewer for many sexual health journals
such as Journal of Homosexuality, Journal of Sexual Medicine and Archives of Sexual
Behavior. He holds a joint appointment in the Doctor of Public Health (DPH) program
(Community, Society & Health Track) at the CUNY Graduate Center.
His scholarly interests also include research ethics and human research participant protection
as he serves as Chair of the CUNY University-Intergrated Institutional Review Board (UI-IRB)
#1. Of note, Dr. Grosskopf is a very popular and highly rated professor. Students at York
16
College have described him as follows: “This professor is awesome.” “This is one of the best
Professors in the Health Department.” “He is the best Professor!” “He is so nice,
considerate…” “He has inspired me to make a difference in the field of public health.” Dr.
Grosskopf regularly presents at the Annual Health Disparities Conference at Teachers
College, while setting records for bringing the largest number of his undergraduate students
with him. Further, he is working to establish a pipeline from undergraduate to graduate studies
to health education, while one of his students will matriculate in the MA degree program in
health education in Fall 2014.
 M.S. and Ed.D. in Health Education: Angela Campbell, MS, Ed.D.
LEADER AS DIRECTOR OF A PIPELINE
PROGRAM INTO STEM CAREERS –
Angela Campbell, MS, Ed.D. is Founder and
Executive Director of Academic Pathways, a 501 (c)
(3) in New Rochelle, New York. Founded in 2001,
Academic Pathways has served over 850 students
from grades K-12. Dr. Campbell has pioneered an
academic supplementary educational program that
provides academic tutoring, mentoring, college
preparation, PSAT, SAT, ACT, and Regents test
preparation. Dr. Campbell exposes her youth to the
SAT and ACT tests in middle school, while using her
Goldquest supplementary education teaching
model. Her program also enhances the civic engagement of youth in organizations such as the
NAACP, while also fostering their pursuit of health. Her program is as an academic coaching
program and collaboration with academic, community-based, and faith-based organizations in
New Rochelle—being guided by the motto: “It is easier to educate and connect with a child
than repair an adult. Turn your diamond in the rough into an honor student.” Her work is within
the tradition of ensuring youth access to educational equity—which enhances achievement of
health equity. She specializes in nurturing the pipeline of diverse youth into STEM careers
(science, technology, engineering and mathematics). Nurturing youth from grades K-12, the
Academic Pathways pipeline has resulted in 98% of program participants entering 4 year
colleges and 92% graduating on time, while her students have received over $4 million dollars
in merit scholarships to pursue undergraduate studies. Although her program attracts diverse
youth and parents, she has maintained a commitment to low income, single parent, African
American and Latino youth—often prioritizing their involvement over payment of program fees.
Dr. Campbell’s approach is unusual for she also actively engages parents in academic
coaching that seeks to enhance the connection between parents and the public school
system. For example, in recent years she expanded her work by developing a STEM camp
that had components for both youth and parents. For this new effort, Dr. Campbell received
the 2013 New Rochelle Community Campership STEM Camp Award, as well as a 2012 New
Rochelle School District STEM Camp Award. Other awards include the Women of Excellence
Award for Community Leadership in New Rochelle, and the New Rochelle Branch of the
NAACP Member of the Year Award—to name just a few.
17
 Ed.D. in Health Education: Naa-Solo Tettey, Ed.D., MPH, MA. MCHES
LEADER IN COMMUNITY HEALTH –
Naa-Solo Tettey, Ed.D., MPH, MA, MCHES received her MA in
clinical psychology from Columbia University, MPH from the
University of Connecticut, MBA from the State University of New
York, and Ed.D. in health education from Teachers College. She is
also a Master Certified Health Education Specialist (MCHES),
Certified in Public Health (CPH), and an ACSM Certified Wellness
Coach. Dr. Tettey is the Coordinator of Cardiovascular Health
Education and Community Outreach at New York Presbyterian
Hospital/ Weill Cornell Medical Center. In that role, Dr. Tettey has received recognition for
creating the curriculum for HeartSmarts—a faith-based cardiovascular health education
program that was launched at the Ronald O. Perelman Heart Institute. The ten-week program
uses holy scripture and appreciates church culture, while seeking to educate trainers who then
go on to teach their church members the benefits of pursuing a heart-healthy lifestyle. Due to
its effectiveness, the HeartSmarts Program has been recognized as a model faith-based
health program by The New York Daily News, The New York Times, The New York Post, and
DNA Info. She presented her research on this program at the Annual Health Disparities
Conference at Teachers College, Columbia University, American Heart Association Health
Equity Summit, Caribbean Health Conference, and the National Wellness Conference – where
it received acknowledgement for outstanding research and poster presentation. She was
presented with the Employee Leadership and Community Service Award by New York
Presbyterian Hospital, and Outstanding Innovations in Community and Health Education
Award at the 2013 Annual Health Disparities Conference at Teachers College. She has also
created a resource entitled, I Just Completed My Doctorate in Health Education: Now What?
All of the Wonderful Places an EdD in Health Education Can Take You, which she presented
at the 2014 Annual Health Disparities Conference at Teachers College. Dr. Tettey is a
member of the executive board for the Alumni Association of the Research Group on Health
Disparities (RGDH). She is an Adjunct Professor, and also lectures throughout New York State
on cardiovascular health and health disparities. She is shown (2nd from left) with Fellows of
the RGDH in 2010.
18
 M.S. and Ed.D. in Health Education: Erik Santacruz, Ed.D., M.S.
DOCTORAL STUDENT LEADER AND NEW
GRADUATE PURSUING ANOTHER
DOCTORATE - Erik Santacruz, Ed.D., M.S.
graduated in May 2014 with his doctorate in Health
Education, having first completed his MS degree. He is
shown in photographs at right including posing with
peers who also graduated with their doctorates. During
his doctoral studies, Erik worked closely with Professor
Sonali Rajan while collaborating with a group of faculty
and students from across departments at Teachers
College to enhance the pedagogical preparation of
doctoral students. He also served as Graduate Student
Coordinator for the Annual Health Disparities
Conference at Teachers College Columbia University,
while enjoying membership in the Research Group on
Disparities in Health, the Coalition of Latino/a
Scholars, Students in Health, and Queer TC.
Prior to coming to Teachers College, Columbia
University, Erik graduated from the University of
California at Berkeley with high honors, while majoring in sociology; prior to that he was an
honor student at Santa Ana College. Erik brought to his graduate studies deep sensitivities
cultivated as the son of a single parent, immigrant Mexican mother. He also had a long history
of work as a committed community-based volunteer worker and advocate for some of the most
oppressed and marginalized populations, as follows: in AmeriCorps and the Orangewood
Children’s Foundation—where he helped queer youth transition from state custody into
emancipation; he initiated fund-raising activities to assist foster children infected with AIDS in
the Bongo Skosy Shelter in Cape Town, South Africa through the Steps of Hope Project and
Santa Ana College’s Service Learning Center; he provided sexual health education to youth of
color at alternative high schools and juvenile detention centers; he distributed HIV/AIDS
awareness pamphlets in the queer neighborhood of West Hollywood along with colleagues
who utilized the innovation of personal storytelling to engage youth; and, at the East Bay AIDS
Center in Oakland, CA, he was trained and served as an HIV/AIDS youth peer-educator,
providing empathy and education.
Of note, it was also as a trained peer educator in California that Erik first discovered his
interest and skill for counseling others—gaining valuable experience. Thus, it was no surprise
that while at Teachers College Erik took numerous courses in the Department of Clinical and
Counseling Psychology—nearly the equivalent of another master’s degree. To fulfill his dream
of being a health educator and clinical psychologist, Dr. Erik Santacruz will begin work on his
doctorate in clinical psychology in September 2014 at the Center for Professional Psychology
at the George Washington University in Washington, D.C..
19
 Ed.D. in Health Education: Dena N. Simmons, Ed.D., MS
DOCTORAL STUDENT LEADER, GLOBAL LEADER, AND OUTSTANDING
YEAR 2014 DOCTORAL GRADUATE - Dena Simmons, Ed.D., M.S. received her
Doctorate in Health Education in May
2014. Prior to coming to Teachers
College, Columbia University, Dena
graduated Summa Cum Laude in
2008 from Pace University with an MS
in
Childhood
Education.
She
graduated Magna Cum Laude from
Middlebury College in Vermont.
Not surprisingly, Dr. Simmons was
selected as the Outstanding Year
2014 Doctoral Graduate of the
Program
in
Health
Education,
Teachers
College,
Columbia
University; she was honored for her
brilliance, compassion, commitment,
professionalism and global service to
the health education profession.
Reflecting her first career as a middle
school teacher in her native Bronx, New York, Dr. Simmons’ doctoral dissertation research
focused on the topic of teacher preparedness to handle bullying situations in the middle school
setting. She was delighted to complete her doctoral dissertation with the sponsorship of
Professor Charles Basch—a fellow Bronx native. Also, reflecting her regional, national and
global impact, Dr. Simmons has an impressive record of early career accomplishments,
including invited talks, teaching on the graduate level, leading workshops, and publications, as
well as the following: 2013 Phillips Exeter Academy Dissertation Fellow; April 2013 TEDx talk;
September 2012 TEDx talk; 2012 profile and in-depth interview focusing on her teaching and
research in the AOL/PBS project called MAKERS: Women Who Make America; 2010
Education Pioneer Fellow; 2010 Paul and Daisy Soros Fellow; 2009 profile focusing on her
teaching and activism in a Beacon Press Book, Do It Anyway: The New Generation of
Activists; 2007 collaborator with the Directorate of Gender Affairs in Antigua, working to
provide better health services for Dominican sex workers; 2006-2005 Fulbright Fellow studying
the collaboration between schools and health agencies to prevent teen pregnancy in the
Dominican Republic; and, a 2004 Harry S. Truman Scholar.
The accomplishments of Dr. Simmons provided inspiration for the launching of the Health
Education Hall of Fame in 2014. Thus, the photo and profile of Dr. Dena Simmons graces the
hallway of Thorndike Hall at Teachers College, Columbia University so as to inspire others.
Finally, suggestive of the great things Dr. Dena Simmons is as yet destined to accomplish in
life, she is now the Associate Director of RULER (i.e. an approach to social and emotional
learning) at the Yale Center for Emotional Intelligence.
20
More Specifically, What Have Our M.A. Students Accomplished? What Can
You Do With The M.A. Degree?
 M.A. in Health Education: Nixon Arauz-Melendez, M.A.
How Has Nixon Benefitted From Our M.A. Degree Training? Employment in
Home Health Care Research, Marketing, Policy, and Operations!
Nixon Arauz-Melendez, M.A. was able to
complete his M.A. degree in one academic
year—plus part of the summer. Nixon already
gained employment as the Business Operations
Analyst for an agency that provides skilled
nursing and home health care services to
medically fragile children in New York City.
Nixon’s responsibilities include research,
operations, and marketing. His research
responsibilities
encompass:
conducting
legislative research; developing policy fact
sheets; tracking federal legislation; providing
staff with support in research and analysis of
various topics; assisting in the preparation of
agency publications; helping to plan agency
events; preparing information materials for
patients and caregivers on various diseases and
medications; and analyzing data to direct
business development. Further, in terms of
operations, his responsibilities include the
following: participating in the creation, development and rollout of new systems and work
practices in the organization in order for the company to successfully manage a growing
referral base; assisting in the implementation of a new software system across the company,
including working with software engineers and assisting staff with issues that may arise;
assisting in the investigation of patient complaints/incidents; and, reviewing existing company
policies and procedures, and updating them as necessary. Finally, with regard to marketing,
Nixon is responsible for: helping in the development of a new brand to build on the existing
services the organization offers—including: helping to create the brand design and website
design; developing creative marketing ideas to share with the team; investigating new
opportunities for promotional events, the use of social media, and online advertising venues;
creating tracking tools for measuring the success of marketing promotions; and, engaging in
research on marketing trends in the home health care industry.
Nixon has indicated that “In my last semester at Teachers College, Columbia University I
received an A in all of my courses and one A+. I am highly satisfied with the education I
received at Teachers College, Columbia University. The M.A. degree program in health
education provided me with a clear vision of the things I want to do in the long term.”
21
 M.A. in Health Education: Samantha Manelis Murray, M.A.
How Has Samantha Benefitted From Our
Employment Teaching High School Sciences!
M.A.
Degree
Training?
Samantha Manelis Murray, M.A. is an Instructor of
Sciences at Red Bank Regional High School in New
Jersey. Samantha shares the following: “My graduate
years at Teachers College were two of the best while I
worked to earn my Masters of Arts in health
education. My focus was in women's and children's
health, a passion I discovered in my sociology
classes at TC. My graduate thesis project allowed me
to explore the connection between health and
education in conjunction with sociology as I
developed an undergraduate course in health and
society along with statistics on levels of education
received among different social classes. During this
time, I volunteered at several locations including an
HIV/AIDS clinic, Planned Parenthood, and a long-term substitute teaching position.
Currently, I work at a regional high school where I teach Biology, Environmental
Science, and advanced Anatomy and Physiology. I spend every day living my passion
and sharing my love for education and people with my students.”
 M.A. in Health Education: Theresa Castillo, MA, CHES (Ed.D. Student)
How Has Theresa Benefitted From Our M.A. Degree Training? Employment
in Health Care Settings – From NIH to Rural Clinics in Asian and Africa!
Theresa Castillo, M.A. obtained her MA degree in
health education and used that foundation to travel
around the world—providing global leadership in
delivering community-based health education in diverse
indigenous communities. According to Theresa, “TC
provided me with the foundation essential for
translating health research into practical application.
The Master’s degree paved my way to work in
multiple health care settings, ranging from the
National Institutes of Health to rural health clinics in
Asia and Sub-Saharan Africa.”
Why Did Theresa Return for the Ed.D.?
Theresa explains: *When I decided to return to school
mid-career [14 years later], the doctoral program in
Health Education offered the perfect opportunity to
combine my diverse interests under the rubric of
22
global health inequities. My interests in gender, health innovation and program
sustainability have been well nurtured by TC’s commitment to interdisciplinary fields
and to applied research. TC’s flexible environment and academic rigor have made going
back to school an easy transition and invaluable experience.”
The academic year 2014-2015 will see Theresa Castillo, M.A. (Ed.D. candidate) travel to the
countries of Nepal and Bangladesh to investigate best practices and challenges in delivering
health care to indigenous Asian women; she will codify her findings in a doctoral dissertation
she will defend in time to graduate in May 2015.
 M.A. and Ed.D. in Health Education: Amrita Bahl, MA, Ed.D.
How Has Amrita Benefitted From Our M.A. Degree Training? Employment
Directing a Prison-Based Pilot of Her Original Peer-Led Health Ed Program!
Amrita Bahl, M.A., Ed.D. explains how “being a citizen
of a developing nation like India where public
infrastructure is stretched, I decided to leave a
successful corporate career in 2004 and take the dive
into the development sector.” Her belief that health and
education are the two pillars for any country's success
on a global platform brought her to Teacher College
(TC) for her M.A. degree in Health Education. As she
says, "TC changed my world view. It was a
humbling experience to be a peer with top notch
professionals who had worked for years in the
field. It opened my eyes to ground realities and the
importance of culturally-appropriate programs."
After graduating with her M.A. in 2005, Amrita took a
curriculum developed at TC and implemented an
original peer-led health education program: SEHAT-Social Education and Health Advocacy. SEHAT (the acronym means health in Hindi)
empowered prisoners to engage in positive health behaviors. As Project Leader of SEHAT and
the Lead Trainer, Amrita enjoyed support from the United Nations Office of Drugs & Crime and
the India Vision Foundation. Originally planned as a one year pilot, SEHAT was so successful
that the program continued until 2008 before scaling down. Amrita developed the SEHAT
website and assisted in the development and editing of two documentary films featuring
SEHAT’s successes.
Why Did Amrita Return For Ed.D. Degree Training?
Amrita’s experiences on the ground and her thirst for knowledge brought her back to TC for
her Doctoral degree in 2008 where she explored how peer networks can help build social
infrastructure and social capital to effect sustainable change. As a fellow of the Research
Group on Disparities in Health (RGDH), she was exposed to successful, evidence-based peerled community interventions with vulnerable communities in different developing countries,
thus reinforcing her belief in the power of a peer to be a change agent. At present, as Dr.
Amrita Bahl, she is serving as a consultant with Infrastructure Leasing & Financial Services
23
Education Technology Services (IETS), while directing the monitoring and evaluation of their
pan India initiatives in education and health. Dr. Bahl is also exploring the integration of
education technology with school based health programs. Not one to reinvent the wheel, Dr.
Bahl is passionate about strengthening systems within her country and for building
collaborative partner-ships
that will amplify efficacious
grass-roots
innovations
that can be scaled to other
communities.
Amrita Bahl, M.A., Ed.D.
is shown fourth from the
left, along with fellow
doctoral graduates in May
2013.
Specifically, What Have Our M.S. Students Accomplished? What Can You
Do With The M.S. Degree?
 M.S. in Community Health Education: Allison Pelcher. MS (Ed.D. Student)
How Has Allison Benefitted From Our M.S. Degree Training? Employment
as a Healthy Living Teacher Creating a New Curriculum!
OUTSTANDING YEAR 2014
M.S. GRADUATE - Allison Pelcher, M.S.
secured employment as the “Healthy Living
Teacher” at a middle school in Connecticut—
being assigned the task of creating a new
curriculum for this innovative role. Allison is a
graduate of the first cohort of the new
(launched in Fall 2012) Masters of Science
Degree Program in Community Health
Education at Teachers College, Columbia
University—Class of 2014. She was selected
as the Outstanding Year 2014 M.S. Graduate
of the Program in Community Health
Education.
A native of Baldwinsville, New York and a product of a family of teachers and coaches,
Allison realized early on that she wanted to dedicate her life to education and teaching. Within
the Community Health Program at Teachers College, Columbia University, Allison’s learning
experiences included her fieldwork/internship at the East and Central Harlem District Public
Health Office in New York City; she enjoyed opportunities to work within the community and
become immersed in community health education “in action.” Allison also worked at the
24
Teachers College Community School as a physical education teacher and afterschool
specialist. This led to her codifying her emergent perspective on addressing barriers,
facilitators and best practices regarding urban afterschool programming for adolescent youth
via a journal article written for publication with her program mentor and co-author—Professor
Sonali Rajan; Allison aspires to see this article published in the Journal of School Health.
Allison was accepted into the Ed.D. Program in Health Education for matriculation in Fall 2014.
She plans to teach full-time and continue her doctoral studies part-time, while taking
advantage of the many online course offerings.
 M.S. in Community Health Education: Alejandrina Canelo-Villafaña, MS
(Ed.D. Student)
How Has Alejandrina Benefitted From Our M.S. Degree Training?
Employment as a Certified Application Counselor (Affordable Care Act)!
Alejandrina Canelo-Villafaña, M.S. was able to gain
employment as a Certified Application Counselor for
those seeking services through the Affordable Care
Act (ACA). She currently works with Newark
Community Health Centers (a federally qualified
health center) on a program to reach and educate the
Latino community about the ACA, the Health
Insurance Marketplace, and NJ Family Care
(Medicaid).
Alejandrina is a native of the Dominican Republic who
graduated from Teachers College, Columbia
University with a Master of Science Degree in
Community Health Education in May 2014—as a
member of the first cohort to graduate from this new
MS degree program (launched in Fall 2012). Most
exciting is how Alejandrina’s fieldwork/internship
experience while a student in the Community Health Education Program was a life changing
experience; she was recently honored as an Emerging Leader in the New Jersey Governor’s
Hispanic Fellowship Program where she had an internship at the U.S. Department of Health
and Human Services (HHS), Office of the Secretary - Region II.
During her
fieldwork/internship at HHS, she worked closely on the implementation of the Affordable Care
Act (ACA) in NJ—helping to facilitate outreach and education in English and Spanish on the
ACA to the uninsured in NJ, in particular, reaching the Latino community and young people.
Further, her fieldwork/internship led to ongoing employment.
Alejandrina was accepted into the Ed.D. Program in Health Education for matriculation in Fall
2014.
25
 M.S. in Community Health Education: Emily Ike, MS
How Has Emily Benefitted From Our M.S. Degree Training? Employment as
a Health and Wellness Relationship Manager!
Emily Ike, M.S. is working full time as a Relationship Manager at
an online health and wellness magazine for college students that
is distributed to over 500 colleges both in the U.S. and Canada, as
well as internationally. Emily’s responsibilities include managing a
large portfolio of clients and helping institutions to administer the
company’s health education program across a variety of
campuses. She assists clients in customizing this resource with
information relevant to their local communities, including campus
events, speakers, articles written by faculty or students, and
community specific resources. Emily also helps clients to interpret
qualitative and quantitative data to better understand the impact
that this resource is having on their campus. In addition to these
responsibilities, Emily assists in the marketing and development of
content, including her recent spearheading of an article covering a
host of birth control options and student experiences with these various methods. She hopes to
eventually take on a health education content development role within the company. Emily was part of
the first new M.S. Degree cohort. She indicated that, “the unique combination of public health,
health education, and health communications classes I took as a part of my degree program
gave me a strong foundation and direction to move ahead in my career field.”
GREAT CAREER OPPORTUNITIES
What Will You Be Able to Do as a Health Educator or Community Health
Educator?
 Health Educators Enjoy a Broad and Exciting Scope of Work
Health educators were described in the Bureau of Labor Statistics’ Occupational Outlook
Handbook, 2014-15 Edition (BLS, 2014) as performing the following duties:
 Assess the needs of the people they serve
 Develop programs and events to teach people about health topics
 Teach people how to cope with or manage existing health conditions
 Evaluate the effectiveness of programs and materials
 Help people find health services or information
 Provide training programs for other health professionals or community health workers
 Supervise staff who implement health education programs
 Collect and analyze data to learn about their audience and improve programs and services

Advocate for improved health resources and policies that promote health (BLS, 2014, para 2)
REFERENCE: Bureau of Labor Statistics (BLS, 2014). Occupational Outlook Handbook, 2014-15 Edition, Health Educators
and Community Health Workers. U.S. Department of Labor. Retrieved June 28, 2014 from
http://www.bls.gov/ooh/community-and-social-service/health-educators.htm#tab-2
26
 The Work of Health Educators Varies by Setting. The BLS (2014) elaborated, as follows:
 In health care facilities, health educators may work one-on-one with patients and their families.
They teach patients about their diagnoses and about any necessary treatments or procedures.
They may be called patient navigators because they help consumers find out about their health
insurance options and direct people to outside resources, such as support groups and home
health agencies. They lead hospital efforts in community health improvement. Health educators in
health care facilities also help organize health screenings, such as blood pressure checks, and
health classes on topics such as installing a car seat correctly. They also create programs to train
medical staff to interact better with patients. For example, they may teach doctors how to explain
complicated procedures to patients in simple language.
 In colleges, health educators create programs and materials on topics that affect young adults,
such as smoking and alcohol use. They may train students to be peer educators and supervise
the students’ delivery of health information in person or through social media. Health educators
also advocate for campus wide policies to promote health.
 In public health departments, health educators administer public health campaigns on topics
such as emergency preparedness, immunizations, proper nutrition or stress management. They
develop materials to be used by other public health officials. During emergencies, they may
provide safety information to the public and the media. Some health educators work with other
professionals to create public policies that support healthy behaviors and environments. They may
also oversee grants and grant-funded programs to improve the health of the public. Some
participate in statewide and local committees dealing with topics such as aging.
 In nonprofits (including community health organizations), health educators create programs and
materials about health issues for the community that their organization serves. They help
organizations obtain funding and other resources. Many nonprofits focus on a particular disease or
audience, so health educators in these organizations limit programs to that specific topic or
audience. For example, a health educator may design a program to teach people with diabetes
how to better manage their condition or a program for teen mothers on how to care for their
newborns. In addition, health educators may educate policymakers about ways to improve public
health and work on securing grant funding for programs to promote health and disease
awareness.
 In private businesses, health educators identify common health problems among employees and
create programs to improve health. They work with management to develop incentives for
employees to adopt healthy behaviors, such as losing weight or controlling cholesterol. Health
educators recommend changes to the workplace, such as creating smoke-free areas, to improve
employee health. (BLS, 2014, paras 5-9)
What Kind of Employment Opportunities Can You Expect as a Health
Educator?
 Health Educators Can Anticipate Favorable Growth Patterns—And, Those with a Master’s
Degree Will be Competitive in Securing Employment
According to the Bureau of Labor Statistics (BLS, 2014, Job Outlook tab, paras 1-2), the
employment of health educators “is projected to grow 21 percent from 2012 to 2022, faster
than the average for all occupations.” Moreover, this growth “will be driven by efforts to
27
improve health outcomes and to reduce healthcare costs by teaching people about healthy
habits and behaviors and utilization of available health care services” (para 2). It is also
anticipated that “Federal health reform will increase access to medical care, such as preventative
screenings”—suggesting how health educators will be “needed to direct patients in obtaining access
to healthcare services” (para 4).
The industries employing the majority of Health Educators have highly favorable projected growth
patterns for the decade 2010-2020, given projections by the Bureau of Labor Statistics (BLS, 2012):
 60% growth is expected in Religious, grantmaking, civic, professional, and similar
organizations
 60% growth is expected in Social Assistance
 38% growth is expected in Health Care
 36% growth is expected in Educational services; state, local, and private
 9% growth is expected in Government
REFERENCE: Bureau of Labor Statistics (BLS, 2012). Occupational Outlook Handbook, 2012-13 Edition, Health Educators. U.S.
Department of Labor. Retrieved August 8, 2012 from http://www.bls.gov/ooh/community-and-social-service/health-educators.htm.
Why Pursue a Master’s Degree to Prepare for Work as a Health Educator?
 A Master’s Degree Makes One More Competitive for Employment—Given Skills of Health
Educators
As per the Bureau of Labor Statistics (BLS, 2014), consider the following:
Entry-level health educator positions require a bachelor’s degree in health education or
health promotion. These programs teach students theories and methods of health education
and help students gain the knowledge and skills they need to develop health education
materials and programs. Most programs include an internship.
Some positions, such as those in the federal government or in state public health
agencies, require a master’s or doctoral degree. (BLS, 2014, How to Become One tab,
paras 2-3)
 Thus, this suggests how a master’s degree can make one competitive in obtaining
employment in many positions. Further, training and preparation to be a health educator is
enhanced by obtaining a master’s degree, given important qualities, as per the BLS (2014):
 Analytical skills. Health educators collect and analyze data and other information in order to
evaluate programs and to determine the needs of the people they serve.
 Instructional skills. Health educators and community health workers should be comfortable
with public speaking so that they can lead programs, teach classes, and facilitate discussion
with clients and families.
 Interpersonal skills. Health educators and community health workers interact with many
people from a variety of backgrounds. These workers must be good listeners and be culturally
sensitive to respond to the needs of the people they serve.
 Problem-solving skills. Health educators and community health workers must think
creatively about how to improve the health of their audience through health education
programs. In addition, health educators and community health workers may need to solve
problems that arise in planning programs, such as changes to their budget or resistance from
the community they are serving.
28

Writing skills. Health educators and community health workers develop written materials to
convey health-related information. Health educators also write proposals to develop programs
and apply for funding. (BLS, 2014, How to Become One tab, paras 8-12)
Why Pursue a Doctorate to Prepare for Work as a Health Educator?

A Doctorate Allows one to Enjoy Many Options for Employment (i.e., Research, Academia,
Hospitals, Community-Based Agencies, etc…) and to Command the Highest Rank (i.e.
Director), as well as the Highest Salary.

A doctorate positions one to be among the top 10 percent in the field, such as those who earned
more than $86,810 as of May 2012 (BLS, 2014, Pay tab, para 1).
How Do the Salaries for Health Educators Compare to Other Professions?
 Health Educators Enjoy Competitive Salaries—While Those With Master’s Degrees May
Receive Higher Salaries, and those with Doctorates May Command the Highest Salaries
According to the BLS (2014), as of May 2012, the following summary of facts is most pertinent
for entry-level M.A. or M.S. degree holders (those with the Ed.D. may earn much more):
 As of May 2012, the median pay for Health Educators was $48,790 annually. Again,
those in the top 10 percent earned more than $83,810 (BLS, 2014).
 NOTE: Entry level Health Educator positions required a minimum of a Bachelor’s degree – while
other positions required a master’s degree; and, the median pay does not reflect the higher
salaries for those with a master’s degree or doctorate
 The median pay for Health Educators of $48,790 annually compares favorably to the median
annual wage of other professions—as shown by just a few selected examples from BLS (2014):
 $41,500 for Master’s Degree Mental Health Counselors and Marriage and Family
Therapists
 $33,880 for Master’s Degree Rehabilitation Counselors
 $44,200 for Social Workers (bachelor’s degree)
 $34,750 Total for All Occupations
 Wages for Health Educators Vary by Setting
More specifically, the May 2012 annual wages for Health Educators in the following top five
industries were as follows, according to the BLS (2014):
 Hospitals; state, local, and private - $60,360
 Government - $50,580
 Ambulatory health care services - $46,470
 Religious, grantmaking, civic, professional, and similar organizations - $45,090
 Social assistance $36,500 (BLS, 2014, Pay tab, para 3).
 NOTE: Again, the median pay does not reflect the higher salaries for
those with a master’s degree or doctorate. Again, those in the top 10
percent earned more than $83,810 (BLS, 2014). Thus, our MA, MS or
Ed.D. degrees can help to position you to enjoy this advantage.
29
GREAT COURSES + GREAT CONVENIENCE
Just How Convenient is it to Pursue A Graduate Degree in Health
Education (M.A., Ed.D.) or Community Health Education (M.S.)?
 We Offer Two Master’s Degree Program Options that Provide Excellent Professional
Preparation
 a 32 Point MA in Health Education
 a 42 Point MS in Community Health Education
 We Offer Many Online/Distance Learning and Hybrid (Both In-Person and Online Class
Sections) Courses that Provide Convenience in Obtaining Your Degree
 Over 90% of the 32 Point M.A. courses are available online for distance learners (10 of 11)
 Over 80% of the 42 Point M.S. courses are available online for distance learners (13 of 16)
 70% of Required Core and Advanced Core Courses for the 90 Point Ed.D. are available
online for distance learners (7 of 10). Other electives, out of department courses, and research
courses are also online.
 Hybrid (and many online course options) provide a video of the Professor teaching and
discussing the course material with students within the in-person class section—enhancing the
online course content so it is more dynamic, exciting and engaging for students. Class videos
are obtained via the Tegrity Lecture Capture system—providing a computer window screen in
which students can easily click options to see (1) the Professor and the PowerPoint side-by-side,
(2) or just the Professor, (3) or just the PowerPoint; moreover, students can also pause the
video, and make notes below the section of video of interest
How Long Does it Take to Complete a Master’s Degree?
 We Offer An Exciting Array of Courses with Sufficient Frequency (i.e. Fall, Spring &
Summer Options, 2 times per Year ) to Permit Rapid Completion of the MA & MS Degrees
 The 32 Point M.A. can be completed in a Summer (# 1, 2, 3), Fall (# 4, 5, 6, 10) and Spring (#
7, 8, 9, 11) Sequence within 1 year—as just one of several options for completing the degree
 The 42 Point M.S. can be completed in a Fall (Courses # 1- # 4), Spring (# 5, 6, 7, 8), Summer
(# 9, 10, 11), Fall (# 12, 13, 14) and Spring (# 15, 16) Sequence within 2 years—as just one of
several options for completion of the degree
How Long Does it Take to Complete a Doctorate?
 We have an excellent track record of students completing in a timely fashion, including the
doctoral dissertation—even as this time varies, with some attending part-time. For students
transferring in up to 45 points (prior graduate coursework grade of B or better), the time to
completion can be as little as three years (i.e. akin to completing our M.S. degree, described
above—along with a doctoral dissertation)
 NOTE: See the 32 Point M.A., 42 Point M.S., and 90 Point Ed.D. Degree Program content
including specification of whether courses are hybrid (in person and online) or online
course offerings, including the frequency of course offerings (i.e. Fall, Spring, Summer A,
Summer B, or spanning 10 weeks from Summer A-B) —on the pages that follow   
30
What are the Courses within the 32 Point M.A. Program in Health
Education, Including the Sequence of 11 Requirements?
I. MAJOR – HEALTH EDUCATION CORE KNOWLEDGE (21 Points)
#1-HBSS4100 Behavioral and Social Science Foundations of Health Education
-Offered Fall Hybrid (online & in person)
#2-HBSS4102 Principles of Epidemiology in Health Promotion
-Offered Fall (in person) and Summer B (online)
#3-HBSS4118 Principles of Health-Related Behavioral & Social Change:
Initiation to Maintenance to Maintenance
-Offered Fall Hybrid (online & in-person) & Summer A-B (online)
#4-HBSS5110 Determinants of Health Behavior
-Offered Fall (restricted), Spring Hybrid (online & in person), Sum B Hybrid (online & in person)
#5-HBSS5111 Planning Health Education Programs
-Offered Spring (online) and Summer B (online)
#6-HBSS5112 Social Marketing and Health Communications
-Offered Fall Hybrid (online & in-person) & Summer A (online)
#7-HBSS Elective
3
3
3
3
3
3
3
Select 1 course for 3 points from among the options listed in the M.A. Program of Study Guide
-Several Within HBSS Summer, Fall and Spring online options available
II. BROAD AND BASIC AREAS OF PROFESSIONAL SCHOLARSHIP
AND PRACTICE (6 Points)
#8-Any Non- HBSS Course (Out of Department/Program)
#9-Any Non- HBSS Course (Out of Department/Program)
3
3
Select 2 NON-HBSS courses, or 2 out-of-department courses for 3 points each, or 6 points
-Several Non-HBSS Summer, Fall and Spring online options available
III. RESEARCH, SCHOLARSHIP AND INQUIRY (3 points)
#10-A Research Course Approved by Your Advisor
3
Select HBSS 5040 Research Methods in Health and Behavior Studies I
-Offered Fall (in person)
Or, select the HIGHLY ACCLAIMED NEW COURSE!!
HBSS4160 Introduction to Biostatistics for Community Health Educators
IV. CAPSTONE PROJECT FOR RESEARCH, SCHOLARSHIP AND
INQUIRY (2 points)
#11-A Course Approved by Your Advisor
Select 1 of the following to assist you in completing this requirement
HBSS 4901 Research and Independent Study in Health Education
-Offered Fall, Spring & Summer
Or, select HBSS 5410 Practicum in Health Education
2
-Offered Fall, Spring & Summer A-B (15 weeks – May to August)
M.A. MINIMUM REQUIRED TOTAL = 32 Points
90% Available Online (10 of 11 Courses)
Note: See the listing of courses available for any given/current semester.
31
What are the Courses within the 42 Point M.S. Program in Community
I. MAJOR - PUBLIC HEALTH CORE KNOWLEDGE (21 Points)
#1-HBSS4100 Behavioral and Social Science Foundations of Health Education
#2-HBSS4102 Principles of Epidemiology in Health Promotion
#3-HBSS4118 Principles of Health-Related Behavioral & Social Change:
#4-HBSS4160 Introduction to Biostatistics for Community Health Educators
#5-HBSS4161 Environmental Health
-Offered Spring Hybrid (online & in-person) & Summer A (online)
#6-HBSS4162 Health Services Administration
-Offered Fall Hybrid (online & in-person)
#7-HBSS 6100 Program Evaluation
-Offered Spring & Summer A
3
3
3
3
3
3
3
II-COMMUNITY HEALTH CORE KNOWLEDGE (9 Points)
#8-HBSS4114 Competency with Multicultural Populations: Research & Practice
-Offered Spring Hybrid (online & in-person) & Summer A-B (online)
#9-HBSS5111 Planning Health Education Programs
-Offered Spring (online) & Summer B (in person)
#10-HBSS5112 Social Marketing and Health Communications
-Offered Fall Hybrid (online & in-person) & Summer A (online)
3
3
3
III-BROAD AND BASIC AREAS OF PROFESSIONAL SCHOLARSHIP
AND PRACTICE (6 Points)
#11-Any Non-HBSS Course (Out of Department/Program)
#12-Any Non-HBSS Course (Out of Department/Program)
-Select 2 NON-HBSS courses/out-of-department courses – Consider online options
3
3
IV- ELECTIVE COURSE (3 Points)
#13- HBSS Elective
3
Select 1 course from options listed in the M.S. Program of Study Guide – Consider online options
V-PRACTICAL SKILLS [FIELDWORK] (3 Points)
#14-HBSS 5410 – Practicum in Health Education
Offered Fall (Requires classroom attendance & a 180 hour fieldwork placement)
3
VI-CULMINATING PROJECT FOR RESEARCH, SCHOLARSHIP AND
INQUIRY (0 Points)
#15 - NOT A COURSE - Culminating Project for Research, Scholarship and Inquiry (0 points)
This involves an opportunity for students to work closely with their advisor and to integrate what they
have learned throughout the program (e.g. major research paper; community health education
curriculum; design a health promotion, disease prevention, or health education program; research
project; grant application; or, an approved alternative).
[Project can be completed and submitted online]
32
VII-CAPSTONE PORTFOLIO (0 Points)
# 16 –NOT A COURSE – Submission of Capstone Portfolio as a requirement for graduation (0
points). As the very last requirement for the 42 point MS Program in Community Health Education,
students must compile and submit a Capstone Portfolio (0 points) in order to be eligible for
graduation. Students are to create a digital compilation of the following materials: Capstone Portfolio
Introduction (1-2 pages) that provides an overview of the materials in the portfolio, being placed at
the beginning of their digital portfolio; all of the student’s Course Competency Evaluation Projects
associated with every HBSS course they have taken during their 42 point degree program—
including their out-of-program coursework’s final/major projects; all of the student’s Course
Competency Evaluation Project Scoring Rubrics completed by faculty to evaluate/grade each of
their Course Competency Evaluation Projects; a copy of their Culminating Project for Research
Scholarship and Inquiry; a copy of their Advisor’s Evaluation of the Culminating Project for
Research Scholarship and Inquiry; and, finally, a Capstone Portfolio Conclusion (3-4 pages)
that summarizes and synthesizes their materials, including an analysis of what they feel they have
personally accomplished through their degree studies. Finally, students are to include a Resume
updated to the month before graduation. Students should place all materials in sequential order from
the first to last semester. It is recommended that students work closely with their advisor to ensure
that they have followed all of the above instructions.
[Portfolio can be completed and submitted online]
M.S. MINIMUM REQUIRED TOTAL = 42 Points
Over 80% Online (13 of 16 Courses/Requirements)
Note: See the listing of courses available for any given/current semester.
What are the Courses within the 90 Point Ed.D. in Health Education?
 The program of study for the Ed.D. degree in Health Education includes required introductory core
courses, required advanced courses, elective courses, broad and basic courses to enhance
preparation for professional scholarship and practice, as well as research courses. The exact
program and sequence of study is determined by the previous academic preparation, professional
experience, and professional career objectives of the student. The selection of courses that fulfill
an area requirement in the program of study listed below is guided by individual needs of the
student; selections are not limited to those courses that are listed. A student who presents
evidence of proficiency in required courses or in an area of course work required for the program
may, at the discretion of the major advisor and upon approval of the Program Coordinator, select
and substitute courses; these substitutions may represent more advanced study in the area in
which the student has demonstrated competence, or represent additional preparation in areas in
which the student’s preparation is less extensive.
1. MAJOR (48 POINTS) This is an area where some of the 45 points that a student may be
transferring in from prior graduate study are allocated—given equivalent course content.
a. Required Core Courses (Required 15 Points)
HBSS4100 Behavioral and Social Science Foundations of Health Education
HBSS4102 Principles of Epidemiology in Health Promotion
HBSS4118 Principles of Health-Related Behavioral & Social Change:
33
3
3
3
HBSS4114 Competency with Multicultural Populations: Research & Practice
-Offered Spring Hybrid (online & in-person) & Summer A-B (online)
HBSS4160 Introduction to Biostatistics for Community Health Educators
-Offered Fall (in-person)
3
3
b. Advanced Core Courses (Required 15 Points)
HBSS5110 Determinants of Health Behavior
3
-Offered Fall (restricted), Spring Hybrid (online & in person), Sum A Hybrid (online & in person)
HBSS5111 Planning Health Education Programs
3
-Offered Spring (online) & Summer B
HBSS5112 Social Marketing and Health Communications
3
-Offered Fall Hybrid (online & in-person) & Summer A online
HBSS6100 Program Evaluation
3
Offered Spring (in-person) & Summer A (in-person)
HBSS6145 Health Psychology
3
-Offered Spring (in-person))
b. Elective Courses (18 points)
Select 6 courses for 18 points from among the options listed in the Ed.D. Program of Study Guide.
This is an area where many of the 45 points a student may be transferring in are allocated.
Your HBSS Elective Selection =______________________________________
3
3
3
3
3
3
3
2. BROAD AND BASIC AREAS OF PROFESSIONAL SCHOLARSHIP AND
PRACTICE (9 POINTS) This is an area where many of the 45 points a student may be
transferring in are allocated.
a.
RECOMMENDED AREA - Nature of Education, Persons, and Learning Processes
(Required 6 Points) See specific recommendations in the Ed.D. Program of Study Guide, and
the available options for a semester. While there are recommended courses, this may be any
course outside of the department and program (i.e. non-HBSS).
Any Non-HBSS Course (Out of Department/Program) =_________________
3
3
- There are several Non-HBSS Summer, Fall and Spring online options
RECOMMENDED AREA - Communications, Computing and Instructional
Technology and Media (Required 3 Points) See specific recommendations in the Ed.D.
Program of Study Guide, and the available options for a semester. While there are recommended
courses, this may be any course outside of the department and program (i.e. non-HBSS)..
3
b.
3. RESEARCH, SCHOLARSHIP AND INQUIRY: METHODS OF
EVALUATION, STATISTICS, DISSERTATION PREPARATION (23 POINTS)
This is an area where some of the 45 points that a student may be transferring in from prior graduate
study are allocated.
a. General Research Methods (Required 6 points)
Select 2 of the following:
HBSS 5040 Research Methods in Health and Behavior Studies I
34
3
HUD4120 Methods of Empirical Research
MSTU5020 Methods of Social Research
ORLJ4009 Understanding Behavioral Research
ORLJ5040 Research Methods in Social Psychology I
ORLJ5041 Research Methods in Social Psychology II
Or, any other 1-2 courses approved by your advisor
3
3
3
3
3
b. Measurement and Evaluation (Required 3 points)
HUDM4050 Introduction to Measurement
HUDM5055-5056 Evaluation of Institutions, Programs, and Curricula
ORL5522 Evaluation Methods I
ORL5523 Evaluation Methods II--Seminar
ORL5524 Instrument Design and Validation--Seminar
3
3
3
3
3
3
c. Statistics (Required 6 Points)
HUDM4122 Probability and Statistical Inference
HUDM5122 Applied Regression Analysis
HUDM5123 Linear Models and Experimental Design
HUDM6026 Statistical Treatment of Mass Data
3
3
3
3
3
d. Research Seminar and Preparation of the Dissertation (5 Points)
HBSS 6510 Research Seminar in Health Education
HBSS 7501 Dissertation Seminar in Health Education
HBSS 8900 Dissertation Advisement in Health Education
3
2
0
e. Preparation for the Oral Defense of the Dissertation (Required 3 points)
HBSS 6200 Advanced Seminar for Doctoral Dissertation Data Analysis
(Tentative Listing Pending Formal Approval)
3
4. ELECTIVE COURSES, ADDITIONAL RESEARCH, OR INDEPENDENT
STUDY (10 Points)
This is an area where some of the 45 points that a student may be transferring in from prior graduate
study are allocated.
Recommended courses include, but are not limited to:
HBSS6901 Research and independent study in health education
(1-4 points)
3
ED.D. MINIMUM REQUIRED TOTAL = 90
70% Of Required Core and Advanced Core
Courses (7 of 10) Under Major Are Available
Online. In addition, most electives, out-ofdepartment courses, and research courses have
online options.
NOTE: -Students should complete their Program Plan with their advisor to ensure proper application
of transfer credits/points. Recall, we transfer in up to 45 points/credits obtained on the graduate level
where the student has obtained the grade of B or better).
-See the listing of courses available for any given/current semester.
35
What are the Advantages of Pursuing the 90 Point Ed.D. in Health
Education? You Can Transfer In Up to 45 Points!
 All of the courses in the 32 point M.A. and 42 point M.S. can be used toward the 90 point
Ed.D. degree—and there is considerable overlap in required courses across all three degrees.
Thus, it becomes easy for outstanding M.A. and M.S. graduates to compete successfully for
entrance into the Ed.D. program.
 We accept up to 45 transfer points/credits for any graduate courses where the grade of B or
better has been achieved; of note, this reduces the cost of a doctorate—saving students
literally thousands and thousands of dollars!
 Again, we offer GREAT CONVENIENCE: the majority of our coursework is also available
online (i.e. via hybrid [in-person & online] or online courses)—as shown, above, given 70% of
the Required Core and Advanced Core Courses (7 of 10) are available online.
 Our frequent course offerings where courses are offered 2 times per year (i.e. twice--whether
in the Fall, Spring or Summer) means a rapid and timely completion of your degree
 We welcome doctoral students who are busy professionals returning to school part-time for
our mostly evening courses (i.e. 5:10 to 6:50 p.m. and 7:20 to 9:00 p.m.).
 Working professionals and all of our students tend to appreciate the high percentage of our
courses that are hybrid (in-person and online) or online—given the contemporary realities of
extreme weather, traffic emergencies, health-related precautions (e.g. flu epidemics), family
emergencies, or work-related travel, etc…
 You, too, can emerge well-positioned to provide outstanding leadership in academia,
government, health care administration, research, or community-based practice—whether
local, regional, or global.
What about the Online Master’s Degree Program in Diabetes Education
and Management – Launched as the First Such Program in the U.S.?
Enjoy Those Courses, too!
 Within the Department of Health and Behavior Studies, there is also an online Master’s
Degree Program in Diabetes Education and Management that has several courses of potential
interest to those in the Programs in Health Education and Community Health Education.
 This program’s courses are of great value, as health educators are now among those
acknowledged as being able to participate in Diabetes Self-Management and Treatment—as
per new guidelines applicable to providers recognized by the American Diabetes Association.
 Given the obesity and diabetes epidemics in the United States, this is additional training and
coursework of great value to health educators, enhancing their preparation for practice.
 Sample course include: HBSD4110 Behavior Change Strategies for Diabetes Prevention and
Control; HBSD4120 Pathophysiology of Diabetes and its Complications; HBSD4130
36
What Other Exciting Opportunities Are On the Horizon?
Collaborations with the Department of Counseling and Clinical
Psychology!
 Toward a New CASAC (Certified Alcoholism and Substance Abuse
Counselor) Training Program!
Yes! It is true that, within the Department of Health and Behavior Studies, and specifically the
Programs in Health Education and Community Health Education, there will also be an opportunity
to take courses that can be counted toward those required for preparation and training to become
a Certified Alcoholism and Substance Abuse Counselor (CASAC). What is envisioned is a
collaboration between the Ed.M. Program in Psychological Counseling, the M.A. Program in
Clinical Psychology, and our Programs in Health Education and Community Health Education.
Indeed, the collaborative CASAC training program being planned with Programs in the
Department of Counseling and Clinical Psychology will depend heavily on our courses—such as
the following, for example:


HBSS4111 Addictions and Dependencies
HBSS4118 Principles of Health-Related Behavioral & Social Change:
 HBSS4114 Competency with Multicultural Populations: Research &
Practice
Thus, students in the Programs in Health Education and Community Health Education can look
forward to being able to utilize numerous courses within these programs in order to meet the
course requirements for the CASAC. In sum, this is an exciting development on the horizon that
may equip our students to not only graduate with the M.A., M.S. or Ed.D. degree, but also with the
course preparation that will enable them to seek out the CASAC.
 Our Course, Addictions and Dependencies, Has Been Selected as a
Required Course for All Students in the Ed.M. Program in
Psychological Counseling!
37
GREAT FACULTY
What are the Backgrounds, Areas of Expertise, and Courses Taught by the
Core Program Faculty?
COORDINATOR OF PROGRAMS
Professor of Health
Education
[email protected]
Dr. Barbara Wallace is a tenured Full
Professor of Health Education, Coordinator of
the Programs in Health Education and
Community Health Education, Fieldwork
Coordinator for the Program in Community
Health Education, Founding Director of the
Research Group on Disparities in Health,
Founding Director of the Annual Health
Disparities Conference at Teachers College,
Columbia University, Director of Global HELP
– Health and Education Leadership Program;
and, Director of Health Equity for the Center
for Health Equity and Urban Science
Education (CHEUSE). Dr. Wallace is also a
New
York
state
licensed
(Clinical)
Psychologist. She has been honored by the
American
Psychological
Association,
receiving the status of Fellow within both
Division 50 (Addictive Behaviors) and
Division 45 (Society for the Psychological Study of Ethnic Minority Issues) for her unusual and
outstanding contributions to psychology.
Dr. Wallace was the first African American woman to move through the ranks and gain tenure
in the 100 year history of Teachers College, Columbia University in Morningside Heights, doing so in
1994. For a time she was the only African American female tenured Full Professor at Teachers
College, Columbia University, attaining the rank of Full Professor in 2007. She is the first African
American Coordinator to serve the Program in Health Education. Noteworthy is how Dr. Wallace
started the Research Group on Disparities in Health (RGDH) in 2003. The RGDH has actively
pioneered online research and E-Health interventions. Having initiated the use of a communal group
approach to advisement through the RGDH in 2003, in the following decade she graduated 82 diverse
38
doctorates in health education (2003-2013); by 2014 this number had risen to 87. Also, the cohorts of
graduating students with doctorates have been extremely diverse, reflecting how Dr. Wallace has
effectively created and nurtured a pipeline for receipt of the doctorate by supporting access for diverse
women, African Americans, Africans, Asians, Hispanics, and those who self-identify as gay, lesbian,
bisexual, transgender and queer (LGBTQ). In 2006, Dr. Wallace pioneered at Teachers College the
innovation of the Doctoral Dissertation Boot-Camp—as an intensive approach to completing the
dissertation, including the more recent Virtual Boot-Camp conducted online. Dr. Wallace has also
made other significant history at the college. She advanced online education at the college, as an
early adopter of distance learning technology, and pioneered program-wide hybrid (in-person and
online) courses using the TEGRITY Lecture Capture system, as reflected in the high percentage of
courses in the Programs in Health Education and Community Health Education that are hybrid (i.e.
90% of MA, over 80% of MS, and 70% of Required Courses for the Ed.D.). She has also provided
leadership for the effort to secure accreditation for a new 42 point M.S. Degree Program in
Community Health Education. This has involved quality assurance becoming an essential part of the
programs, while all degree programs (M.A., M.S., Ed.D.) have improved as a result.
As an author, Dr. Wallace’s 7 books include the following: Crack Cocaine: A Practical
Treatment Approach for the Chemically Dependent (1991, Brunner/Mazel, Inc.), The Chemically
Dependent: Phases of Treatment and Recovery (Editor, 1992, Brunner/Mazel, Inc.), Adult Children of
Dysfunctional Families: Prevention, Intervention and Treatment for Community Mental Health
Promotion (1996, Praeger Publishers), Understanding and Dealing with Violence: A Multicultural
Approach (with Co-Editor Robert T. Carter, Ph.D., 2003, Sage Publications), HIV/AIDS Peer
Education Training Manual: Combining African Healing Wisdom and Evidence-Based Behavior
Change Strategies (2005, StarSpirit Press), Making Mandated Addiction Treatment Work (2005,
Jason Aronson/Rowman & Littlefield), and, Toward Equity in Health: A New Global Approach to
Health Disparities (2008, Springer Publications). She also serves as Editor-in-Chief of the electronic
Journal of Equity in Health (JEHonline.org/), which has hosted a special theme issue for papers
sponsored by the Centers for Disease Control and Prevention (CDC). Thus, Dr. Wallace has over 80
publications, including numerous journal articles and chapters in edited books—while selected
publications appear in the section, below.
Also, Dr. Wallace serves as a regional, national, and international consultant. She travels
widely as a keynote speaker, conference presenter, “Trainer of Trainers,” and workshop leader—with
a record of over 200 talks on: global health and achieving equity in health for all via a global civil rights
movement; the right to health among indigenous populations world-wide; health disparities;
multiculturalism/diversity training; adaptive versus maladaptive coping to the stress of
racism/oppression/diversity, using her own pac1 0 (al)6(t)-4(h 0 1 ob)-4(0(s)11(Tm[(3(r)0373(he)31(t)-4(he)a)11
39
Professor Wallace’s Fall Colloquia Series:
Dr. Wallace also conducts the Fall Colloquia
series, which is designed as an orientation
series for new students in the Programs in
Health Education and Community Health
Education. All students are expected to
attend the colloquia series—as vital
orientation to graduate study in our
Programs, and to create a vibrant learning
community. The colloquia series is also open
to the larger community and public—as
workforce development, while covering the
following topics across 8 weeks:
1. Professional Identity Development: What to Expect in Graduate School and What is Expected of
You
2. Coping with Stress: Adaptive Versus Maladaptive Coping Strategies for Use in Graduate
School/Life
3. Learning to Write with Clarity and Power: APA Guidelines, the Keyhole Paper Writing Method,
Avoiding Plagiarism, and Getting Credit for Your Ideas
4. Making a Research Project Manageable and Enjoyable: Obtaining Institutional Review Board
Approval and Implications for Selecting Research Projects
5. Conducting Internet and E-Health Research Using E-mail Messages/Text
6. Advocacy, Vulnerable Populations, Health Disparities and the Goal of Equity in Health for All:
Understanding Behavioral, Cultural, and Social Factors
7. Diversity Training for All: Acquiring Multicultural Competence Part I
8. Diversity Training for All: Acquiring Multicultural Competence Part II
The colloquia times (2:00 – 3:00 and 7:00 – 8:00) permit easy access to all. Distance learners may
request access to videos of sessions with advance notice. Contact Dr. Wallace at
[email protected] for the dates of specific sessions across each Fall semester.
Professor Wallace’s Selected Publications:

Wallace, B.C. (2014). Introduction to the special theme issue acknowledging the 30th anniversary
of the 1984 dawning of the crack epidemic, Journal of Equity in Health, Vol 3, No 1, 1-11

Wallace, B.C. (2014). A chronology of crack cocaine and the nexus of seven repercussions that
reverberate into the new millennium. Journal of Equity in Health, Vol 3, No 1,12-31

LeBlanc, T. T., and Wallace, B.C. (2014). Sex for crack cocaine exchange: The continuing impact
of crack cocaine on poor black women and their families, Journal of Equity in Health 3,1: 55-65

Frere, M. & Wallace, B.C. (2014). Working in the trenches with HIV infected “boarder babies”—
Values, skills, and a prescription for working with stigmatized populations throughout epidemics,
Journal of Equity in Health, Vol 3, No 1, 66-88
40

Wallace, B.C. (2014). Evolution in community-based addiction treatment driven by the crack
epidemic: A professional time-line of psychological work in the trenches of the War on Drugs,

Wallace, B.C. (2014). Crack, policy, and advocacy: A case analysis illustrating the need to
monitor emergent public health-related policy and engage in persistent evidence-based advocacy,

Misra, R. & Wallace, B.C. (2012). Designing the E-Health Message. pp. 216-245. In Rodrigues,
J., de la Torre Diez, I, de Abajo, B.S. (Eds). Telemedicine and E-Health Services, Policies and
Applications: Advancements and Developments, Hershey, PA: IGI Global. DOI: 10.4018/978-14666-0888-7.ch009

Wallace, B.C., (2012) Controversies in knowledge translation for community-based drug
treatment: The need to end policies of the war on drugs and mass incarceration of drug offenders
to achieve health equity. Journal of Urban Health, Vol 89, Issue 6, pp. 894-904; DOI:
10.1007/s11524-012-9697-3

Wallace, B.C., Conner, L.C., Dass-Brailsford, P. (2011). Integrated Trauma Treatment in
Correctional Health Care and Community-Based Treatment upon Re-Entry, Journal of
Correctional Health Care, Volume 17, 3.

Grosskopf, N.A., Harris, J,K., Wallace, B.C., & Nanin, J.E. (2011). Online sex-seeking behaviors
of MSM in New York City. American Journal of Men's Health, 5(5), 378-385.

Wallace, B.C., Castor, C., Uzoebo, V.N., Williams, D., & Fullilove, R. E. (2009). The Need for
Sexuality Educators to Consider the Role of Social Context and Diversity in Sexual Relationships
of Women of African and Caribbean Descent: Reports from Harlem to Haiti and Nigeria, In. E.
Schroeder and J. Kuriansky (Eds), Sexuality education: Past, present and future, Westport,
Connecticut: Praeger Publishers

Wallace, B.C., Konuwa, A. R., & Ayeboafo, N. A. K. (2008). Training community health workers
and peer educators for HIV/AIDS prevention in Africa: Integrating African healing wisdom and
evidence-based behavior change strategies, In. B. C. Wallace, (Ed.) Toward equity in health: A
new global approach to health disparities, New York: Springer Publications.
Professor Wallace’s Courses:







HBSS 4118 – Principles of Health Related Behavioral & Social Change: Initiation to Maintenance
– REQUIRED FOR M.S., M.A., & ED.D. – Offered Fall (hybrid) & Summer A-B (online)
HBSS4114 Competency with Multicultural Populations: Research & Practice – – REQUIRED
FOR M.S., M.A., & ED.D. – Offered Spring (hybrid) & Summer A-B (online)
HBSS 6510 – Research Seminar: Health Disparities – REQUIRED FOR ED.D. – Offered Fall & Sp
HBSS7501 – Dissertation Seminar – REQUIRED FOR ED.D. – Offered Fall & Spring
HBSS 4111 – Addictions and Dependencies – ELLECTIVE FOR M.S., M.A., & ED.D. – Offered
Summer A-B (online)
HBSS 4123 – Violence Prevention – ELLECTIVE FOR M.S., M.A., & ED.D – Offered Summer A-B
(online)
HBSS5800 – Health Disparities Conference – ELLECTIVE FOR M.S., M.A. & ED.D. – Offered
Spring [Associated with the Annual Health Disparities Conference at Teachers College, CU]
41
John P. Allegrante, Ph.D.
Professor of Health Education,
Associate Vice President for International Affairs
[email protected]
Dr. John Allegrante is the senior Professor of
Health Education, Associate Vice President for
International Affairs, and Fulbright Program
Advisor and Campus Representative at Teachers
College—the graduate and professional school of
education and human development of Columbia
University. Dr. Allegrante has been a member of
the faculty since 1979 and has served as
chairman of the Department of Health and
Behavior Studies.
As
Associate
Vice
President
for
International Affairs, he is responsible for directing
the College's efforts to advance and support the
work of faculty internationally with global partners,
including universities, ministries, and NGOs, to
build local capacity and to expand professional
development, technical assistance, and applied
research collaborations in the fields of education,
psychology, and health.
He holds a joint
appointment in the Graduate School of Arts and
Sciences and is an adjunct professor in the Department of Sociomedical Sciences at the Mailman
School of Public Health at Columbia.
Professor Allegrante has had over 25 years of continuous funding from the NIH to develop and
evaluate novel behavioral intervention approaches to improve self-management and health outcomes
in people with chronic disease. He has produced an extensive bibliography of published papers in
health education and health promotion and in clinical epidemiology and health services research, a
substantial corpus of which has illuminated a transdisciplinary understanding of how to facilitate
adherence to and maintenance of behavioral change in people with chronic diseases. As President of
the Society for Public Health Education, he was instrumental in organizing a Coalition of National
Health Education Organizations to launch the first National Health Education Advocacy Summit in
Washington, DC, in 1999, which now annually focuses on supporting budget appropriations for the
CDC, and which he has continued to participate in hosting. Dr. Allegrante has also been in the
vanguard of education and professional preparation issues and workforce development in public
health, leading efforts to establish a unified system of accreditation for professional preparation
programs in the United States and to develop global consensus on domains of core competencies in
global health promotion that are now being implemented across the United States, Europe, and
elsewhere.
42
Dr. Allegrante was a W. K. Kellogg Foundation
National Fellow from 1985 to 1988 and a Pew Health Policy
Fellow at the RAND/UCLA Center for Health Policy Study from
1987 to 1988. A Distinguished Fellow of the Society for Public
Health Education, Dr. Allegrante received the Distinguished
Career Award in Public Health Education and Health
Promotion from the American Public Health Association in
2003. In 2010, he was named the Editor-in-Chief of Health
Education & Behavior, the flagship research journal of the
Society for Public Health Education.
In 2005, Dr. Allegrante was named a Fulbright Specialist in Public/Global Health and
developed a program of collaborative research with Icelandic colleagues on risks and protective
factors in child and adolescent health. He returned to Iceland as a Fulbright Scholar in 2007 and is
currently a senior collaborating investigator on a life course study of healthy child and adolescent
development. He has served as a member of the Advisory Board of Reykjavik University and as a
policy advisor to Iceland’s Ministry of Health and its Public Health Institute. Dr. Allegrante continues
to promote exchanges of scientists, scholars, and students from Iceland and other countries with
Columbia and other American universities in his role as the Teachers College Fulbright Program
Advisor and Campus Representative and as a recently appointed Fulbright Ambassador.
Dr. Allegrante served as the co-chair of the Galway Consensus Conference on International
Collaboration on Credentialing in Health Promotion and Health Education from 2008 to 2010. In
2009, he was named an International Scholar in the Soros Open Society Foundations Academic
Fellowship Program and has been a member of the International Higher Education Support Program
in Central Asia, where he has been assisting the Kazakhstan School of Public Health with curriculum
and faculty development, capacity-building, and mentoring of junior scholars. The Europubhealth
Programme recently named him an Erasmus Mundus Scholar at the Ecole Des Hautes Etudes En
Sante Publique (ESEHP School of Public Health), Rennes and Paris, France, where he was in
residence during the summer of 2013.
In addition to being a member of the Society for Public Health Education and the Society of
Behavioral Medicine, he is a Fellow of the New York Academy of Medicine, an elected member of the
Academy of Behavioral Medicine Research, and a Globally Elected Member of the Board of Trustees
of the International Union for Health Promotion and Education.
Dr. Allegrante received a B.S. with honors from the State University of New York College at
Cortland in 1974. He earned a M.S. from the University of Illinois in 1976 and Ph.D. in 1979.
Professor Allegrante’s Selected Publications:

Hanson, D., Allegrante, J. P., Sleet, D. A., & Finch, C. F. (2014). Research alone is not sufficient
to prevent sports injury. British journal of sports medicine, 48(8), 682-684.

Stott, K., Marks, R., & Allegrante, J. P. (2014). Parent’s, teacher’s and student’s perceptions of
childhood obesity in the Middle East. European Scientific Journal, 9 (10).
43

Friedberg, J. P., Robinaugh, D. J., Wang, B., Allegrante, J. P., Lipsitz, S. R., & Natarajan, S.
(2014). Who is being reached for a telephone-delivered intervention for patients with uncontrolled
hypertension?. Telemedicine and e-Health, 20(3), 229-234.

Kristjansson, A. L., Sigfusdottir, I. D., Sigfusson, J., & Allegrante, J. P. (2014). Self-Generated
Identification Codes in Longitudinal Prevention Research with Adolescents: A Pilot Study of
Matched and Unmatched Subjects. Prevention Science, 15(2), 205-212.

Peterson, J. C., Link, A. R., Jobe, J. B., Winston, G. J., Marina Klimasiewfski, E., & Allegrante, J.
P. (2014). Developing self-management education in coronary artery disease. Heart & Lung: The
Journal of Acute and Critical Care, 43(2), 133-139.

Charlson, M. E., Wells, M. T., Peterson, J. C., Boutin-Foster, C., Ogedegbe, G. O., Mancuso, C.
A., Hollenberg, J.P, Allegrante, J.P., Jobe, J. & Isen, A. M. (2014). Mediators and moderators of
behavior change in patients with chronic cardiopulmonary disease: the impact of positive affect
and self-affirmation. Translational behavioral medicine, 4(1), 7-17.

Schoenthaler A, Allegrante JP, Chaplin W, Ogedegbe G. (2012). The effect of patient‐provider
communication on medication adherence in hypertensive black patients: Does race concordance
matter? Annals of Behavioral Medicine, 2012; Jan 20. [Epub ahead of print].

Thorisdottir IE, Kristjansson AL, Sigfustottir ID, Allegrante JP. (2012). The landscape of
overweight and obesity in Icelandic adolescents: Geographic variation in body‐mass index
between 2000 and 2009. Journal of Community Health, 37:234‐241.

Allegrante JP, Barry MM, Auld ME, Lamarre M‐C, Taub A. (2010). Toward international
collaboration on credentialing in health promotion and health education: The Galway Consensus
Conference. Health Education & Behavior 2009; 36:427‐438.

Allegrante JP, Barry MM, Airhihenbuwa CO, Auld ME, Collins JL, Lamarre M‐C, Magnusson G,
McQueen DV, Mittelmark M, On Behalf of the Galway Consensus Conference. (2009). Domains
of core competency, standards, and quality assurance for building global capacity in health
promotion: The Galway Consensus Conference Statement. Health Education & Behavior ; 36:476‐
482.
Professor Allegrante’s Courses:



HBSS4100 - Behavioral & Social Science Foundations of Health Education** – REQUIRED FOR
M.S., M.A. & ED.D. – Offered Fall Hybrid (online & in person)
HBSS 6510 - Research Seminar – REQUIRED FOR ED.D. - Offered Fall & Spring
HBSS 7501 - Dissertation Seminar– REQUIRED FOR ED.D. - Offered Fall & Spring
44
Charles E. Basch, Ph.D.
Richard March Hoe Professor
of Health and Education
[email protected]
Dr. Charles E. Basch is the Richard March Hoe
Professor of Health and Education at Teachers
College, Columbia University. He specializes in
planning and evaluating health education programs for
urban minority populations to reduce health and
educational disparities. His work has been diverse with
respect to population groups (ranging from young
children to older adults), disease topics (AIDS,
cardiovascular disease, cancer, diabetes, and eye
disease), and behaviors (diet, physical activity, and
screening), but has a common theme of translating
research into practice. The health education programs
he has developed and evaluated are philosophically
grounded in informed voluntary decision-making and
rely heavily on building strong interpersonal
relationships. His evaluative research has been collaboratively conducted with self-insured unions,
hospitals, community-based clinics, and schools.
Basch’s main scholarly interests are improving understanding about (1) health-related decision
making, (2) dissemination and implementation of effective health-related programs and policies, and
(3) the influence of health factors on educational outcomes in urban minority youth. He teaches
courses related to epidemiology, planning and evaluation. During his more than three decades at
Teachers College, he has directed approximately $20 million dollars of grant-funded research and
program development (primarily supported by the National Institutes of Health), and he continues to
do so.
Dr. Basch enjoys invitations to deliver keynote addresses all
over the United States, given his status as a nationally acclaimed
expert in school health education who has advanced the base of
knowledge on the strong link between health and learning. His most
recent presentation in 2014 was at the Institute of Medicine, National
Academy of Sciences. His work advances the core concept that
closing the academic achievement gap requires taking action on
improving the health status of school children.
Dr. Basch collaborates with the Children’s Health Fund to
Dr. Basch at the White House with the
put these ideas into practice through the “Healthy and Ready to
th
18 U.S. Surgeon General, Regina
Learn” initiative, which will reduce health barriers to learning in
Benjamin, M.D.
schools in New York City and throughout the nation.
45
His work has yielded over 100 peer-reviewed publications. Thus, what follows is only
suggestive of his large corpus of published work.
Professor Basch’s Selected Publications:

Basch, C. E. (2013). Investing in healthier students. School Administrator, 7:18-26. (Invited
Commentary)

Basch, C. E. (2012). Problems with multifactorial etiology require strategically planned, highquality, and coordinated policies and programs. Journal of School Health, 82:303-6.

Basch, C. E. (2011). Healthier students are better learners: high-quality, strategically planned,
and effectively coordinated school health programs must be a fundamental mission of schools to
help close the achievement gap. Journal of School Health, 81:650-62.

Basch, C. E. (2010). Healthier Students are Better Learners: A Missing Link in School Reforms to
Close the Achievement Gap. New York: Campaign for Educational Equity, Teachers College,
Columbia University.
Professor Basch’s Courses:






HBSS 4102 – Principles of Epidemiology in Health Promotion - REQUIRED FOR M.S., M.A. &
ED.D. - Offered Fall (in person) & Summer B (online)
HBSS 6100 - Program Evaluation – REQUIRED FOR M.S., M.A., and ED.D. –
Offered Spring (in person) and Summer A (in person)
HBSS 5111 - Planning Health Education Programs** – REQUIRED FOR M.S., M.A & ED.D. –
Offered Spring (online) & Summer B (online)
HBSS 6510 - Research Seminar – REQUIRED FOR ED.D. – Offered Fall & Spring
HBSS 7501 - Dissertation Seminar – REQUIRED FOR ED.D. – Offered Fall & Spring
HBSS4110 – School Health Promotion for Children and Adolescents - ELECTIVE FOR M.S.,
M.A., & ED.D. - Offered Summer A (online)
46
Sonali Rajan, Ed.D.
Assistant Professor
of Health Education
[email protected]
Dr. Sonali Rajan is an Assistant Professor of
Health Education in the Department of Health and
Behavior Studies at Teachers College, Columbia
University. She joined the faculty in September,
2012. In coming years, Dr. Rajan will be providing
leadership in helping to develop a school health
education track.
Dr. Rajan's research interests include
identifying patterns of risk behaviors among
vulnerable youth; developing, implementing, and
evaluating
school-based
health
education
programs; and providing evidence for the
relationship between improved health and
academic outcomes among youth. She earned her
Doctor of Education in Health Education and a
Master of Science in Applied Statistics, both from Teachers College, Columbia University. She also
has a Bachelor of Science in Biological and Environmental Engineering from Cornell University. From
2010 through 2012, Dr. Rajan completed her post-doctoral training at the Behavioral Science Training
program at the National Development and Research Institutes.
Dr. Rajan is currently a co-investigator on
an R34 grant (PI: Leonard and Gwadz), funded
by the NIH, which looks to assess and monitor
key indicators of emotion regulation among highrisk adolescent mothers. In 2009 Dr. Rajan coauthored an innovative after-school curriculum for
adolescent girls, entitled Girls on Track, in
collaboration with the non-profit organization Girls
on the Run, International, which currently reaches
over 100,000 girls each year. (Dr. Rajan is shown
with participants of Girls on the Run, wearing hats
with the group’s insignia.) The curriculum
specifically emphasizes social and emotional coping skill development in the context of pressing
adolescent health issues, including substance use and abuse, mental health, and physical activity. Dr.
Rajan has continued to collaborate extensively with Girls on the Run on a number of initiatives, most
recently looking to evaluate the efficacy of this program when implemented among vulnerable youth
living in family homeless shelters in NYC.
47
Professor Rajan’s Selected Publications:

Leonard, N.R., Rajan, S., Aregbesola, T., & Gwadz, M. (2014). HIV testing patterns among urban
YMSM of color. In press at Health Education and Behavior.

Melnick, G., Wexler, H., & Rajan, S. (2014). Measuring team members' satisfaction in drug courts:
An instrument to gauge the component disciplines in drug courts. In press at Drug Court Review.

Ethan, D., Basch, C.H., Rajan, S., Samuels, L., & Hammond, R. (2013). Nutrition content analysis
of grocery store circulars in low- versus high-income neighborhoods in New York
City. International Journal of Environmental Research and Public Health, 11(1), 537-547.

Aronson, I.D., Rajan, S., Marsch, L.A., & Bania, T.C. (2013). Interactions between learning and
HIV testing following a technology-based intervention. Health Education and Behavior. [Published
online].

Rajan, S., Basch, C.H., & Ethan, D. (2013). Observational data collection of environmental and
behavioral characteristics: Strengths, limitations, and implications for health
communication. Journal of Mass Communication and Journalism, 3:e141.

Basch, C.H., Ethan, D., & Rajan, S. (2013). Price, promotion, and availability of nutrition
information: A descriptive study of a popular fast food chain in New York City. Global Journal of
Health Science, 5(6), 73 - 80.

Rajan, S., Leonard, N.R. Fletcher, R., Casarijan, B., Casarijan, R., & Cisse, C. (2012). Ambulatory
autonomic activity monitoring among at-risk adolescent mothers. Journal of Mobile Technology in
Medicine, 1(3), 25 - 31.

Rajan, S. & Basch, C.E. (2012). Fidelity of after-school program implementation targeting
adolescent youth: Identifying successful curricular and programmatic characteristics. Journal of
School Health, 82(4), 159-165.
Professor Rajan’s Courses:






HBSS 4160 Introduction to Biostatistics for Community Health Educators – REQUIRED FOR M.S.
and ED.D., RECOMMENDED FOR M.A. – Offered Fall (in person)
HBSS 4161 Environmental Health – REQUIRED FOR M.S., ELECTIVE FOR M.A. & ED.D. –
Offered Spring (Hybrid in person and online) and Summer A (online)
HBSS5112 Social Marketing and Health Communications – REQUIRED FOR M.S. AND ED.D.,
ELECTIVE FOR M.A. – Offered Fall (Hybrid in person and online) and Summer A (online)
Special Advanced Seminar for Doctoral Students in Dissertation Data Analysis (HBSS Number
Pending Approval)– REQUIRED FOR ED.D. -- Offered Spring (in person)
HBSS 6510 Research Seminar – REQUIRED FOR ED.D. – Offered Fall & Spring
HBSS 7501 Dissertation Seminar – REQUIRED FOR ED.D. – Offered Fall & Spring
48
Kathleen O’Connell, Ph.D.
Isabel Maitland Stewart Professor of Nursing Education,
Professor of Health Education and Diabetes Education
and Management
[email protected]
Kathleen A. O’Connell, PhD, RN, FAAN is the
Isabel Maitland Stewart Professor of Nursing
Education and Professor of Health Education
and of Diabetes Education and Management at
Teachers
College
Columbia
University.
Professor O’Connell developed the Masters
Program
in
Diabetes
Education
and
Management, which was launched in
September 2011. Dr. O’Connell will also launch
a doctoral program in Nursing Education within
the next two years.
As a professor in Health Education, Dr.
O’Connell teaches research methods and
health psychology courses.
Dr. O’Connell’s research areas include
smoking cessation and relapse, health behavior
change, reversal theory, and, more recently,
Pavlovian processes in overactive bladder
syndrome. She has received federal funding for
her research. Dr. O’Connell is a Fellow of the
American Academy of Nursing, a Charter
Fellow of the Association for Psychological
Science, and a Fellow of the Academy of
Behavioral Medicine Research. She is the
founding chair of the Expert Panel on Health Behavior of the American Academy of Nursing.
Prior to coming to Teachers College in 1999, Dr. O’Connell was a Professor at the University
of Kansas School of Nursing and Principal Psychologist at Midwest Research Institute. At Teachers
College, Dr. O’Connell has been the Coordinator of the Nursing Education Program and has served
as Acting Chair of the Department of Health and Behavior Studies.
49
Professor O’Connell’s Selected Publications:
o
O’Connell, K. A., Torstrick, A., Victor, E. (2014). Cues to urinary urgency incontinence and
urinary urgency: How those diagnosed with overactive bladder syndrome differ from undiagnosed
persons. Journal of Wound, Ostomy, and Continence Nursing, 41, 259-267.
doi:10.1097/WON.0000000000000023
o
O’Connell, K.A., Schwartz, J. E. & Shiffman, S. (2008). Do resisted temptations during smoking
cessation deplete or augment self-control resources? Psychology of Addictive Behaviors, 22, 486495.
o
O'Connell, K. A. (2009). Theories used in nursing research on smoking cessation. In L. Sarna &
S. A. Bialous (Eds.), Advancing nursing science in tobacco control (Vol. 27, pp. 33-62). New York:
Springer.
o
O’Connell, K. A., Shiffman, S., & DeCarlo, L.T. (2011). Does extinction of responses to cigarette
cues occur during smoking cessation? Addiction, 106, 410-417. doi:10.1111/j.13600443.2010.03172.x
o
Victor, E., O’Connell, K. A., & Blaivas, J. G. (2012). Environmental cues to urgency and leakage
episodes in patients with overactive bladder syndrome. Journal of Wound, Ostomy, and
Continence Nursing, 39, 181-186.
o
Reynolds, D. & O’Connell, K.A. (2012). Testing a model for parental acceptance of human
papillomavirus vaccine in 9-18 year old girls: A theory-guided study. Journal of Pediatric Nursing,
27, 614-625..
o
Rosario-Sim, M. G., O’Connell, K.A. & Lavin, J. (2013). Actual and imagined first smoking
experiences and resisted smoking opportunities of Asian-American adolescents. Public Health
Nursing, 30, 37-46, doi: 10.1111/j.1525-1446.2012.01037.x.
o
Sarna, L., Bialous, S. A., Chan, S. S. C., Hollen, P., & O’Connell, K.A. (2013). Making a difference:
Nursing scholarship and leadership in tobacco control. Nursing Outlook, 61, 31-42.
Professor O’Connell’s Courses:



HBSS 5110 – Determinants of Health Behavior** – REQUIRED FOR M.A. and ED.D., ELECTIVE
FOR M.S. - Offered Fall (online - Restricted)
HBSS 5040 – Research Methods in Health and Behavior Studies – REQUIRED FOR M.A.,
RECOMMENDED FOR ED.D. – Offered Fall (in person)
HBSS 6145 – Health Psychology – REQUIRED FOR ED.D.; ELECTIVE FOR M.A. and ELECTIVE
FOR M.S – Offered Spring (in person)
50
What are the Backgrounds, Areas of Expertise, and Courses Taught by the
Core Adjunct Faculty within Our Programs?
Ray Marks, Ed.D.
Adjunct Professor of
Health Education
[email protected]
Dr. Ray Marks has an extensive history teaching
within the Program in Health Education, starting as
an Assistant Instructor in 1998, co-teaching with
Professor John Allegrante, as she continues to do up
to the present. Her history includes teaching as an
Adjunct Assistant Professor (2001-2004). In May
2005, Dr. Marks was promoted to Adjunct Associate
Professor. In September 2010, Dr. Marks was
promoted to Adjunct Professor. Within Teachers
College, Dr. Marks received Outstanding Teacher
Awards in 2004 and 2005..
Dr. Marks has served as the Director of the
Center for Health Promotion, School of Health and Behavioral Sciences, City University of New York,
York College—a non-profit Public Health Education Center with a 20 year history of serving the local
community
Dr. Ray Marks obtained the degree of Doctor of Education in Health Education from the
Program in Health Education at Teachers College, Columbia University in 2001. She received her
M.Sc. from the University of Alberta in Edmonton, Canada in 1988, as well as her BScPt from
Witwatersrand Univ. in South Africa in1972.
Dr. Marks has expertise in several areas: childhood obesity; health literacy; health promotion
and practice; social marketing; social policy and prevention; and self-efficacy and chronic disease
prevention. Dr. Marks’ book is entitled Health Literacy in Schools (2013, Emerald Press). See her
other selected publications, below:
Professor Mark’s Selected Publications:

Marks, R. (2014). Falls Among the Elderly: Multi-factorial Community-based Falls-Prevention
Programs. Aging Sci, 2, e109.

Stott, K., Marks, R., & Allegrante, J. P. (2014). Parent’s, teacher’s and student’s perceptions
of childhood obesity in the Middle East. European Scientific Journal, 9(10).
51

Marks, R. (2013). Depressive Symptoms among Community-Dwelling Older Adults with Mild
to Moderate Knee Osteoarthritis: Extent, Interrelationships, and Predictors. Nature, 1(3), 1118.

Marks, R. (2013). Disabling Hip Osteoarthritis and Cardiovascular Pathology: Presence and
Impact. International Journal of Health, 1(2), 32-40.

Marks, R. (2012). Knee osteoarthritis and exercise adherence: a review. Current aging
science, 5(1), 72-83.

Kim, Y. S., Park, Y. S., Allegrante, J. P., Marks, R., Ok, H., Ok Cho, K., & Garber, C. E.
(2012). Relationship between physical activity and general mental health. Preventive
medicine, 55(5), 458-463.

Allegrante, J. P., Hanson, D. W., Sleet, D. A., & Marks, R. (2012). Ecological approaches to
the prevention of unintentional injuries. Italian Journal of Public Health, 7(2).

Marks, R. (2011). Physical activity and hip fracture disability: a review. Journal of aging
research, 2011.

Marks, R. (2011). Disabling Osteoarthritis and Symptomatic Anxiety: Impact and Implications. ANXIETY
AND RELATED DISORDERS, 227.

Marks, R., Ok, H., Joung, H., & Allegrante, J. P. (2010). Perceptions about collaborative
decisions: perceived provider effectiveness among 2003 and 2007 Health Information National
Trends Survey (HINTS) respondents. Journal of health communication, 15(sup3), 135-146.

Marks, R. (2010). Hip fracture epidemiological trends, outcomes, and risk factors, 1970–2009.
International journal of general medicine, 3, 1.
Professor Mark’s Courses:




Co-Instructor With Professor Allegrante for HBSS4100 Behavioral and Social Science
Foundations of Health Education – REQUIRED FOR M.S., M.A., and ED.D. - Offered Fall (Hybrid,
in person and online)
Co-Instructor With Professor Allegrante for HBSS 6510 - Research Seminar and HBSS 7501 Dissertation Seminar – REQUIRED FOR ED.D. - Offered Fall & Spring (both in person)
HBSS4112 - Social Policy and Prevention – ELECTIVE FOR M.S., M.A. & ED.D.
– Offered Spring (in person)
HBSS 5110 Determinants of Health Behavior —REQUIRED FOR ED.D. and ELECTIVE FOR
M.A., M.S. – Offered Spring & Summer B with both Hybrid (in person and online)
52
Robert E. Fullilove, Ed.D.
Adjunct Professor of
Health Education
[email protected]
Dr. Robert E. Fullilove is an Adjunct Full Professor
in the Department of Health and Behavior Studies at
Teachers College, Columbia University where he
has received teaching awards, while also taking an
active role in mentoring doctoral students in health
education. Together with Professor Barbara
Wallace, they have made history as co-sponsors of
dissertations that have set an historical record at
Teachers College by virtue of the national and
international diversity of the graduates—nurturing
the pipeline of professionals entering the health and
public health professions in academia, research,
and practice. Moreover, he plays a vital role in
mentoring doctoral graduates in the areas of
publishing, seeking post-doctoral training, and obtaining employment.
Dr. Fullilove is also the Associate Dean for Community and Minority Affairs and Professor of Clinical
Sociomedical Sciences at the Mailman School of Public Health of Columbia University. He is CoDirector of the Community Research Group at the New York State Psychiatric Institute and Columbia
University, as well as Co-Director of the degree program in Urbanism and the Built Environment in the
Department of Sociomedical Sciences at Mailman.
Dr. Fullilove has authored numerous articles on topics ranging from HIV/AIDS, minority health,
to mathematics and science education. From 1995 to 2001, he served on the Board of Health
Promotion and Disease Prevention at the Institute of Medicine (IOM) at the National Academy of
Sciences. Since 1996, he has served on five IOM study committees that have produced reports on a
variety of topics including substance abuse and addiction, HIV/AIDS, tuberculosis, and damp indoor
spaces and health.
In 2003, Dr. Fullilove was designated a National Associate of the National Academies of
Science, an honor bestowed by the Academies for those who have made "significant contributions" to
its work. In 1998 he was appointed to the Advisory Committee on HIV and STD Prevention (ACHSP)
at the Centers for Disease Control, and in July, 2000 he became the committee's chair, serving on the
Committee until 2004.
Dr. Fullilove serves on the editorial boards of the journals Sexually Transmitted Diseases, and
the Journal of Public Health Policy. He has made history as being the only three-time winner of the
Distinguished Award for Teaching Excellence (class of 1995, class of 2001, class of 2013) at the
Mailman School of Public Health.
53
In May, 2002, he was awarded an honorary doctorate degree (Doctor of Humane Letters,
Honoris Causa) from Bank Street College of Education. Among his many awards and honors, Dr.
Fullilove was bestowed the Allan Rosenfield Award for Public Health and Social Justice by the Public
Health Association of New York City in 2012. He was named one of 20 “Positive Changemakers” by
AIDS Service Center New York City in the year 2011. Also, in the year 2010, POZ Magazine named
him to its POZ 100 list of the most influential people working in the field of HIV/AIDS in the U. S.. In
2008 he was awarded the Distinguished Service Award from the New York State Department of
Health. His work has been featured by NPR, FRONTLINE and PBS, including being featured in a film,
AIDS in Black America: A Public Health Crisis. In addition to being a speaker in demand for his work
in public health, Dr. Fullilove also enjoys the talk circuit where he readily shares his historical
perspective on the civil rights movement and changes in society that is rooted in service as the Field
Secretary for the Student Nonviolent Coordinating Committee (SNCC) in Atlanta, Georgia from 19641967.
Professor Fullilove’s Selected Publications:







Fullilove, R. E., & Rosen, D. E. (2014). Mass Incarceration: The HIV/AIDS Epidemic and the
Affordable Care Act―What Will the Future Hold?. Journal of HIV/AIDS & Social Services, 13(1),
5-7.
Bowser, B. P., Word, C. O., Fulliove, R. E., & Fullilove, M. T. (2014). Post-script to the crack
epidemic and its links to HIV. Journal of Equity in Health, 3(1), 1-10.
Fullilove, R. E. (2011). Mass incarceration in the United States and HIV/AIDS: cause and effect.
Ohio St. J. Crim. L., 9, 353.
Fullilove, M. T., & Fullilove, R. E. (2010). Place Loss and Rebuilding Sustainable Communities.
Rebuilding Sustainable Communities for Children and their Families after Disasters: A Global
Survey, 29(41), 13.
Kenya, S., He, Q., Fullilove, R., & Kotler, D. P. (2011). Developing an Objective Evaluation
Method to Estimate Diabetes Risk in Community-Based Settings. Diabetes technology &
therapeutics, 13(5), 557-561.
Adimora, A. A., Schoenbach, V. J., Martinson, F. E., Coyne-Beasley, T., Doherty, I., Stancil, T. R.,
& Fullilove, R. E. (2006). Heterosexually transmitted HIV infection among African Americans in
North Carolina. JAIDS Journal of Acquired Immune Deficiency Syndromes, 41(5), 616-623.
Adimora, A. A., Schoenbach, V. J., Martinson, F. E., Donaldson, K. H., Stancil, T. R., & Fullilove,
R. E. (2003). Concurrent partnerships among rural African Americans with recently reported
heterosexually transmitted HIV infection. JAIDS Journal of Acquired Immune Deficiency
Syndromes, 34(4), 423-429.
Professor Fullilove’s Courses:




HIV/AIDS Education and Epidemiology – ELECTIVE FOR M.A., M.S. AND E.D.D. – Offered
Spring (in person)
HBSS5113 Community Health Analysis – ELECTIVE FOR M.A., M.S. AND E.D.D. – Offered
Fall (in person)
HBSS 6510 Research Seminar – REQUIRED FOR ED.D. – Offered Fall & Spring
HBSS 7501 Dissertation Seminar – REQUIRED FOR ED.D. – Offered Fall & Spring
54
Katherine Roberts, Ed.D., MPH, MCHES
Adjunct Associate
Professor of Health Education
[email protected]
My
educational
background
includes
an
undergraduate degree in community health
education, a master degree in public health, a
master degree in health education, and a doctorate
degree in health education. I am also a master
certified health education specialist (MCHES).
In addition to being an Adjunct Associate
Professor at Teachers College, Columbia University,
I founded a research and evaluation firm, Interactive
Health, LLC, in 1999. I am currently the lead
evaluator on multiple federal and state grant
initiatives focused on improving the health of
students, parents, and community members. I have
evaluated large, multi-site grants such as the Safe
Schools/Healthy Student (SS/HS) grant initiatives, which are “designed to provide students, schools,
and families with a network of effective services, supports, and activities that help students develop
the skills and emotional resilience necessary to promote positive mental health, engage in prosocial
behavior, and prevent violent behavior and drug use.” Working as the evaluator on these types of
grant-funded projects allows me the opportunity to see prevention and intervention programs being
implemented in a real world setting and to determine their effectiveness.
In addition, since 1999, I have been a NREPP (National Registry of Evidence-based Programs
and Practices) reviewer, where I review and evaluate substance abuse and violence prevention
programs for Substance Abuse and Mental Health Services Administration (SAMHSA). I have also
been involved in the creation of numerous health education curricula, including the U.S. Department
of Justice funded G.R.E.A.T. program, an elementary and middle school violence prevention
curriculum, and Ironwill Kids, a middle school nutrition curriculum.
I practice what I preach. I compete in a variety of athletic endeavors including over 20 Ironman
triathlons where I consume only natural, organic and non-processed energy drinks and food.
Professor Robert’s Selected Publications:

Glaser, D., Roberts, K.J., Grosskopf, N.A, Basch, C.H. (in press). Breastfeeding success, social
norms, and school health education: a systematic literature review. Journal of Human Lactation.
55









Lepore, S.J., Revenson, T.A., Roberts, K.J., Prankikoff, J.R., Davey, A. (in press). Randomized
controlled trial of expressive writing and quality of life in men and women treated for colon or rectal
cancer. Psychology and Health.
Marshall, B.L., Roberts, K.J., Donnelly, J., Rutledge, I. (2011). Attitudes towards campus policies
regarding alcohol use among college students. Journal of Drug Education, 40(4), 345-358.
Roberts, K.J., Lepore, S.J., Hanlon, A.L, Helgeson, V. (2010). Genitourinary functioning and
depressive symptoms over time in younger versus older men treated for prostate cancer. Annals
of Behavioral Medicine, 40(3), 275-283.
Lepore, S.J., Glaser, D.B., Roberts, K.J. (2008). On the positive relation between received social
support and negative affect: A test of the triage and self-esteem threat models in women with
breast cancer. Psycho-Oncology, 17(12), 1210-5.
Roberts, K.J., Lepore, S.J., Urken, M. (2008). Quality of life after thyroid cancer: An assessment
of patient needs and preferences for information and support. Journal of Cancer Education, 23(3),
186-191.
Lepore, S. J., Roberts, K. J. (2007). Prostate cancer. In S. Ayer, A. Baum, C. McManus, K.
Wallston, J. Wienman & R. West (Eds.), Cambridge handbook of psychology, health and medicine
(2nd ed.). Cambridge, UK: Cambridge University Press.
Roberts, K. J., Lepore, S. J., & Helgeson, V. (2006). Social-cognitive correlates of adjustment to
prostate cancer. Psycho-Oncology, 15(3), 183-192.
Roberts, K. J., Lepore, S. J., & Helgeson, V. (2005). Coming to terms with prostate cancer: The
role of social support. Annals of Behavioral Medicine, 29, S194.
Roberts, K. J. & Lepore, S. J., & Helgeson, V. (2005). Coming to terms with prostate cancer.
Psycho-Oncology, 14(1), S85.
Professor Robert’s Selected Curriculums:





Ironwill Kids (2010). Ironwill Foundation. An elementary garden and nutrition program.
G.R.E.A.T. Gang Resistance Education and Training: Elementary School Curriculum (2004).
Bureau of Justice Assistance, Washington D.C.
G.R.E.A.T. Gang Resistance Education and Training: Middle School Curriculum. Bureau of
(2002). Alcohol, Tobacco, and Firearms, Washington D.C.
R.O.A.D.D. Reduce Our Adolescent Drinking, Drugging and Driving (2004). Student Assistance
Services and Westchester County STOP DWI.
Project SUCCESS (Schools Using Coordinated Community Efforts to Strengthen Students)
(2004). Student Assistance Services, Inc. New York: Tarrytown.
Professor Robert’s Courses:

HBSS 4116 Health Education for Teachers – ELECTIVE FOR M.A., M.S. AND E.D.D. –Offered
Fall, Spring and Summer in-person and online. This course provides a service to the college by
exposing teachers in training to vital core health education they can infuse across the curriculum.
56
Latoya C. Conner, Ph.D.
Adjunct, Program in Health Education
[email protected]
Dr. Latoya C. Conner is a Licensed Psychologist in
New York, Maryland and Washington, DC. She has a
long-standing commitment to strengthening the mental
health and wellness of youth, adults and families in
urban communities. Dr. Conner received a Ph.D.,
M.Phil., Ed.M. and M.A. in counseling psychology
from Columbia University, Teachers College.
As a Postdoctoral Fellow in Clinical and
Community Psychology, Dr. Conner completed an
APA-accredited internship at Yale University School of
Medicine, Department of Psychiatry and The
Consultation Center; during this fellowship, she
designed and implemented mental health promotion
and prevention programs for youth and their families,
while also providing services in a School-Based
Health Clinic within a comprehensive school-based
program. In addition, within the Yale fellowship she
engaged in advocacy and policy work in response to
the economic and social needs of the West Haven
community.
Dr. Conner received training in the Global
Mental Health: Trauma and Recovery Certification Program sponsored by Harvard University Medical
School’s Program on Refugee Trauma and the Ministry of Health of Italy—while including a focus on
advocacy and social policy. Other post-doctoral fellowship training was in the area of cultural
competence, mental health treatment, health disparities, the care of HIV positive youth and their
families, as well as community advocacy for policy change to address health disparities.
Dr. Conner is also an HIV HOPE Trainer, having received state-of-the-science training in
HIV/AIDS treatment, prevention and care—being trained to educate other professionals regarding the
delivery of care to people living with HIV/AIDS. Her wide-ranging background includes developing
after-school programs, engaging in school-wide consultation work, engagement in guidance
counseling for at risk youth, substance abuse/addiction treatment, and providing leadership as
Director of Psychological Services and Mental Health at an urban metropolitan hospital.
Dr. Conner has been teaching on the graduate level for over 15 years. For example, in recent
years, she developed the pedagogy, curriculum and evaluation methods for the graduate courses
Coping with Grief and Trauma, Psychological Assessment, and Research & Program Evaluation.
Subsequently, she was presented with a Distinguished Professor Award and Professor of the Year
Recognition for two consecutive years, 2013-2014—as acknowledgment of her outstanding and
transformative teaching on the graduate level. More broadly, as a professor, clinician and researcher,
57
Dr. Conner has a strong record of quality teaching, multicultural counseling, federal grant funded
research, and mentoring of graduate students.
Dr. Conner is a highly sought after clinician and expert witness for children, teens and adults.
In sum, she has extensive clinical and research expertise in the broad ranging areas of faith, forensic
psychology, trauma, grief and bereavement, health disparities, HIV/AIDS, substance abuse and
addiction, incarceration, youth activism and social justice, policy and advocacy, as well as indigenous
forms of coping. Reflective of her broad expertise are the selected publications that follow.
Professor Conner’s Selected Publications:







Conner, L. C., Wiener, J., Lewis, J. V., Phill, R., Peralta, L., Chandwani, C., & Koenig, L. J.
(2013). Prevalence and predictors of drug use among adolescents with HIV infection acquired
perinatally or later in life. AIDS and Behavior, 17:976–986. DOI 10.1007/s10461-011-9950-x [epublished August 14, 2011]
Chandwani, S., Koenig, L. J., Sill, A., Abramowitz, S., Conner, L. C., & D’Angelo, L. (2012).
Predictors of antiretroviral medication adherence in a diverse cohort of HIV-seropositive
adolescents. Journal of Adolescent Health. DOI:10.1016/j.jadohealth.2011.12.013 [published
electronically ahead of print, March 2, 2012]
LaGrange, R. D., Abramowitz, S., Koenig, L. J., Barnes, W., Conner, L. C., Moschel, D., &
Peralta, L. (2011). Participant satisfaction with group and individual components of Adolescent
Impact: A secondary prevention intervention for HIV-positive youth. AIDS Care.
DOI:10.1080/09540121.2011.592817 [published electronically ahead of print, August 22, 2011]
Wallace, B. C., Conner, L. C. & Dass-Brailsford, P. (2011). Integrated trauma treatment in correctional
health care and community-based treatment upon reentry. Journal of Correctional Health Care, 17(4),
329-343.
Orban, L. A., Stein, R., Koenig, L. J., Conner, L. C., Rexhouse, E. L., Lewis, J. V., & LaGrange, R.
(2010). Coping among youth infected with HIV: An examination of HIV-Specific stressors and
coping responses. AIDS Care, 22(4), 420-430.
Conner, L. C., Le Fauve, C. E., & Wallace, B. C. (2009). Ethnic and cultural correlates of
addictions among diverse women. In K. T. Brady, S. E. Back, & S. F. Greenfield (Eds.), Women
and Addiction: A Comprehensive Handbook (pp. 453-474). New York, NY: Guilford Publications.
Conner, L. C., Wilson, A. M., & Lyon, M. E. (2006). The voices of teens living with HIV: How you
can support us. In M. E. Lyon & L. J. D’Angelo (Eds.), Teenagers, HIV, and AIDS: Insights from
Youths Living with the Virus (pp. 181-196). Westport, CT: Praeger Publishers.
Professor Conner’s Courses:


HBSS 4111 Addictions and Dependencies – ELECTIVE FOR M.A., M.S. AND E.D.D – Offered
Spring and Fall (in person) [ A new pending requirement for students in the Ed.M. Counseling
Program, Department of Clinical and Counseling Psychology]
HBSS4121 Death Education – ELECTIVE FOR M.A., M.S. AND E.D.D – Offered Fall (in person)
58
Karen Baldwin CNM, NP, Ed.D., FACNM
Dr. Karen Baldwin has nearly three
decades
of
academic
teaching
experience on the graduate and
undergraduate level, including at the
Yale University School of Nursing,
Columbia University School of Nursing,
and Rutgers College of Nursing where
she was on the faculty. This work in
academia won her an award for
Teaching Excellence.
More recently, Dr. Baldwin served
as the Coordinator of the Graduate
Nursing Department at Mount Saint Mary
College, while drawing upon her
expertise as a practicing nurse-midwife
and Nurse Practitioner specializing in
Obstetrics and Gynecology. There, she
was also a pioneer of online learning,
being known for her academic rigor and
demand that students meet the highest
standards.
In addition, Dr. Baldwin’s background includes serving as the Director of Midwifery at the Gouverneur/Bellevue Hospital and Birth
Center, as well as Director of Midwifery and Childbirth Education at Beth Israel Medical Center—as
highlights of her career as a clinical nurse-midwife, OB/GYN nurse practitioner and administrator in
New York City for over 25 years. Especially noteworthy is how she provided women’s health care,
including prenatal care and delivery and gynecological care, to literally thousands of women.
For her work, Dr. Baldwin was honored by the American College of Nurse-Midwives as a
Fellow—an esteemed title given to midwives who have provided leadership in areas of clinical
practice, education and research. Reflective of her expertise, Dr. Baldwin serves as a peer reviewer
for the Journal of Midwifery and Women’s Health and the Journal of Perinatal Education. As a
researcher, Dr. Baldwin has published on the implementation of CenteringPregnancy (Baldwin, K.,
2011, Voices along the journey: Midwives perceptions of CenteringPregnancy, Journal of Perinatal
Education, 20, 4: 210-217)—as just one of her more recent publications.
Professor Baldwin’s Courses:

HBSS 4122, Women’s Health -- ELECTIVE FOR M.A, M.S. & ED.D. – Offered Spring (Hybrid, in
person and online) [Required for the college’s new Certificate Program in Sexuality, Women and
Gender]
59
Nicole Harris-Hollingsworth, Ed.D., MA, MCHES
Dr. Nicole Harris-Hollingsworth has extensive
training for leadership in health services
administration, including time spent at the Harvard
School of Public Health where she received a
Certificate in Leadership Strategies for Evolving
Healthcare Executives. Her leadership experience
in health-related settings dates back to the
Children’s Defense Fund, the Northern Manhattan
Perinatal Partnership, Inc. where she was Deputy
Executive Director/Chief Operating Officer, and at
Planned Parenthood where she was Associate
Vice President of Clinical Operations and Senior
Center Director of the New York office. For over
twenty years, she has specialized in the
development of community health programs
designed specifically to create behavior change
and increase knowledge in hard to reach
populations as a senior administrator.
Perhaps her most distinguished executive
leadership has occurred at Montefiore Medical
Center where she has served for over a decade—
specializing in not only overall administration, but
also the development and implementation of
population health initiatives across multiple chronic disease platforms in order to enhance well-being
and increase self-management capacity among institutional populations. Further, Dr. HarrisHollingsworth manages the implementation of Population Health, Community Health, Associate
Wellness and Health Education Programs and Services.
Dr. Harris-Hollingsworth also specializes in ensuring best in class outcomes as a valued
member of the team sustaining Montefiore Medical Center as a healthcare leader delivering sciencedriven and patient-centered care, while being ranked among the top hospitals nationally and
regionally. She is also responsible for the development of the New York State recognized best in
group community health needs assessment (CHNA) and community service plans (CSP), as well as
for patient education systems and community based interventions. Dr. Harris-Hollingsworth is also a
leader helping Montefiore Medical Center to pioneer the use of eHealth and mHealth educational
resource services to improve patient outcomes.
She received her B.S. from Cornell University in health education. She obtained her M.A. in
health education, then added to her two decades of management and leadership work experience the
capstone of the doctorate in health education. Her doctoral research allowed her to evaluate
strategies she had already implemented to pioneer eHealth and mHealth for Montefiore patients.
60
Since completing her doctorate in health education, Dr. Hollingsworth has been honored with
selection as President of the Public Health Association of New York City, serving across 2013. As the
Immediate Past President of the Public Health Association of New York City, she also serves as a
board member for the Bronx Health Link, the Boys and Girls Club of Mount Vernon, and Today’s Child
Magazine. In addition, Dr. Hollingsworth has served as a national grants reviewer for the Human
Resources Services Administration, and led the community participatory response team for the
Central Harlem populations group within the Genetic Education Needs Evaluation Coalition in
conjunction with the March of Dimes.
For her service to the healthcare profession, Dr. Harris-Hollingsworth has received many
awards, including, for example, a 2013 Community Health Leadership Award from the Bronx
Community Healthcare Network, A Community Leadership Award from the Bronx YMCA, as well as
an award for her Public Health and Hospital Administration work that was bestowed upon her by the
Research Group on Disparities in Health, Teachers College, Columbia University in 2013.
While having expertise in health services administration, Dr. Hollingsworth’s interests include
the development of effective regional collaborations to increase global health equity, and addressing
the impact of educational/behavioral supply chain concerns in public health.
She lives in Mount Vernon, New York with her husband and two sons.
Professor Harris-Hollingsworth’s Courses:

HBSS 4162, Health Services Administration -- REQUIRED FOR M.S., ELECTIVE FOR M.A. &
ED.D. – Offered Fall (Hybrid in person and online)
Who Maintains the Records of the Programs in Health Education and
Evelyn Quinones
Assistant to the Coordinator,
Programs in Health Education &
Community Health Education
[email protected]
(212) 678-6607
Contact Ms. Evelyn Quinones in the event you have administrative questions. She is known for
her congeniality and willingness to go above and beyond the call of duty to assist students with all
reasonable requests.
61
CONCLUSION – DO YOU ACCEPT THE
INVITATION? READY TO TAKE THE
NEXT STEP? APPLY ONLINE!
By now, hopefully, it is clear to you that there are an abundance of reasons to accept the invitation
to apply to the Programs in Health Education and Community Health Education, Department of Health
and Behavior Studies, Teachers College, Columbia University. Our Programs have not only an
appealing guiding philosophy, but also an impressive track record for educating outstanding national
and international leaders (e.g., in public health, community health, research, academia, and hospital
administration, etc…).
We feature great students + great courses + great convenience
+ great faculty as preparation for great careers opportunities!
Please take advantage of our rolling admissions policy and allow your application to be
considered at any point—year-round! Take the next step! Apply online today! Go to the Teachers
College, Columbia University website (www.tc.edu), and follow links to ADMISSIONS.
In conclusion, please know that I have taken the time to organize and write this booklet as a part
of an invitation for you to apply to our Program. I hope you accept the invitation! Finally, remember to
arrange a visit with me, Dr. Barbara Wallace, as well as a visit to a class so you can speak to our
current students and professors ([email protected]). You are also welcome to attend our Fall
Colloquia series and our Spring (March) Annual Health Disparities Conferences at Teachers College,
Columbia University. I look forward to meeting and talking with you!
Take the next step! Apply to one of graduate programs online, today!
Sincerely,
Coordinator of the Programs in Health Education and
Community Health Education
P.S. Read the July 2014 Issue of my newsletter,
HEALTH ED NEWS and enjoy the
GREAT NEWS   
62
HEALTH ED NEWS
FROM THE DESK OF THE COORDINATOR OF THE PROGRAMS IN HEALTH EDUCATION & COMMUNITY HEALTH EDUCATION
© 2014 - HEALTH ED NEWS FROM PROFESSOR BARBARA WALLACE – JULY 2014 – VOLUME 1 – ISSUE 1
WELCOME!
Did You Know?
July 12, 2014
July 12, 2014
Welcome to the first issue of HEALTH ED NEWS—a
newsletter from my desk as the Coordinator of the
Programs in Health Education and Community Health
Education (i.e., Professor Barbara Wallace). The
purpose of HEALTH ED NEWS is to foster a sense of
community, engagement, and connectedness for the
community of students, staff, and faculty. This is
needed at a time when the Programs in Health
Education and Community Health Education are
undergoing growth and transformation. I seek to inform
the larger community about our positive developments.
Indeed, the changes are such that a relatively recent
graduate of one of our degree programs might not
readily recognize us—given these developments. This
is due to several new initiatives, the addition of new
faculty, and changes geared toward ensuring our
programs achieve the highest levels of excellence. This
inaugural issue of HEALTH ED NEWS seeks to bring
both our graduates and those current members of our
community of students, staff and faculty up to date on
the progress being made—while sharing with a larger
community, too. It is a time of great excitement! Read
this inaugural issue and learn more!
Did you know that the core required courses in the
Programs in Health Education and Community Health
Education have been revamped and improved over the
past two years? Our goal is to ensure students achieve
the following core competencies via their education:
1. Behavioral and Social Sciences.
Demonstrate understanding of the principles of
behavioral and social sciences and apply these
principles to facilitate voluntary health-related
behavioral change.
2. Health Needs Assessment. Assess health
determinants and health needs of individuals and
communities.
3. Planning and Administration. Apply
evidence-based principles and scientific knowledge
base to plan, implement and evaluate community
health programs and services.
4. System and Critical Thinking.
Demonstrate intellectual discipline, system and
critical thinking in considering and addressing
community health issues.
5. Statistics and Research Design.
Demonstrate understanding of basic concepts of
research design and statistical analysis and conduct
independent research in community health.
Barbara Wallace, Ph.D. Coordinator, Programs in Health
(Continues on page 2)
Education and Community Health Education
[email protected] 267-269-7411 (cell)
63
HEALTH ED NEWS
PAGE 1
Continued from page 1
Did You Know About the 11
Program Core Competencies?
6. Law and Ethics. Demonstrate
understanding of the legal and ethical basis for
public health systems and services and adhere
to ethical and legal standards of practice.
7. Professional Identity: Develop a sense
of professional identity and commitment to the
health profession and lifelong learning.
8. Communication Skills. Use appropriate
modalities, channels, and technology
effectively to communicate public health
information to lay and professional audiences.
9. Collaboration and Leadership.
Demonstrate leadership and team building in
developing and advocating for effective health
policy and programs.
10. Health Inequalities. Understand
cultural, social, and behavioral factors that
impact individual and community health and
determine the accessibility, availability, and
delivery of public health services.
11. Advocacy. Respond to diverse health needs
of individuals and communities and advocate
for improving their health and well-being.
The goal is to improve the learning experience of all
students so they receive the highest quality education
and professional preparation as they acquire
competencies across all 11 areas. This improvement
has necessitated that the syllabi for the core program
courses be transformed and upgraded to reflect how
students achieve at least 1, if not 2 or 3 of the above 11
core competencies within a single course. Collectively,
with each core course ensuring acquisition of 1, 2 or 3
of the core competencies, the results include a state-ofthe-art education and professional preparation through
our programs.
If you are a student, please examine your course syllabi
more carefully and see the results of our striving to
improve the quality of your education so it is the very
best possible—and a model of excellence in academia.
We are improving!
About Our Course
Competency Evaluation
Projects (CCEPs)
July 13, 2014
Do you know what a Course Competency Evaluation
Project (CCEP) is, and why all of the core courses in
the Programs in Health Education and Community
Health Education now have one? The CCEP represents
a key assessment tool whereby each Professor and the
Program Coordinator have worked together to ensure
that each particular course has a way to assess the
extent to which an individual student met the course’s
1, 2 or 3 (of the 11) Program Core Competencies. Each
core course syllabus now describes that course’s CCEP,
sometimes also appearing to be the equivalent of a
midterm project and/or a final project required for the
course. As part of our strategy to ensure all of our
students receive the highest quality education and
professional preparation, the Program Coordinator has
spent a major part of each summer since 2012
reviewing each Professor’s course syllabus in order to
further each course moving toward having the very best
CCEP for assessing each student’s achievement of the
course’s 1, 2 or 3 core competencies. Further, the
CCEP project for each course then undergoes a process
of formal review and approval by the program
faculty—as an additional quality assurance step. This is
an ongoing process.
Thus, students should closely examine the syllabus they
receive for each core course and pay close attention to
the CCEP. This is because at the end of the semester
each student’s CCEP will be evaluated according to a
Course Competency Evaluation Project Scoring Rubric
(CCEP-SR); this allows each student to receive the
results of an individualized assessment with regard to
how well they achieved the courses’ 1, 2 or 3 core
competencies.
Further, as the college prepares for an upcoming
Middles States accreditation site visit in 2016, the
CCEP-SRs are analyzed as aggregate data that
64
HEALTH ED NEWS
PAGE 2
About Our Course Competency
Evaluation Projects (CCEPs)
captures how a class of students for a particular
semester, as a whole, performed in that course—
relative to achieving the courses’ core
competencies. This means that Professors have a
new task at the end of each semester when a course
ends: they have to calculate the average scores
achieved in that class with regard to achieving
each of the courses 1, 2 or 3 core competencies.
Yes, this means more work for Professors, in
addition to submitting final course grades! Yet it
also means that each Professor has assessment data
that can be used to determine how the course
might be improved so that students achieve the
highest scores possible with regard to students’
achievement of the course’s core competencies.
This same assessment data will be provided by the
Program Coordinator for the core courses in our
Programs in Health Education and Community
Health Education to the Teachers College,
Columbia University Office of Accreditation and
Assessment directed by Alexandra “Sasha”
Gribovskaya, Ed.D.
What Happened to
My Summer Vacation?
July 13, 2014
For those of you who do not know me, I am Professor
Barbara Wallace. I joined the faculty of Teachers
College, Columbia University in Fall 1990. In the
Spring of 2010 I had my sabbatical, and then returned
to an imperative: “It is your turn to be Program
Coordinator!” So, what has been the impact of serving
as Program Coordinator? I will not bore you with the
details of discovering what I observed in graduate
school: my Professors seemed to work all the time,
weekends included, and I could not see myself ever
working that hard. Guess what? I am living that life!
However, the focus of this article is just on one impact-encapsulated in the title of this article: What happened
to my summer vacation?
Leadership For the Sake of Improvements
Part of what happened is that I have spent huge chunks
of my summers—especially 2012, 2013 and now
2014—devoted to several tasks: designing a new 42
point M.S. Program in Community Health Education
for which we will be seeking accreditation from the
Council on Education for Public Health (CEPH);
instituting and seeking approval for three new courses
required for a CEPH accredited MS program that is on
par with the MPH; writing the justification for
changing our former 60 point MS into the new 42 point
MS—and seeking college and state approval; working
to arrive at our Program’s Core Competencies; working
closely with Program faculty for approvals and
refinements, followed by formal approval; reviewing
all syllabi for the core courses and working closely with
faculty to ensure courses are designed so students
achieve 1, 2 or 3 of our 11 Program Core
Competencies; and, providing leadership for a three
year program-level self-study with ongoing annual
reports and results shaping further improvements.
The goal is to comply with a new request by Dr.
Gribovskaya to provide this data so that the college
is effectively prepared for the assessment focus
within the next site visit by the Middle States
Commission on Higher Education—our college’s
regional accrediting agency.
Meanwhile, this data will also help our Programs
to further improve. Indeed, the intent of the
creation of the CCEP for each course was to meet
the standards of a specialized professional
accreditation agency for our field: The Council on
Education for Public Health (CEPH). Thus, the
upgrading and redesign of each core course in our
Programs in Health Education and Community
Health Education has included the goal of meeting
criteria for excellence established by CEPH. The
goal of CEPH is to enhance health in human
A Professional Vision and Who I Am
populations through the assurance of professional
Before I started kindergarten, my grandmother took me
personnel being able to identify, prevent and solve to the Tot Lot—the playground for small
community health problems. Thus, educational
programs must meet standards to achieve this goal.
65
HEALTH ED NEWS
PAGE 3
What Happened? Leadership
children located near my family home. My
grandmother watched me all day long while my parents
were at work as public school teachers, and my two
older siblings were attending the local elementary
school (both became public school teachers, and one a
Principal of a new High School that became the “top”
3rd city-wide). At the Tot Lot, my favorite way to play
was to climb to the very “top” of a shiny red jungle
gym. [Later I discovered the ocean—as shown at right!]
Having raised and cared for a lot of children, my
grandmother offered a prophecy for me, based on my
play: I would go to the “top.” In this manner, my
grandmother summarized my leadership style: I am
determined to provide the kind of leadership as
Coordinator of the Programs in Health Education and
We are going to the “top!” Let’s play! Okay, I’ll write. I
Community Health Education that will allow us to
guess I do know how to write. Then, the beach? Maybe?
achieve the highest standards of excellence. We are
going to the “top!” Let’s play!
My Vision: Today’s Work for Tomorrow
Dr. John Allegrante: A
Leader of the National
and Global Movement
My vision is also a long-term one. As someone from a
family of public education professionals, I feel
privileged to be providing leadership to Programs Toward Quality Assurance in
within the oldest and largest graduate school of
Professional Preparation and Program
education in the U.S. My shiny red jungle gym is now
Accreditation in Health Ed
this shiny red encased Dell desk-top computer, and my
writing skills honed across 7 books/edited volumes and July 13, 2014
about 80 publications are now dedicated to the task of
getting our Programs to the “top.” That translates into The national landscape is characterized by a
summers full of intense writing! That has meant movement for quality assurance in professional
upgrading core curriculum—as codified in course preparation and program accreditation in the field
syllabi—so that it embodies core competencies that of health education. This has necessitated all
ensure we meet the highest standards for training programs—including our own—seeking to
professionals in health education and community health embody the highest standards of excellence. The
education. As a long-term vision, the goal is to ensure national landscape has changed partly through
the work of our prior Chair of the Department of
that our programs are well-established and wellHealth and Behavior Studies, prior Coordinator
positioned to embody the highest levels of excellence
of the Program in Health Education, and prior
for many decades to come. Thus, when I am long gone
President of the Society of Public Health
from Teachers College and you may be, too, what I
Education
(SOPHE):
Professor
John
envision remaining are state-of-the-art programs that Allegrante. Because of the pioneering leadership
embody the highest levels of excellence by meeting the and dedicated work of Dr. Allegrante, Teachers
accreditation standards of the day—while remaining College has provided national (Allegrante,
capable of ongoing evolution consistent with the Airhihenbuwa, Auld, Birch, Roe & Smith,
highest standards of days to come. We are going to the 2004) as well as international leadership
“top!” Let’s play!
66
HEALTH ED NEWS
PAGE 4
Dr. Allegrante: A Global Leader
(Allegrante, Barry, Airhihenbuwa, Auld, Collins,
Lamarre, Magnusson, McQueen & Mittelmark,
2004; Allegrante, Barry, Auld, Lamarre & Taub,
2009; Barry, Allegrante, Lamarre, Auld, & Taub,
2009) in the movement for quality assurance in
the field of health education. This movement for
quality assurance encompasses both professional
preparation and program accreditation.
Indeed, Professor Allegrante was the lead author
on the Final Report of the National Task
Force on Accreditation in Health Education
(Allegrante, Airhihenbuwa, Auld, Birch, Roe &
Smith, 2004). The National Task Force on
Accreditation in Health Education was
established in 2001 and charged by the Society of
Public Health Education (SOPHE) and the
American Association for Health Education
(AAHE) with developing a detailed plan for a
coordinated accreditation system for health
education programs operating on both the
undergraduate and graduate level. The results of
the work of Allegrante et al (2004) were endorsed
by the boards of both SOPHE and AAHE,
resulting in a firm foundation for the highest
quality professional preparation and practice in
health education. Moreover, the work and
leadership of Dr. Allegrante has been ongoing
and global in an effort to reshape the landscape in
health education with regard to individual
certification and program accreditation (Cottrell,
Lyzoby, King, Airhihenbuwa, Roe & Allegrante,
2009; Allegrante et al, 2009).
As a proven great leader, Dr. John Allegrante is the senior
Professor of Health Education, Associate Vice President for
International Affairs, and Fulbright Program Advisor and
Campus Representative at Teachers College.
As a result, we are improving as we strive for
excellence in meeting requisite prevailing
standards, as per the national and international
movement for quality assurance. Thank you, Dr.
Allegrante for being such a great global leader!
References
Thanks, in part, to the outstanding leadership of
Dr. Allegrante, the movement for quality
assurance has been immensely successful. The
resultant movement has created the imperative for
us to pursue the vital work on our “home turf” of
keeping pace with the national and international
movement for quality assurance. Thus, in Fall
2012 we received college and state approval and
launched a new 42 point M.S. in Community
Health Education designed to meet prevailing
standards for accreditation by the Council on
Education for Public Health (CEPH).
Allegrante, J.P., Airhihenbuwa, C.O., Auld, E.M., Birch, D.A.,
Roe, K.M., Smith, B.J. (2004). Toward a Unified System of
Accreditation for Professional Preparation in Health
Education: Final Report of the National Task Force on
Accreditation in Health Education. Health Education &
Behavior, 31 (6) 668-683, I. DOI: 10.1177/1090 198
104269382
Allegrante JP, Barry MM, Airhihenbuwa CO, Auld ME, Collins
JL, Lamarre M‐C, Magnusson G, McQueen DV, Mittelmark
M. (2004). On Behalf of the Galway Consensus Conference.
Domains of core competency, standards, and quality
assurance for building global capacity in health promotion:
The Galway Consensus Conference Statement. Health
Education & Behavior, 36:476‐482.
Allegrante JP, Barry MM, Auld ME, Lamarre M‐C, Taub A.
(2009). Toward international collaboration on credentialing
in health promotion and health education: The Galway
Consensus Conference. Health Education & Behavior 2009;
36:427‐438.
Barry MM, Allegrante JP, Lamarre MC, Auld ME, Taub A.
(2009). The Galway Consensus Conference: International
collaboration on the development of core competencies for
health promotion and health education. Global Health
Promotion , 16(2):5‐11.
Cottrell, R.R., Lysoby, L., King, L.R., Airhihenbuwa, C.O., Roe,
K.M., & Allegrante, J.P. (2009). Current developments in
accreditation and certification for health promotion and
health education: A perspective on systems of quality
assurance in the United States. Health Education &
Behavior, 35 (3):451-463.
67
HEALTH ED NEWS
PAGE 5
Great Courses! How?
Our Quality Assurance Process
July 13, 2014
Have you heard the news? We are featuring great
courses as we strive to reflect the level of
excellence required for accreditation by the
Council on Education for Public Health (CEPH).
We began this process in Fall 2012, including an
ongoing intense self-study process led by the
Program Coordinator. Our hope is to be wellpositioned for a site visit in the not too distant
future, as part of the CEPH accreditation process
for our new 42 point M.S. Program in Community
Health Education. Creating the new M.S. required
the implementation and formal college of approval
of several new courses so as to reflect what is
essential to the MPH—which our M.S. seeks to
parallel. The new great courses launched across
academic year 2012-2013 included for the M.S:
HBSS4160 Introduction to Biostatistics for
Community Health Educator[(Gr)-2(eat C)-3(our)5(s)4(es!)] TJETQq52.92 57.48244
m05s[(
-868(
57.4gM.Sso[(
,49013)6 0 1;stat)
60.144
3(istics
448.63
)-578(24
f)-
68
Great Students! Who?
Dr. Dena Simmons
July 13, 2014
Have you heard the news? The Programs in
Health Education and Community Health
Education have launched a new Hall of Fame.
The intent is to feature graduates of our programs
who represent the excellence we seek to help
cultivate through the education we provide.
Because our programs have graduated many
truly outstanding individuals who have gone on
to make great contributions in the realm of
health, we feel it is important to honor them.
Thus, the Program Coordinator envisioned a Hall
of Fame to honor our great students.
The Hall of Fame will involve large photographs
and accompanying biographical sketches lining
part of the hallway on the fifth floor of Thorndike
Hall near the area designated for our programs.
Students who are just beginning their degree
program, or who are facing the upward journey
toward their own degree completion should be
inspired as they walk the halls and are able to
glance up at a tangible real-life example of
successful completion of a degree.
bullying situations in the middle school setting.
She was delighted to complete her doctoral
dissertation with the sponsorship of Professor
Charles Basch—a fellow Bronx native.
Reflecting her regional, national and global
impact, Dr. Simmons has an impressive record of
early career accomplishments, including invited
talks, teaching on the graduate level, leading
workshops, and publications, as well as the
following: 2013 Phillips Exeter Academy
Dissertation Fellow; April 2013 TEDx talk;
September 2012 TEDx talk; 2012 profile and indepth interview focusing on her teaching and
research in the AOL/PBS project called MAKERS:
Women Who Make America; 2010 Education
Pioneer Fellow; 2010 Paul and Daisy Soros
Fellow; 2009 profile focusing on her teaching and
activism in a Beacon Press Book, Do It Anyway:
The New Generation of Activists; 2007
collaborator with the Directorate of Gender Affairs
in Antigua, working to provide better health
services for Dominican sex workers; 2006-2005
Fulbright Fellow studying the collaboration
between schools and health agencies to prevent
teen pregnancy in the Dominican Republic; and, a
2004 Harry S. Truman Scholar.
Finally, suggestive of the great things Dr. Dena
Simmons is as yet destined to accomplish in life,
The first to grace the Hall of Fame will be Dr. she is now the Associate Director of RULER (i.e.
Dena Simmons! Indeed, the accomplishments of an approach to social and emotional learning) at
Dr. Simmons provided inspiration for the the Yale Center for Emotional Intelligence.
Program Coordinator launching a Hall of Fame!
Dr. Dena Simmons
Who is this Great Student?
Dr. Dena Simmons received her Doctorate in
Health Education from the Program in Health
Education within the Department of Health and
Behavior Studies in May 2014. Dr. Simmons was
selected as the Outstanding Year 2014 Doctoral
Graduate of the Program in Health Education,
Teachers College, Columbia University. Dr.
Simmons was honored for her brilliance,
compassion, commitment, professionalism and
global service to the health education profession.
Reflecting her first career as a middle school
teacher in her native Bronx, New York, Dr.
Simmons’ doctoral dissertation research focused
on the topic of teacher preparedness to handle
69
HEALTH ED NEWS
PAGE 7
Have You Been Properly
Oriented to Graduate
Study in Our Programs?
It is Not Too Late!


Wednesday afternoon from 2:00 – 3:00 p.m.
Wednesday evening from 7:00 – 8:00 p.m.
The same material is repeated twice while
attracting different audiences able to make one or
the other time slot.
The 8 Topics Covered
July 13, 2014
1. Professional Identity Development: What to
Expect in Graduate School and What is
The Fall Colloquia Series was instituted in Fall
Expected of You
2012 as an 8 session orientation for our graduate
students. The intent of the Fall Colloquia Series is
2. Coping with Stress: Adaptive Versus
to also create a Vibrant Learning Community. This
Maladaptive Coping Strategies for Use in
means that members of the community share in
Graduate School/Life
common the goal of ongoing learning and engage
in the participatory action that is required to create
3. Learning to Write with Clarity and Power:
a community of engaged, vibrant, inquisitive, and
APA Guidelines, the Keyhole Paper Writing
committed learners. One manifestation of this is to
Method, Avoiding Plagiarism, and Getting
attend the Colloquia—as the Fall opportunity for
Credit for Your Ideas
dynamic discussion and shared learning with
community peers. [The Spring Annual Health
4. Making a Research Project Manageable and
Disparities Conference at Teachers College,
Enjoyable: Obtaining Institutional Review
Columbia University is the Spring opportunity for
Board Approval and Implications for Selecting
such dynamic discussion and shared learning with
Research Projects
community peers.] Also, the intent is to provide
workforce development, as the Fall Colloquia
5. Conducting Internet and E-Health Research
Series is open to not only our students, faculty and
Using E-mail Messages/Text
staff, but also to members of the larger Teachers
College, Columbia University, and to our regional
community that is also welcome.
6. Advocacy, Vulnerable Populations, Health
Vital Orientation for All Students
Disparities and the Goal of Equity in Health for
All: Understanding Behavioral, Cultural, and
The Fall Colloquia series serves as a proper
Social Factors
orientation to graduate study in our Programs in
Health Education and Community Education in so
far as it covers a broad range of topics vital to 7. Diversity Training for All: Acquiring
Multicultural Competence Part I
success; this includes learning the basics of proper
APA referencing in one’s writing, to coping with
stress, to diversity training and multicultural 8. Diversity Training for All: Acquiring
Multicultural Competence Part II
competence—and much more. The full list of 8
topics appears at right. Meanwhile, if you have The Coordinator of the Programs in Health
missed the colloquia series, it is not too late to Education and Community Health Education,
attend in order to facilitate your proper orientation Professor of Health Education Barbara Wallace,
to graduate study in our programs.
conducts the Fall Colloquia Series. Remember,
even if you are not a new student, it is not too late
Convenience: Two Sessions Across
to receive your proper orientation to graduate
8 Wednesdays
study. And, all new students are expected to
The Fall Colloquia Series has also been designed
attend. Check with Dr. Wallace for the actual Fall
for the convenience of potential participants.
Colloquia Dates at [email protected], or
Across 8 Wednesdays there are two sessions each:
70 check our Program bulletin board for the listing.
HEALTH ED NEWS
PAGE 8
A Student
Recommendation
Do You Know About the
Joint Committee, and
the M.S. Student
Committee?
July 13, 2014
A student who met with the Program Coordinator
during special extended office hours in June
recommended rogrotential ormation of a student
July 13, 2014
committee that would include students across the
The Joint Committee is an abbreviated reference to Programs in Health Education and Community
The Community Health Education Program Joint Health Education. T(r)19(o)24(g)24(r197(i)] TJETQq305.9
Advisory Committee on Growth, Quality, and
Development –which had their inaugural meeting
in the prior Fall Semester; specifically, the Joint
Committee met in November 2013 at Teachers
College, Columbia University, given unavoidable
delays that prevented their coming together in the
prior semester. The Joint Committee includes the
members of the M.S. Student Committee who
represent the perspective and experience of actual
students in our new M.S. Program in Community
Health Education. The M.S. Student Committee is
comprised of two second year students, while other
student members are welcome to join. Other
members of the Joint Committee include the
program faculty, the Director of the Office of
Accreditation and Assessment for Teachers
College (Dr. Alexandria “Sasha” Gribovskaya)
and seven professionals providing communitywide representation as leaders in academia,
hospital administration, healthcare management,
research, and community-based health education.
As the full title suggests, The Community Health
Education Program Joint Advisory Committee on
Growth, Quality, and Development sought in their
inaugural meeting to provide an expert response to
the request to assess and make suggestions for
improving the new M.S. Program in Community
Health Education; and, specifically, with regard to
the program’s mission, values, goals, and
objectives. They also provided feedback on the
program’s strengths, weaknesses, and ways to
better foster ongoing growth and development to
ensure the highest quality. The inclusion of the
members of the M.S. Student Committee remains
vital to this process, given their vantage point as
participants in the program. Thus, the Joint
Committee model permits an important quality
assurance mechanism.
71
Great Faculty! Who?
Assistant Professor
Sonali Rajan—More than
A Dream Come True
July 12, 2014
As the new Program Coordinator since January
of 2011, one of my first major tasks involved
directing a Search Committee for a tenure
track line for a Professor in our Programs—
given that Professor Stephen Lepore had left
our faculty many years before. His departure
for family-related reasons meant a vacancy and
extra workload for our remaining faculty
across far too many years. The results of our
nation-wide search involved the hire of a new
Assistant Professor: Dr. Sonali Rajan. Her
combined Ed.D. in health education, M.S. in
statistics, and ability to teach Biostatistics,
Environmental Health, and future courses
focusing on adolescent health/school health
allowed her to be most competitive in the
search process. Since she joined our faculty in
September 2012, as a Program Coordinator it
has been an absolute pleasure to mentor
Professor Rajan. She has resolved a less than
ideal imbalance that prevailed where the
majority of our Professors were quite senior—
having been at Teachers College, Columbia
University for decades; instead, it is vital to
hire and nurture junior faculty who, quite
frankly, will still be carrying our Programs
forward when the rest of us are long gone.
Sometimes I joke that all that I am doing is for
Professor Rajan and the future I see belonging
to her in decades to come—when I take the
really long view—like the year 2050. Just like
I was forced to take my turn, one day it will be
her turn to serve as Coordinator of our
Programs. The thought inspires me, as
Professor Rajan is an absolutely amazing
junior faculty member. I frequently sum up my
feelings by telling her, “You are more than a
dream come true!”
72
HEALTH ED NEWS
So, I decided to place Professor Sonali Rajan is
the Spotlight to highlight one of the best new
aspects of our Programs: the presence of a
brilliant, energetic, enthusiastic new Professor
who shines like a bright star on the horizon of
our evolving programs—foreboding only great
new developments in our future, as a truly great
Professor. This Spotlight includes hearing from
Professor Rajan in her own voice, within an
interview; and, the voices of students who have
been fortunate enough to work with the best new
addition to our Programs.
In Her Own Voice: An Interview with
Professor Sonali Rajan
1- When did you join the faculty? And, what
has it been like adjusting to being our new
Assistant Professor, and the junior member of
our faculty group?
I joined the faculty as an Assistant Professor of
Health Education in September 2012. It has
definitely been a steep learning curve as I have
adjusted to this new role - but I have loved it.
Having been a post-doc prior to coming to TC was
also very helpful training for this position, so I do
feel like that helped prepare me to some degree for
what was expected.
2-What do you enjoy most about being here?
I feel extremely supported by my colleagues to
pursue interesting and creative lines of research,
which is wonderful. I have also loved working
with my students and feel fortunate to have such
bright advisees and students in my classes! Many
of my students are so motivated, passionate, and
focused - it's a joy to work with them.
3-What do you find to be the most challenging
about being here?
Establishing a genuine work/life balance is perhaps
the most challenging aspect - not of being at TC in
particular - but in having chosen this specific
career. There is no real "end" to one's workload there is always a paper to work on, exams to grade,
a grant opportunity to pursue. In some ways it's
good, as I always feel challenged and intellectually
satisfied. But it also requires a concerted effort on
my part to carve out meaningful time outside of
PAGE 10
my work environment. Thankfully my family is
enormously supportive and keeps me very
grounded!
4 TJETQq45.96 52.56 261.07 692.04 reW* nBT/F14 12 Tf1 0 0 1 59.184 670.182wsmiop4lmir-6(s)- k7(mis)-
73
also has the ability to communicate and break
down statistical theory into simple, easy-to-grasp
concepts. Her academic background in statistics
and community health, combined very well with
her shared anecdotes about her personal
experiences and life journey.
Professor Rajan is an honest and caring individual
who wants the best for her students and for the
students of Teachers College as a whole.
Moreover, Professor Rajan listens to her student's
concerns, ideas and professional aspirations and
works with them to create an academic program
plan, and subsequently, a career path that meets the
needs of her students. These attributes are merely a
glimpse of what makes her a wonderful advisor
and mentor.
Professor Rajan is very easy to work with and is
always willing to go above and beyond to cater to
her student's needs. Literally, her door is always
open.
Reflections by a New Ed.D. Student Who
Decided to Join Our Program
Dr. Rajan approaches the work and research
interests of her students with equal thoroughness
and enthusiasm as if it were her own. You feel like
she is completely focused on how to help you do
your very best work. There are many professors at
TC with expert content knowledge but fewer with
both content knowledge and technical research
skills. The combination is incredibly important to
those who want to research, write and publish; we
need more professors like her.
Nothing is silly or stupid; she is a very gracious
woman.
I especially appreciated how accessible and
relevant she made Biostats -- I loved that class….
Her enthusiasm and energy for the Health
Education program are contagious -- I am so
excited to be joining the EdD program in the Fall.
Reflections by an Ed.D. Graduate
I had the pleasure of meeting Dr. Sonali Rajan
during her interview process; and, then worked
with her during her first year at Teachers College. I
found her expertise to be impressive. As a mentor
she was very supportive. She has a great wealth of
personal expertise and professional understanding
that made my transition from student to
professional clear. As a new faculty, she showed
poise and clarity that helped model what I needed
in my future career. I wholeheartedly appreciate
her guidance and mentorship.
Reflections by an Ed.D. Graduate
Professor Rajan is a great asset to the Program!
She has a calm demeanor that is also quite
reassuring. She builds your confidence and
explains concepts really well, in simple terms, so
that you are not as overwhelmed or intimidated by
data. She assisted me immensely while preparing
for my oral defense in the EdD program. Her
rapport with students and her contributions are
invaluable!
Reflections by a M.A. Graduate and Current
Ed.D Student
Professor Rajan is a true academic with a sincere
I took Biostats with Dr. Rajan, and re-arranged my passion for her work and her students. She taught
class schedule to take Social Marketing with her in my Introduction to Biostatistics for Community
the Fall. She is very generous with her time -- both Health Educators course. As a returning doctoral
in providing extra help to the student who needs it, student with many years spent away from
or guiding the student who wants to go beyond just academia, I was slightly intimidated to delve into
the material covered in class. I've read or statistics as one of my first classes. Yet, Dr. Rajan
referenced the supplementary texts she suggested taught with such ease, breaking down the most
complex statistical concepts into simple terms. By
more often than any other books to date!
the end of the course, I felt more confident in my
Though ours is not a formal mentoring or advising skills to analyze data sets and maneuver through
relationship, I often seek her counsel. She listens SPSS. However, it is Dr. Rajan's light-hearted
well, grasps issues that may not be well articulated, humor, compassion, and dedication to scientific
rigor that make her one of the department's
and provides her considered, thoughtful opinion.
74 teaching gems.
HEALTH ED NEWS
PAGE 12
Reflections by a M.S. Student
As a Master of Science Candidate in the
Community Health Education Program, Dr. Rajan
has been both a professor and an advisor to me. I
have found Dr. Rajan to be personable, thoughtful,
and caring.
Dr. Rajan has inquired about the type of work I
want to do in the future. Recently, Dr. Rajan
emailed me between semesters to set up a date to
meet in order to catch up regarding where I was at
with my degree and what classes I planned on
taking in the following semester.
As a professor, Dr. Rajan makes learning
enjoyable and interesting by using different
techniques and items to focus on—such as group
work and synthesizing literature.
In Other Words, Professor Rajan is More
than A Dream True!
As you can hear in the voices of these students,
there is an abundance of admiration and respect for
Professor Sonali Rajan—for those who have
discovered her. Make sure you not only discover
her, but get to know her. Surely, you will begin
singing my song: “She is more than a dream come
true!”
The Best Talk on Health
Disparities—Ever!
July 14, 2014
The 6th Annual Health Disparities Conference at
Teachers College, Columbia University was held
March 7-8, 2014, while also providing a live
webcast of the event. A special highlight of the
conference was the keynote address of Dr. David
R. Williams of Harvard University. After his talk,
Professor Wallace declared “we have just heard,
perhaps, one of the very best talks that can be
given in the field of health disparities.” Thereafter,
Dr. Williams was honored “for outstanding
national and international leadershiip in advancing
scholarship, research, practice and policy to foster
equity in health for all” with an award. He also
received a long standing ovation. The photographs
at right capture this conference highlight.
75
HEALTH ED NEWS
To hear Dr. William’s Health Disparities Research
Update and all of the confernece keynotes and
plenary sessions held in the main conference venue
of Cowin Auditorium, please go to YouTube at:
https://www.youtube.com/playlist?list=PLuFs4Fykv0CUeDfYw-xnzHxukRPlQgNR&action_edit=1
PAGE 13
About Our Annual Party
July 12, 2014
Each May we hold an end of year party where we
honor graduates. Special honorees pictured at
right, as they received their awards from Professor
Barbara Wallace, were Dr. Dena Simmons (the
first photo to the right) and Allison Pelcher (the
second photo to the right). Dr. Simmons was
selected as the Outstanding Year 2014 Doctoral
Graduate of the Program in Health Education,
Teachers College, Columbia University. Allison
Pelcher was selected as the Outstanding Year
2014 M.S. Graduate of the Program in Community
Health Education; she will begin Ed.D. studies in
the fall in our Program in Health Education.
We also honored Robert Tucker for 40 years of
service (See Story and photo on Page 9).
Also, noteworthy was how the party reflected our
Programs’ connection to and appreciation for those
who are a part of the larger community in which
we participate. Thus, also honored was Lieutenant
Bill Manning for 31 years of outstanding work as a
public safety officer and featured artist of the
exhibits: “The Union Portraits” and “It’s in the
Soul”—located on the first floor of Zankel Hall
and in Macy Hallway, respectively. Lieutenant Bill
Manning was honored at the party, given his
retirement from Teachers College. Be sure to view
his art exhibits! Below, Lieutenant Bill Manning is
shown with the plaque he received, while, after
receiving their best wishes, he posed with Janice
Robinson, Vice President for Diversity and
Community Affairs, and President Susan Fuhrman.
76
HEALTH ED NEWS
It’s a Family Affair!
Celebrating Mothers
Who Graduate
July 12, 2014
There are mothers who have graduated
successfully. They powerfully demonstrate that
going through a graduate degree program is truly a
family affair.
In some cases, all three generations of a family
have been key to the successful completion of a
degree. That was certainly the case with Dr.
Monica Stanton-Koko, shown below with her
family on graduation day May 2014. May she
inspire all the mothers out there dreaming of
“having it all.” It is possible! Pursue your dream!
And, be sure to congratulate Dr. Stanton-Koko.
PAGE 14
TAKE THE NEXT STEP! APPLY TO THE
Go to www.tc.edu and click on the link to Admissions









We feature great students + great courses + great convenience + great faculty as
preparation for great careers!
Most courses are offered 2 times per year, permitting timely degree completion!
90% of our 32 credit M.A. courses are available online, over 80% of our 42 credit M.S.
courses are online, and 70% of Required Core and Advanced Core Courses for the 90
credit Ed.D. are online.
Many courses are hybrid, meaning you can attend the in-person class or the online
section –including when needed (e.g. extreme weather, work-related travel, etc…).
The M.A. can be completed in one full year, and the M.S. in 2 full years (i.e. including
summers). Some students who transfer in 45 credits complete the Ed.D. in 3 years!
Students can transfer up to 45 credits (grade of B or better) for the 90 credit Ed.D.
So, if you have an MPH, MS, Ed.M, MPA, MBA, or MA, you will find our Ed.D. to be the
ideal next step! Transferring in 45 credits saves students thousands of dollars!
We offer ROLLING ADMISSIONS—and consider applications year-round, including rapid
decisions (within a month of your application being complete)!
Please read this booklet and consider the exciting opportunities we are offering!
This Recruitment Booklet was written by Barbara C. Wallace, Ph.D.,
Coordinator of the Programs in Health Education and Community Health Education,
Department of Health and Behavior Studies, Teachers College, Columbia University.
77
For More Information Contact:
[email protected]
© 2014

Professor Wallace`s Courses - Teachers College Columbia University

Transcription

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