Health/Family & Consumer Sciences (All levels, professional licensure)

  • Grade Levels: All
  • Credits for Licensure: 36
  • Credits: 36
  • Degree:
    Master of Education
  • Program Approved:
    Massachusetts Dept. of Elementary & Secondary Education

Program Description

The Health/Family & Consumer Sciences professional licensure program builds on the knowledge and pedagogical skills of the initial licensed health educator to increase expertise and proficiency in the Massachusetts Professional Standards for teachers, the National Health Education Standards and the American Association of Health Education/National Council for Accreditation of Teacher Education Standards. 

Please note: At Cambridge College locations outside of Massachusetts, this program is currently non-licensure only.

Learning Outcomes

Our graduates are experts in health education content, able to conduct a needs assessment, plan and implement curriculum, assess student learning, coordinate school health, advocate for health education, and serve as a resource to the school, students and their families, and the community. Our students graduate with confidence in their ability to teach comprehensive skills-based health education as a component of coordinated school health. They know how to identify student risk factors and help young people reduce their risky behavior and improve their personal health and academic performance.


Graduates teach (preK-12) and work as health educators  in many settings: local health departments, hospitals and clinics, business and industry. In colleges, they also teach courses and conduct research.


For more information, please contact Admissions at 1-800-829-4723.



Please note: At Cambridge College locations outside of Massachusetts, this program is currently non-licensure only.

Professional Seminar and Project
Professional Seminar I: Health/Family/Consumer Science (Prof.)
EHE 691P 2 credit(s)
During the first term of the professional seminar, students develop insight into the role of the health educator in the school community and acquire the skills needed to become lifelong learners and “health literate” teachers. Students are involved in planned and structured activities related to professional development and academic excellence in health education in the context of the culture of the school. The seminar group becomes the curriculum and serves as the source of discussion, problem-solving and networking around current experiences as classroom health educators in school settings. Students discuss the unique challenges and issues in school health encountered in today’s challenging environment, when resources are scarce.
Professional Seminar II: Health/Family/Consumer Science (Prof.)
EHE 692P 2 credit(s)
The second term emphasizes the development and implementation of school health policies and procedures which impact the health status of students and classroom health education programs. The group continues to serve as a source of discussion, problem-solving and networking on recent developments affecting school health policies in the context of current health issues—local, state, national and global. Through case studies and sharing of school health policies and their implementation, students examine new ways of approaching current school health education problems. Class discussion of real situations allows presenters to see the issues more clearly and view them from other perspectives. The case study method permits a more objective view of problematic issues and may provide suggestions for new approaches and solutions.
Professional Seminar III: Health/Family/Consumer Science (Initial)
EHE 693N 2 credit(s)
In the third term, students focus on community and public health. They learn about the influence of social factors on health and the contribution of public health. They investigate the role of health teachings in promoting health education locally, in the state and in the country as well as ways of encouraging their own students to promote the health of others in their schools, families and communities. They share ideas for developing student awareness of national and global health needs and concerns. Other strategies explored include service on advisory councils and professional organizations, outreach to parents and community members; and collaboration with others to facilitate healthy, safe and supportive communities.
Independent Learning Project: Health/Family/Consumer Science
EHE 800 3 credit(s)
The Independent Learning Project is a culminating learning experience for the students at Cambridge College. The Independent Learning Project at Cambridge College helps students define, re-define, and address a problem in Health/Family and Consumer Sciences. They develop a problem statement and proceed to use research skills: library resources, computer databases; planning and organization; consultation with experts in the field to solve the problem. The Professional Seminar provides a vehicle for the gradual development of thinking about prominent issues in the field that are of concern to students. Students, through reading and discussion, as well as practical experiences in the classroom and in the school, develop the theme of the ILP and questions which need to be answered. The ILP represents a tangible, symbolic culmination of the Cambridge College learning experiences. It demonstrates the ability to apply learning derived from course work, seminars and workshops to professional work in education. It is a marriage of theory and practice, original thought and focused research.The ILP requires the student to create an original project which contributes to the body of knowledge on a topic and reflect on what he or she has learned from the entire experience. The project enables students to develop skills in time management, critical thinking and professional writing which they may not previously have had.
Health Family and Consumer Science Courses
Current Research on the Interrelationship of Risk Factors
EHE 701 3 credit(s)
This course investigates youth risk behaviors and protective factors. Societal, psychological, family, and environmental influences are analyzed as well as the inter-relationship between depression, tobacco use, drug and alcohol use and abuse, violent behavior and early sexual activity. Students analyze successful strategies for building student skills to avoid participating in or continuing in risky behaviors and investigate support services available in the school and community to assist students who are having problems.
New Perspectives in Teaching Human Sexuality
EHE 703 3 credit(s)
Health educators must be knowledgeable in human sexuality content and context in order to design and implement quality instruction for all grades levels. Issues addressed are: cultural and religious attitudes toward teaching about sexuality, gender identity, homophobia, strategies for building support for gay, lesbian, bisexual and transgender youth and building acceptance of diverse family structures. Other areas to be discussed are: local, state and national policies, teaching sexuality to youth with disabilities, methods of handling controversy, sexual exploitation, sexual harassment, and updated statistics on sexually-transmitted diseases. Special attention is given to sensitive issues and strategies for involving parents in the teaching program.
Promoting Wellness in a Media-Saturated Society
EHE 705 3 credit(s)
How does the media influence youth? How do we teach our children to be healthy when they receive so many unhealthy messages from the media? In this course, students analyze how media influences youth decisions regarding alcohol and other drugs, injury, violence, tobacco use, nutrition, physical activity, and risky sexual behaviors and design content and skill instruction to decrease these risk factors.
Violence Prevention in Today's School Environment
EHE 707 3 credit(s)
In this course, students analyze school violence and learn effective ways to respond. Students investigate new approaches to dealing with bullying and discuss policies, and legal ramifications of school incidents. Materials and sample school policies are shared. Participants review interactive strategies to prevent or de-escalate various forms of bullying and harassing behavior, exchange ideas about strategies that have worked and develop their own plans for the use of the strategies in their classrooms and schools.
Interdependence betw .the Ecological Environment & Human Health
EHE 709 3 credit(s)
Healthy People 2010 states that…”An estimated 25 percent of preventable illnesses worldwide can be attributed to poor environmental quality. In the United States, air pollution alone is estimated to be associated with 50,000 premature deaths and an estimated $40-50 billion in health-related costs annually.” The behavior of each person and the society affects individual, family, community and global health through energy use, water use, waste disposal, food production and care of the natural environment. In this class, students investigate the relationship between personal responsibility and the maintenance and improvement of the ecological environment. Students explore strategies for teaching young people about conservation and the effects of not conserving on the future health of all people. Participants also investigate strategies to involve young people in advocating for responsible ecological behavior both in school and the community.
Evaluation of School Health Programs
EHE 711 3 credit(s)
The evaluation of school health programs involves a comprehensive examination of the strengths and needs of a program and a design to address each. This course presents the theory and practice of program evaluation with an emphasis on coordinated school health design, implementation, diagnosis, and action plans.
Assessing Health Literacy
EHE 713 3 credit(s)
Young people who are health literate have knowledge and skills to maintain and develop healthy behaviors. To determine the acquisition of knowledge and skill, student literacy must be assessed. The purpose of this course is to train educators to increase health literacy by becoming proficient in teaching the National Health Education Standards. Assessing health literacy insures that teaching and learning are improved and students acquire the knowledge and skill needed to maintain healthy behaviors. In this course, educators design authentic assessments based on student need, then select national and state standards to reduce the need. They design rubrics to score assessments, provide exemplars, develop formative and summative assessments, evaluate portfolios, and learn the value of student self-assessment.

Choose two professional licensure courses with approval of your program chair.  (2 electives @ 3 credits).
Suggestions: EIT703, EIT711, EIT712, ENG701, ESN710, ESP721.

Core Faculty

Senior Instructor



  • Admission Test:

    Passing grade on TOEFL (English language proficiency test) is required for international students.

  • Admissions Office:
  • Application:
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)

Program Requirements

Applicants must have initial license in Health/Family & Consumer Sciences (all levels) along with three full years of experience in the role of that license.

General Requirements

Official Transcript
Two Completed Recommendation Forms
Current Résumé

Personal Statement

Learn more about General Requirements 

State Requirements

College students are required to comply with state laws regarding individual health insurance and immunization. Compliance requirements currently exist for students in Massachusetts, Virginia and Tennessee. Learn more

International Students – Additional Requirements

International Students will need to complete supplemental documentation when applying. International transcripts must also be translated prior to submission in order to be evaluated for applicability. Learn more about international student requirements.

Transfer Credit Request Form

Only needed if you wish to have prior course work evaluated for transfer credit. Learn more about transferring credits.



  • Credits for Licensure:
  • Credits:
  • Cost per credit hour:
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)
  • Graduation Fee:
    $110 (charged in last term)
  • Health Insurance Fee:
    $1,497 - Required for Massachusetts students only. See waiver details on Tuition & Fees page.

Note: Rates are as of September 2013, and are subject to change without notice. Rates apply to all students, unless otherwise noted.

Financial Aid

Cambridge College offers financial aid to students in our degree programs who are enrolled at least half time. Undergraduate students must be enrolled in at least 6 credits each term. Graduate and doctoral students must be enrolled in at least 4 credits each term. Learn more

Grants, Scholarships and Loans

Cambridge College welcomes the opportunity to support your efforts to pay for college.  Federal, state and local resources in the form of grants, scholarships, loans and work-study, including Cambridge College Scholarships, are available to help defray the cost of tuition. Learn more

Getting Your Company to Help

Many companies have tuition assistance programs, designed to help their employees with their professional development. Learn more