CHHS-Community Health & Human Services

CHHS 526. Wellness Promotion Peer Educators Part 1. 3 Hours.

The intent of this course is to provide students will the skills to facilitate group presentations on health-related content to their peers. Students will complete the Certified Peer Education Training a comprehensive, interactive, and skills-based training. Students will learn about the programs and services offered at the UAB Student Health and Wellness Center and will be able to articulate this to new student users. Students will learn basic alcohol and other drug information in preparation for presentation to their peers.

CHHS 527. SHAPE Peer Education. 3 Hours.

This course is designed to provide students with the knowledge and skills needed to effectively communicate accurate information related to sexual health and decision-making. The concept of total health and the effects of lifestyle and decision-making on the quality of life will be emphasized.

CHHS 528. Wellness Promotion Peer Education Part 2. 3 Hours.

This course involve students' active engagement in the delivery of peer education programs and services to the UAB campus community. The purpose of the Wellness Promotion Peer Education Part 2 course is to provide students with a supervised, field-based, work experience in a wellness promotion setting.
Prerequisites: CHHS 426 [Min Grade: C] and CHHS 526 [Min Grade: C]

CHHS 601. Current Readings in Health Education. 1-3 Hour.

This course is a seminar designed to develop advanced competencies in evaluation and research, communication, and advocacy through critical analysis of contemporary literature. Students will engage with a wide range of evidence-based research and theoretical models, applying a health equity lens to understand community/public health issues and inform professional practice. The course emphasizes synthesizing complex data and translating research into actionable strategies for program development and policy change.

CHHS 602. Advanced Principles of Mental Health, Stress, & Well-being. 3 Hours.

This advanced course explains how an individual can manage their internal and external stressors to optimize their mental and emotional well-being. Topics span the discipline of health promotion and wellness, including theoretical models, discussions on the importance of relationships and social support, personality differences and risk of disease, how attitudes and emotions can change body chemistry, heart rates, hormone levels, and immunity against disease.

CHHS 606. Disease Determinants and Prevention in Community Health. 3 Hours.

This course introduces students to principles of epidemiology and their application in identifying disease determinants and designing prevention strategies for populations within communities. Students will develop competencies in data interpretation, risk assessment, and evidence-based planning to address priority health issues and reduce disparities. Emphasis is placed on integrating ethical standards, cultural competence, and data-based decision making to strengthen community health interventions.

CHHS 608. Advanced Substance Abuse Prevention and Education. 3 Hours.

This course provides an advanced discussion of major drug classifications and their effects, behavioral theories giving explanation to substance use, societal norms, and different pathways of addiction. Prevention strategies, intervention modalities, harm reduction, and treatment options are explored within the context of the community health and human services professions.

CHHS 610. Principles of Health & Wellness Promotion. 3 Hours.

This course emphasizes advanced principles and practices of health and wellness promotion within organizational, community, and worksite settings. Students will apply evidence-based theories, planning models, and ethical standards to design, implement, and evaluate comprehensive wellness programs that address individual and social determinants of health. Emphasis is placed on introducing Master Certified Health Education Specialists (MCHES) level competencies in health communication, advocacy, leadership, and strategic planning to foster sustainable well-being initiatives and organizational culture change.

CHHS 611. Interdisciplinary Approaches to School Health Education/Promotion. 3 Hours.

This course is designed to provide students with a fundamental knowledge base on contemporary issues related to school health programs; national, state, and local factors influencing school health programs; importance of collaboration between school administration, teachers and parents. The Whole School, Whole Community, Whole Child Model (WSCC) will be a reference point for class discussion.

CHHS 612. Student Health and Well-Being in Higher Education. 3 Hours.

This course prepares higher education professionals to understand and address wellness and health promotion issues contributing to students' overall success, academic performance, retention, satisfaction, and quality of life. Application of student health concerns in an urban campus context can guide those working in a variety of student affairs and higher education settings not limited to: residence halls, orientation, student leadership, advising, multicultural programs, and other areas of student development.

CHHS 618. Women’s Health, Wellness, & Well-being. 3 Hours.

This advanced course examines key issues in women's health across the lifespan, including reproductive health, maternal care, mental health, and chronic disease prevention. Students will explore evidence-based wellness strategies, health promotion models, and culturally responsive approaches to improve well-being in diverse populations. Emphasis is placed on advocacy, access to care, and the integration of physical, emotional, and social determinants of health within health and human services frameworks.

CHHS 621. Health Communications, Social Marketing, & Advocacy. 3 Hours.

This course develops advanced skills in health communication, social marketing, and advocacy to influence health behaviors and promote organizational and community wellness. Students will apply communication theories, marketing strategies, and evidence-based models to design culturally tailored campaigns and advocacy initiatives that address priority health issues. Emphasis is placed on Master Certified Health Education Specialists (MCHES) level competencies in strategic messaging, stakeholder engagement, and policy advocacy to drive sustainable health promotion and well-being outcomes.

CHHS 623. Sexuality Education: Theory and Practice. 3 Hours.

This course provides an advanced review of biological, sociological, psychological, and ethical aspects of human sexuality as encountered by health education specialists and human services practitioners. Content related to an anatomical overview, sexual decision-making process, harm reduction approaches, social norms, societal issues, gender stereotypes, sexual complications, and the sexuality of special populations are emphasized.

CHHS 624. Advanced Health & Wellness Coaching. 3 Hours.

This course promotes mobilizing the strengths and resources of individuals, peers, and community groupings to develop strategies for adopting healthier lifestyles. Health coaching emphasizes specialized methods to support clients, which include strength-based orientation to goal setting, problem solving, action step implementation, and accountability towards improved health and well-being.

CHHS 626. Student Health and Wellness Center Peer Educators. 3 Hours.

The intent of this course is to provide students with the skills to facilitate group presentations on health-related content to their peers. Students will complete the Certified Peer Education Training, a comprehensive, interactive, and skills-based training. Students will learn about the programs and services offered at the UAB Student Health and Wellness Center and be able to articulate this to new student users. Students will learn basic alcohol and other drug information in preparation for presentation to their peers.

CHHS 631. Community Capacity & Intervention Planning. 3 Hours.

This course focuses on advanced strategies for assessing community capacity and planning evidence-based interventions to promote health, wellness, and well-being across diverse populations. Students will integrate sociological, psychological, and epidemiological foundations to design, implement, and evaluate comprehensive programs in organizational, occupational, clinical, and community settings. Emphasis is placed on Master Certified Health Education Specialist (MCHES) level competencies in community assessment, resource mobilization, stakeholder engagement, and ethical decision-making to strengthen sustainable health promotion initiatives.

CHHS 632. Organizational Leadership & Project Management in Community Settings. 3 Hours.

This course prepares students to lead health and human services organizations through advanced principles of leadership, administration, and project management. Students will apply evidence-based leadership theories, strategic planning, fiscal management, and data-driven decision-making to design and implement wellness and well-being initiatives in community settings. Emphasis is placed on Master Certified Health Education Specialist (MCHES) level competencies in ethical leadership, staff development, resource allocation, and organizational change to achieve sustainable health promotion outcomes.

CHHS 640. Content Issues I. 3 Hours.

The content issues course allows the student to explore a topic, of their choice, in depth. The resulting document(s) must be thorough including a detailed, complete review of historical and current literature related to the topic.

CHHS 641. Content Issues II. 3 Hours.

The Content Issues II course allows a student to build upon information gathered in Content Issues I or can be developed as a new project. Components of the course include identification of the health issue or problem; description of a prioritized population (including their risk factors); and discussion of national, state, and local initiatives aimed at reducing the health problem and/or risks.

CHHS 642. Changing Behavior: Theories and Models for Intervention Design. 3 Hours.

This course provides an in-depth exploration of health behavior theories and planning models to guide the design of effective interventions that promote wellness and well-being across populations. Students will analyze and apply evidence-based frameworks such as the Health Belief Model, Transtheoretical Model, Social Cognitive Theory, Theory of Planned Behavior, and Ecological Models to influence individual and organizational behavior change. Emphasis is placed on Master Certified Health Education Specialist (MCHES) level competencies in theory application, program planning, and research to create effective and sustainable health promotion strategies.

CHHS 662. Advanced Worksite Health Education/Promotion. 3 Hours.

This advanced graduate course prepares students to assume leadership roles in designing, implementing, and evaluating comprehensive worksite wellness initiatives by applying an evidence-based public health framework. Students will develop advanced competencies in program planning and implementation by selecting appropriate theoretical models, tailoring interventions for diverse employee populations, and developing effective communication strategies and educational materials. The curriculum also addresses advanced-level skills in leadership and management, focusing on navigating complex organizational dynamics, advocating for necessary resources, and implementing sustainable programs while adhering to ethical standards in practice. Mastery of these competencies ensures graduates are equipped to promote a culture of health and well-being within the contemporary workplace.

CHHS 689. Intervention Strategies. 3 Hours.

This advanced course examines the selection and implementation of evidence-based intervention strategies to promote health behavior change within communities. Students will learn to adopt appropriate teaching methods, tailor communication techniques, create culturally responsive materials, and perform theory-based strategies to strengthen interventions and improve program outcomes. Emphasis is placed on ethical practice, theoretical foundations, and practical skills in curriculum development, facilitation, and organizational strategies aligned with Master Certified Health Education Specialist (MCHES) level competencies.

CHHS 691. Health Education/Promotion Projects within Community Settings. 3-6 Hours.

This course is offered to advanced students who display a strong level of commitment to their studies, willingness to work flexible hours, desire to become involved in community-based and training, and the ability to work independently under faculty supervision. Students will develop abilities in assessment, planning, implementation, marketing, evaluation, and research in alignment with Master Certified Health Education Specialist (MCHES) level competencies within community-based settings.

CHHS 692. Advanced Research Practicum in Community Health. 3-6 Hours.

This course is offered to advanced students who display a strong commitment to their studies, willingness to work flexible hours, desire to become involved in research and training, and the ability to work independently under faculty supervision. Students will work to complete a scoping literature review, analyze data, interpret results, and complete a scientific manuscript reporting the research project and preliminary results, or perform other activities in consultation with their faculty mentor.
Prerequisites: EPR 608 [Min Grade: C] and EPR 594 [Min Grade: C] and EPR 596 [Min Grade: C]

CHHS 693. Capstone Experience in Community Health. 3-6 Hours.

This course serves as the culminating experience for students, integrating health education/promotion competencies through supervised work in a community setting. Students will apply skills in planning, implementing, and evaluating community health interventions while demonstrating cultural competence, ethical practice, and professional disposition. Emphasis focuses on experiential learning, reflective practice, and evidence-based strategies to prepare students for advanced-level roles in community health and wellness promotion.

CHHS 696. Ethical Principles and Challenges in Health Education/Promotion. 3 Hours.

This course examines advanced ethical principles and professional standards guiding health education and promotion practice in various community and organizational settings. Students will analyze complex case studies, apply decision-making frameworks, and explore issues related to health equity, cultural competence, and advocacy in community health context. The course emphasizes Master Certified Health Education Specialist (MCHES) level competencies in ethical leadership, policy development, and accountability to ensure integrity and social responsibility in health promotion initiatives.

CHHS 697. Community-based Program Evaluation & Applied Research. 3 Hours.

This course provides graduate students with advanced knowledge and skills to design, conduct, and evaluate community-based health education and promotion programs using rigorous research methods. Students will apply quantitative and qualitative approaches, utilize measurement tools, and interpret data to assess intervention effectiveness and inform evidence-based decision-making. Student learning emphasizes Master Certified Health Education Specialist (MCHES) level competencies in program evaluation, research design, stakeholder engagement, and ethical practices to strengthen community health initiatives and promote sustainable well-being outcomes.

CHHS 698. Lifespan Dimensions in Women's Health and Nutrition. 3 Hours.

Highlights will include health issues specific to women, chronic diseases, body image and eating disorders, health promotion and disease prevention, pregnancy, childbirth and lactation, weight loss/maintenance, menopause and ageing, fitness management and stress management.

CHHS 699. Thesis Research. 1-3 Hour.

Research and completion of the thesis.
Prerequisites: GAC M

CHHS 730. Special Topics in Health Education. 3-6 Hours.

Special Topics in Health Education.

CHHS 731. Advanced Theoretic/Scientific Basis of Health Education/Promotion. 3 Hours.

This course facilitates integration, application and evaluation of specific information regarding health education and health promotion theory, research, and practice. This course will guide analysis of current issues in health science specifically those related to behavior change. Health behavior theories are emphasized.

CHHS 732. Advanced Planning and Implementation of Health Education/Promotion Programs. 3 Hours.

This course emphasizes content and process of advanced planning and implementation of health education/promotion programs. Advanced topics include application of the Precede-Procede Model to multiple health issues; application of health behavior theory; examination of advanced program evaluation measures; and advanced constituent engagement.

CHHS 733. Evaluation of Health Education/Promotion Programs. 3 Hours.

This course provides the graduate health education student with the competencies, knowledge and skills to plan and to implement an evaluation of health promotion-disease prevention intervention for a defined population at risk.

CHHS 734. Health Education Seminar I. 1 Hour.

Seminars introduce doctoral students to various topics related to professionalism.

CHHS 735. Health Education Seminar II. 1 Hour.

Seminars introduce doctoral students to various topics related to professionalism.

CHHS 736. Health Education Seminar III. 1 Hour.

Seminars introduce doctoral students to various topics related to professionalism.

CHHS 740. Evaluation and Research Methods in Health Education/Promotion Programs. 3 Hours.

This course promotes understanding at the doctoral level of the knowledge, competencies and skills required to plan a research approach and evaluation strategy for health education/promotion research programs for defined health issues among specific audiences. The course emphasizes elements of evaluating community-based research and intervention activities at micro- and macro-levels including examining previous published literature, writing specific aims and measurable objectives, incorporating quantitative and qualitative data, evaluating behavioral impacts, and assessing health outcomes. The course also focuses on federal grant preparation, including topics such as engaging funders, using federal grant formatting, creating a grant budget, and assessing research impact.

CHHS 742. Health Disparities in Diverse Populations. 3 Hours.

This course is designed to provide students with a fundamental knowledge base on contemporary issues related to health, disparities in health outcomes and social determinants of health. It is intended to provide students with a broader understanding of the structural and psychosocial factors related to health disparities. To do so, the course will focus on theoretical frameworks that draw on an ecological perspective and examine how factors associated with families, peers, schools, neighborhoods, and communities influence health.

CHHS 798. Supervised Research in Health Education/Promotion. 1-6 Hour.

The purpose of this course is for students to engage in meaningful research and writing activities.

CHHS 799. Dissertation Research. 1-12 Hour.

Design and completion of the dissertation.
Prerequisites: GAC Z