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  Dec 06, 2019
 
 
    
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Community Health Education - Greater Community Track (M.S.)


The School of Education is accredited by the National Council for the Accreditation of Teacher Education (http://www.ncate.org/).

Conceptual Framework

The mission of the School of Education is to prepare highly effective educators, school counselors, and school leaders who believe in full inclusion, who value diversity, who are reflective, and who are knowledgeable about best practices. Therefore, we ask Sage educators, counselors, and leaders to consider two essential questions throughout their studies and field experiences: Who am I in the lives of those with whom I work? Who am I in the life of my educational community?  We expect all Sage candidates to demonstrate leadership and create optimal educational outcomes for all learners.

The motto of Russell Sage College, “To Be, To Know, To Do,” informs the educational purpose of The Sage Colleges, where the common effort is to translate learning into action and application, within a framework that recognizes the obligation of educated persons to lead and serve their communities.  In the School of Education, this motto is extended to form the basis for our programs.  We expect Sage candidates:

I.  To be well-grounded in knowledge about schools/communities, learners and learning, the Sage candidates will:

  • Understand self in relation to learners, their families, and the local and global community -  particularly in terms of power, privilege and knowledge with regard to culture, class, language, ability and gender;
  • Use interpersonal skills and demonstrate collaborative attitudes which result in successful partnerships with colleagues, families, and other community members;
  • Improve society by modeling and using democratic practices in their settings;
  • Demonstrate a commitment to substantive self reflection, consideration of quantifiable and qualitative data, on-going learning and professional development;

 II. To know curricular content and models of instruction, including technology and its application,  the Sage candidates will:

  • Demonstrate an ability to respond to the strengths and needs of all learners, using assessment data to inform instructional decisions;
  • Use knowledge in their designated fields to inspire learners to grow and to meet high standards;
  • Employ/promote pedagogical/counseling/leadership practices that engage learners in active ways;
  • Demonstrate knowledge in their content areas ensuring maximum achievement for all learners.

 III. To do what is necessary to ensure the success of all learners–and to collaborate with families/community members in respectful, culturally responsive ways, the Sage candidate will:

  • Engage in reflective practices;
  • Demonstrate a positive, respectful view of learners, their families, communities, and colleagues; listen deeply to the experiences and perspectives of all those within the community to ensure a healthy and safe learning environment;
  • Model ethical behavior and active citizenship; promote the success of all learners through advocacy, action, and the development of leadership throughout the community;
  • Build trust and garner support for a vision of inclusive schools that value diversity.

 © School of Education, The Sage Colleges, 2000, 2002, 2005, 2006a, 2006b, 2006c, 2009

Greater Community Health Education Track Program 

The Master of Science (M.S.) program in Community Health Education:  Greater Community Health Education (CHEG) track is designed to address the increased interest in and need for health and well-being programming in the community.  There is rising demand for educators to work in agencies and organizations that promote health and wellness:  organizations such as not-for-profits (e.g., American Lung Association), managed care, and hospital and community-based health care systems, health departments.

The CHEG track is also designed to offer those already enrolled in Sage dietetics or nursing gerontological certificate programs an opportunity to complete a Master of Science degree by incorporating their certificate into the CHEG program of study.  In the CHEG, students complete a culminating 210-hour practicum in a community-based health setting.  The program director will work with students to access an organization of interest or students may identify an organization with approval from the program director.

The program offers flexibility to draw on the career interest or direction of the student.  All matriculated students complete a signed program schedule.  Any change in stated coursework must receive written approval of the assigned faculty advisor.

Admission Requirements

 In addition to the general admission requirements for Sage Graduate School, students must: 

  • complete the following prerequisite courses and/or experiences:
    • Anatomy and Physiology (grade of “C” or better)
    • Developmental Psychology OR Human Development
    • Statistics (grade of “C” or better)
  • complete an assessment of written expression and critical analysis skills

Program Summary


Non-Credit Requirements


  • Reporting and Identifying Child Abuse and Maltreatment
  • Current Red Cross First Aid and CPR Certifications

School of Education Attendance Policy


While individual instructors may approach attendance and participation in varied ways in their grading policies, students in the School of Education should be aware that missing 1/4 or more of class sessions MAY result in AUTOMATIC class failure. Class content and participation are vital to meeting the objectives of School of Education courses.