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Department of Health and Community Services |
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PORTFOLIO GUIDELINES
Student Assessment Outcome
Requirement
B.S. Health Science
Option: Health Education
The BS in Health Science: Health Education Option is a competency-based curriculum which meets the rigorous standards set up by the national accrediting body for health education, the National Commission for Health Education Credentialing. Your program of study is designed to enable you to fulfill the "List of Areas of Responsibility and Competencies for Health Educators" (NCHEC). Thus, the courses you complete for your major are building a foundation for you to function effectively as a health educator in a variety of settings. These courses also help prepare you to pass the examination to become a Certified Health Education Specialist (CHES). Your coursework not only gives you the knowledge you need but also skills which you will use as a health educator. Evidence of these skills includes papers, projects, and activities which directly apply to the seven major areas of responsibility critical to the health education profession.
1. Is the portfolio a requirement for graduation?
Yes! The portfolio is a requirement for all majors in Health Science, Option Health Education.
2. What is a portfolio?
A portfolio is a carefully selected, purposeful, organization of your professionally related academic accomplishments. It demonstrates that you have met the entry-level competency skill standards for health educators as outlined by the National Commission for Health Education Credentialing. When these materials chosen from your course work are compiled in one package, it is called a portfolio.
3. What is the purpose of the portfolio?
Enables you to document professional skills during a job interview.
Demonstrates to potential employers the capabilities of our graduates in health education.
Provides the Department with materials for assessing the seven competencies and responsibilities as outlined by the National Commission for Health Education Credentialing.
Assists faculty in identifying strengths and weaknesses in the program curriculum.
Assists you to develop confidence as you progress through the program.
Helps faculty and you to identify skill areas which still need attention.
May be supplemented after graduation as you gain more experience and skills.
4. How does the portfolio fit into my professional future?
As stated in the introductory paragraph, the B.S. Health Science: Health Education Option is a competency-based curriculum designed to meet the rigorous standards set by the National Commission for Health Education Credentialing. Graduates of the program are eligible to take the Certified Health Education Specialist (CHES) exam offered at many sites across the nation each fall and spring. Skill and knowledge bases for the health education specialist are divided into seven major areas of responsibility and competency critical to the profession (see Appendix A).
5. How should I organize, select, and present materials for my portfolio?
Select and organize by competency/responsibility area. The majority of skills for the entry-level health educator will be learned in the required academic courses contained in the major. The courses are designed to meet one or more of the seven competency/ responsibility areas (see Appendix B).
Select from instructor-approved projects and assignments. On their respective syllabi, instructors for each of the required professional core courses will identify materials appropriate for inclusion in the portfolio collection. Some items listed as appropriate may meet more than one of the competency areas. Appendix B is a list of approved materials organized by competency area and identified by course and name of item.
Select at least one item per responsibility/competency area. More than one item may be selected, of course. Select those completed assignments and projects which document well specific skills and those with which you are especially pleased. You must have a mimum of seven (7) items in your portfolio; however, one item can be used to document more than one competency area.
6. When is my portfolio to be submitted?
Your portfolio is due in HCSV 290, Internship Seminar, unless otherwise arranged by your advisor. Most majors take the HCSV 289 Internship and HCSV 290 Internship Seminar during the last semester before graduation. On a preassigned date by the seminar instructors, you will share your portfolio in a group session according to given guidelines. You will not receive credit for the seminar unless your portfolio has been presented and assessed.
Appendix A
Responsibility I: Assessing individual and community needs for health education
Competency A: Obtain health-related data about social and cultural environments, growth and development factors, needs and interests.
Competency B: Distinguish between behaviors that foster and those that hinder well-being.
Competency C: Infer needs for health education on the basis of obtained data.
Responsibility II: Planning effective health education programs
Competency A: Recruit community organization, resource people and potential participants for support and assistance in program planning.
Competency B: Develop a logical scope and sequence plan for a health education program.
Competency C: Formulate appropriate and measurable program objectives.
Competency D: Design educational programs consistent with specified program objectives.
Responsibility III: Implementing health education programs
Competency A: Exhibit competence in carrying out planned program.
Competency B: Infer enabling objectives as needed to implement instructional programs in specified settings.
Competency C: Select methods and media best suited to implement program plans for specific learners.
Competency D: Monitor educational programs, adjusting objectives and activities as necessary.
Responsibility IV: Evaluating effectiveness of health education programs
Competency A: Develop plans to assess achievement of program objectives.
Competency B: Carry out evaluation plans.
Competency C: Interpret results of program evaluation.
Competency D: Infer implications from findings for future program planning.
Responsibility V: Coordinating provision of health education services
Competency A: Develop a plan for coordinating health education services.
Competency B: Facilitate cooperation between and among levels of program personnel.
Competency C: Formulate practical modes of collaboration among health agencies and organizations.
Competency D: Organize in-service training for teachers, volunteers and other interested personnel.
Responsibility VI: Acting as a resource person in health education
Competency A: Utilize computerized health information retrieval system effectively.
Competency B: Establish effective consultive relationships with those requesting assistance in solving health-related problems.
Competency C: Interpret and respond to requests for health information.
Competency D: Select effective educational resource materials for dissemination.
Responsibility VII: Communicating health and health education needs, concerns, and resources
Competency A: Interpret concepts, purposes and theories of health education.
Competency B: Predict the impact of societal value systems on health education programs.
Competency C: Select a variety of communication methods and techniques in providing health information.
Competency D: Foster communication between health care providers and consumers.
Appendix B
PORTFOLIO ITEMS
Listed by Responsibility/Competency Area and
Course Number and Title
I. The graduate in health education will be able to assess individual and community health needs for health education.
HCSV 270 Research Methods in Health and Community Services
Survey Instrument
Research Proposal
HCSV 271 Health Behavior Intervention Strategies
Needs assessment section of Program Plan
HCSV 279 Grant Writing in Health and Human Services
Needs assessment section of Grant Proposal
II. The graduate in health education will be able to plan effective health education programs.
HCSV 269 Health Education Techniques
Special Event Program Plan
HCSV 271 Health Behavior Intervention Strategies
Behavioral Intervention Program Plan
HCSV 272 School Health Programs
Scope and Sequence Curriculum Plan
HCSV 279 Grant Writing in Health and Human Services
Grant Proposal
HCSV 289 Internship
Project plan completed during internship
III. The graduate in health education will be able to implement effective health education programs.
HCSV 265 Sexuality Education: Concepts and Issues
Sexuality Education Resource Book
HCSV 269 Health Education Techniques
Special Event Program Plan Project
HCSV 271 Health Behavior Intervention Strategies
Behavioral Intervention Program Plan Project
HCSV 272 School Health Programs
Teaching Unit Plan
HCSV 289 Internship
Project plan implemented during internship
IV. The graduate in health education will be able to evaluate the effectiveness of health education programs.
HCSV 269 Health Education Techniques
Special Event Program Plan, evaluation component
HCSV 270 Research Methods in Health and Community Services
Research Proposal
HCSV 271 Health Behavior Intervention Strategies
Screening Project Survey Analysis
Behavior Intervention Plan, evaluation component
HCSV 272 School Health Programs
Curriculum evaluation
HCSV 279 Grant Writing in Health and Human Services
Grant Proposal, evaluation component
V. The graduate in health education will be able to coordinate the provision of health education services.
HCSV 269 Health Education Techniques
Special Event Program Plan Project
HCSV 271 Health Behavior Intervention Strategies
Behavioral Intervention Program Plan Project
HCSV 272 School Health Programs
School-Based Education Programs
VI. The graduate in health education will be able to act as a resource person in health education.
HCSV 269 Health Education Techniques
Special Event Program Plan Project
HCSV 271 Health Behavior Intervention Strategies
Behavioral Intervention Program Plan Project
HCSV 272 School Health Programs
Parent Education Program
HCSV 265 Sexuality Education: Concepts and Issues
Sexuality Education Resource Book
VII. The graduate in health education will be able to communicate health and health education needs, concerns, and resources.
HCSV 130 Management Principles in Health Services
Case Study
HCSV 178 Health Issues of Ethnic Americans
Brochure
HCSV 269 Health Education Techniques
Power Point Presentation
Teaching Presentation Video
Lesson Plans
Flyer, Poster, Bulletin Board
HCSV 271 Health Behavior Intervention Strategies
Lesson Plans
Screening Activity Record Forms
HCSV 272 School Health Programs
Teaching Demonstration Video
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