The Health Promotion and Health Equity (HPHE) major was created through a collaborative effort across the departments of Counseling Psychology, Kinesiology, and Rehabilitation Psychology and Special Education in the School of Education. The Department of Kinesiology is the home of this major; its mission is to research, teach, and apply knowledge related to movement, exercise, and human occupation with the ultimate goal of enhancing human health, productivity, and quality of life. The core courses (31 credits) form the main content of the major and include: conceptual and theoretical foundations of health; awareness of multiple determinants of physical and psychological health; program planning, administration, and evaluation; and working effectively with underserved populations (e.g., persons with disability; low-income groups; racial and ethnic minority populations). The elective curriculum (9 credits) will allow students to tailor the major in the direction of their personal interests (Physical Activity and Public Health; Chronic Illness, Disability and Health; Health Equity, Mental Health and Well-Being; Social Determinants of Health; Health Sciences). The program is broadly designed to provide students with the skills and perspectives to facilitate healthy practices at the individual and societal levels. Students will learn about the theoretical, programmatic and empirical foundations of health promotion and health equity interventions and be taught to demonstrate competence in evaluating strengths and weaknesses in health promotion programs. The coursework will prepare students for emerging career opportunities as health educators within community health organizations, hospitals, mental health centers, clinics, schools and universities, businesses and non-profits, governmental health offices, and various other public health-related professions.
Students interested in Health Promotion and Health Equity may complete this major in two ways: (1) by entering the School of Education to complete a Bachelor of Science degree with a major in Health Promotion and Health Equity, or (2) adding the Health Promotion and Health Equity major as an additional major while completing another degree and major on campus. Students selecting the second option should review the Additional Major in Health Promotion and Health Equity section below.
New freshmen and off-campus transfers interested in completing the Bachelor of Science degree with the Health Promotion and Health Equity major are admitted directly to the School of Education and the major upon admission to UW–Madison. Current UW–Madison students wishing to transfer to the School of Education to complete an undergraduate degree with this major must meet with an advisor in the School of Education Student Services office (608-262-1651) or with the Health Promotion and Health Equity advisor (hphe@education.wisc.edu), to transfer and declare the major.
Applicants not already enrolled on the UW–Madison campus must be admissible to the university to enroll in a School of Education degree program. Admission to UW–Madison requires a separate application and admission process. See UW–Madison Office of Admissions and Recruitment for application information. Prospective transfer students are advised to meet with an advisor in the School of Education Student Services office in person or by telephone in advance of their application; to schedule, call 608-262-1651.
Prospective applicants who already hold an undergraduate degree are strongly encouraged to meet with an advisor in the School of Education Student Services office in advance of their application. Consultations with advisors are available in person or via telephone; to schedule, call 608-262-1651. Applicants who already hold an undergraduate degree are admitted to the School of Education as a candidate for a second degree upon completion of the admission process. Second degree students are seeking a second degree that is unrelated to their first degree. More information is available here under the Students with a Previous Degree heading.
New freshmen and off-campus transfers are admitted directly to the Bachelor of Science–Health Promotion and Health Equity degree program. Current UW–Madison students must consult with an advisor in the School of Education Student Services office (608-262-1651) or with the Health Promotion and Health Equity advisor (hphe@education.wisc.edu), to transfer and declare the major. Note: Requirements and selection criteria may be modified from one application/admission period to the next.
Two grade point averages may be calculated to determine candidates' eligibility to programs. GPAs will be calculated using
The higher GPA of these two will be used for purposes of determining eligibility. If fewer than 60 credits have been attempted, all credits will be used to calculate the GPA. Graded graduate coursework will also be used in all GPA calculations. ("Attempted" coursework indicates coursework for which a grade has been earned.) More information on this rule is available here.
Undergraduate students from all schools and colleges on campus may declare Health Promotion and Health Equity as an additional major.
Students wishing to declare the additional major must meet with an advisor in the School of Education Student Services office (608-262-1651) or with the Health Promotion and Health Equity advisor (hphe@education.wisc.edu), to transfer and declare the major. The declaration must also be approved by the student's home school/college.
Students completing Health Promotion and Health Equity as an additional major do not need to complete the School of Education's liberal studies and other degree requirements unless their primary major is also in the School of Education.
Please note that the requirements of the additional major must be completed before or concurrently with the degree program and primary major.
On This PageAll undergraduate students at the University of Wisconsin–Madison are required to fulfill a minimum set of common university general education requirements to ensure that every graduate acquires the essential core of an undergraduate education. This core establishes a foundation for living a productive life, being a citizen of the world, appreciating aesthetic values, and engaging in lifelong learning in a continually changing world. Various schools and colleges will have requirements in addition to the requirements listed below. Consult your advisor for assistance, as needed. For additional information, see the university Undergraduate General Education Requirements section of the Guide.
All students are required to complete a minimum of 40 credits of Liberal Studies coursework. This requirement provides an opportunity to do some academic exploration beyond the scope of the major. Students take courses in areas of particular interest and also have an opportunity to sample the wide selection of courses offered across the university. Coursework is required in humanities, social studies, science, and cultural and historical studies. Some elective coursework is also needed to reach the required number of credits.
The School of Education’s Liberal Studies Requirements automatically satisfy most of the University General Education Requirements outlined above, including ethnic studies, humanities/literature, social studies, and science. Students pursuing most School of Education degree programs may also complete Communication Part B, Quantitative Reasoning Part A, and Quantitative Reasoning Part B through courses required by their degree program. If a student cannot complete a General Education Requirement within the curriculum of their chosen School of Education program, academic advisors can offer suggestions for courses that meet the requirement and augment the student’s primary area of study.
A basic outline of the liberal studies is included below. Students must consult the detailed version of the requirements for information about course selection and approved course options.
All students must complete a minimum of 9 credits to include:
All students must complete a minimum of 9 credits. Teacher certification programs and Kinesiology have unique requirements in this category.
All students must complete a minimum of 9 credits to include:
All students must complete three requirements (9 credits) met by separate courses. Any of these courses can also be used to meet the Humanities or Social Studies (Social Sciences) requirements if it has the relevant breadth designation.
The Bachelor of Science (BS) degree program in Heath Promotion and Health Equity has three primary components:
Complete a minimum of 40 credits with a 2.5 gpa across all major course work. At least 15 credits of upper-level major course work (courses numbered 300 and above) must be taken in residence with a minimum 2.5 grade point average.
| Code | Title | Credits |
|---|---|---|
| ANAT&PHY 235 | Human Physiology and Health | 4 |
| KINES 150 | Foundations of Health Behavior and Health Equity | 3 |
| KINES 370 | Planning, Facilitating & Assessment in Movement and Health Professionals | 3 |
| KINES 566 | Promoting Health in the Community | 3 |
| RP & SE 316 | Health Promotion for Individuals with Disability and Chronic Illness | 3 |
| RP & SE 325 | Self Management of Chronic Illness and Disability | 3 |
| RP & SE 505 | Biological, Psychosocial, and Vocational Aspects of Disabilities | 3 |
| COUN PSY 237 | Mental Health, Self-Awareness, and Social Justice: Working in Diverse Communities | 3 |
| COUN PSY 531 | Prevention and Intervention in Mental Health Across the Lifespan | 3 |
| COUN PSY 655 | Clinical Communication Skills | 3 |
Select courses from one of the following areas of emphasis, or select courses across these areas.
| Code | Title | Credits |
|---|---|---|
| Physical Activity and Public Health | ||
| KINES 100 | Exercise, Nutrition, and Health | 2 |
| KINES 123 | Living well: Lifestyle Redesign and Health Promotion for College Students | 2 |
| KINES 250 | Sedentary Behavior in the U.S. and Abroad | 3 |
| KINES 280 | Health Coaching Principles and Methods | 3 |
| KINES 501 | Theory-Based Health Education and Health Promotion Programs | 3 |
| KINES 540 | Diversity in Health and Physical Activity Settings | 3 |
| KINES 547 | Skills for Health: Methods and Practicum of Teaching Health | 3 |
| Chronic Illness, Disability, and Health | ||
| RP & SE 100 | Disability and Society | 3 |
| RP & SE 121 | Disability and Substance Abuse | 3 |
| RP & SE 125 | Health and Rehabilitation Professions | 3 |
| RP & SE 310 | Positive Psychology and Well Being | 3 |
| Health Equity, Mental Health, and Well-Being | ||
| COUN PSY 225 | Intersectionalities, Self Awareness, and Social Actions for Social Change | 3 |
| COUN PSY 230 | Race and the Developing Child | 3 |
| COUN PSY/CHICLA 331 | Immigrant Health and Wellbeing | 3 |
| COUN PSY 332 | Gender and Queer Issues in Psychology | 3 |
| COUN PSY/CHICLA 525 | Dimensions of Latin@ Mental Health Services | 3 |
| Social Determinants of Health | ||
| MED HIST/HIST SCI/POP HLTH 553 | International Health and Global Society | 3 |
| NUTR SCI/A A E/AGRONOMY 350 | World Hunger and Malnutrition | 3 |
| SOC/C&E SOC 140 | Introduction to Community and Environmental Sociology | 4 |
| SOC/C&E SOC 533 | Public Health in Rural & Urban Communities | 3 |
| INTL ST/A A E 373 | Globalization, Poverty and Development | 3 |
| CSCS 125 | Community and Social Change | 3 |
| CSCS 460 | Civil Society and Community Leadership | 3 |
| HDFS 469 | Family and Community Influences on the Young Child | 3 |
| HDFS 474 | Racial Ethnic Families in the U.S. | 3 |
| Health Sciences | ||
| ANAT&PHY 337 | Human Anatomy | 3 |
| GEN&WS 103 | Gender, Women, Bodies, and Health | 3 |
| NUTR SCI 132 | Nutrition Today | 3 |
| NUTR SCI 332 | Human Nutritional Needs | 3 |
| POP HLTH/C&E SOC 370 | Introduction to Public Health | 3 |
| PSYCH 202 | Introduction to Psychology | 3-4 |
These requirements are based on UW–Madison coursework.
UW–Madison uses “DARS” to document a student's progress toward the completion of their degree, including any additional majors and certificates. A DARS (Degree Audit Reporting System) report shows all the requirements for completing a degree and, against courses that are planned or completed, shows the requirements that have been met, and those that are unmet. A report can offer suggestions about courses that may be taken to meet specific requirements and can assist in the academic planning and enrollment process. Students can access a DARS report in the Course Search & Enroll app or Student Center via My UW.
DARS also has a "what-if" function. This feature makes it possible to request a DARS report as if pursuing another program, major, or certificate. It is an excellent tool if considering a new or additional area of study. School of Education students in a pre-professional classification such as Pre-Elementary (PRE) or Pre-Kinesiology should request a "what if" DARS report of their professional program of interest.
More information on how to request a DARS report is available on the Office of the Registrar’s website.
DARS is not intended to replace student contact with academic advisors. It creates more time in an advising appointment to discuss course options, research opportunities, graduate school, or issues of personal interest or concern to students.
DARS is used as the document of record for degree program, major, and certificate completion in the School of Education.
| Requirements | Detail |
|---|---|
| Total Degree | To receive a bachelor's degree from UW–Madison, students must earn a minimum of 120 degree credits. The requirements for some programs may exceed 120 degree credits. Students should consult with their college or department advisor for information on specific credit requirements. |
| Residency | Degree candidates are required to earn a minimum of 30 credits in residence at UW–Madison. "In residence" means on the UW–Madison campus with an undergraduate degree classification. “In residence” credit also includes UW–Madison courses offered in distance or online formats and credits earned in UW–Madison Study Abroad/Study Away programs. |
| Quality of Work | Undergraduate students must maintain the minimum grade point average specified by the school, college, or academic program to remain in good academic standing. Students whose academic performance drops below these minimum thresholds will be placed on academic probation. |
Health Promotion and Health Equity: Sample Four-Year Plan
This sample four-year sample graduation plan is designed to guide your course selection throughout your academic career; it does not establish a contractual agreement. Use it along with your DARS report, the Guide, and the Course Search and Enroll app to create a four-year plan reflecting your placement scores, incoming credits, and individual interests. Consult with an academic advisor to develop a personalized plan of study and refer to the Guide for a complete list of requirements. You will likely revise your plan several times during your academic career here, based on your activities and changing academic interests.
| Freshman | |||
|---|---|---|---|
| Fall | Credits | Spring | Credits |
| Communication A, (take fall or spring semester), 3 | 3 | Communication A, (take fall or spring semester), 3 | 3 |
| HPHE Major Elective, 3 | 3 | Quantitative Reasoning A | 3 |
| Liberal Studies course work | 9-12 | COUN PSY 237 (also meets ethnic studies ) | 3 |
| Liberal Studies course work | 6-9 | ||
| 15 | 15 | ||
| Sophomore | |||
| Fall | Credits | Spring | Credits |
| KINES 150 | 3 | RP & SE 316 | 3 |
| RP & SE 325 | 3 | Quantitative Reasoning B | 3 |
| Liberal Studies course work | 9 | Liberal Studies or General Elective course work | 9 |
| 15 | 15 | ||
| Junior | |||
| Fall | Credits | Spring | Credits |
| KINES 370 | 3 | ANAT&PHY 235 | 4 |
| RP & SE 505 | 3 | HPHE Major Elective | 3 |
| Communication B | 3 | Liberal Studies or General Elective course work | 8 |
| Liberal Studies or General Elective course work | 6 | ||
| 15 | 15 | ||
| Senior | |||
| Fall | Credits | Spring | Credits |
| COUN PSY 531 | 3 | KINES 566 | 3 |
| COUN PSY 655 | 3 | HPHE Major Elective | 3 |
| Liberal Studies or General Elective course work | 9 | Liberal Studies or General Elective course work | 9 |
| 15 | 15 | ||
| Total Credits 120 | |||
Students are collaboratively advised by advising staff in the School of Education Student Services office and the department. Students not yet declared in Health Promotion and Health Equity meet with advising staff in the Student Services office, see below, or the departmental advisor. Current students can schedule an appointment online through the Starfish app in MyUW.
Dedicated to supporting and promoting student success, academic advisors are here to assist students with the adjustment to college, understanding their degree and career goals, and connecting them to resources. Advisors support prospective and current School of Education students in all programs through:
To schedule an appointment: Current students can schedule an appointment online through the Starfish app in MyUW. Appointments can also be made through email at studentservices@education.wisc.edu, by calling 608-262-1651, or in person.
Through individual appointments, events, courses, and online resources, the Career Center provides students and alumni with the tools needed to be successful in their career development.
Career and Internship Advisors are prepared to help students with:
Students are encouraged to meet with their Career and Internship Advisor early in their college experience to take full advantage of the resources and support available.
To make an appointment: log into Starfish from the MyUW dashboard.
For more information, visit the School of Education Career Center website or reach out at career-center@education.wisc.edu.
Potential careers for HPHE majors include community health and wellness education, health policy analysis, public health advocacy, and direct individual client care supporting physical, mental, and social wellness. Our graduates work in community health organizations, hospitals/clinics, mental health centers, schools and universities, businesses and non-profits, governmental health offices, and various other public health-related professions.
Students develop important skills that employers look for including:
Applied experiences, including paid internships, career treks, and professional networking events, are available to UW Health Promotion and Health Equity students.
Information about faculty, staff, and other contributors to the Health Promotion and Health Equity major can be found on the departmental websites of Counseling Psychology, Kinesiology, and Rehabilitation Psychology and Special Education.
UW–Madison’s vision for the total student experience, the Wisconsin Experience, combines learning in and out of the classroom. Tied to the Wisconsin Idea and steeped in long-standing institutional values — the commitment to the truth, shared participation in decision-making, and service to local and global communities — the Wisconsin Experience describes how students develop and integrate these core values across their educational experience.
UW–Madison encourages students to mindfully engage in four core concepts throughout their time on campus: Empathy & Humility, Relentless Curiosity, Intellectual Confidence, and Purposeful Action.
Since its inception, the School of Education has embraced the concepts of the Wisconsin Experience, providing opportunities for students to learn in venues beyond the traditional classroom. Our students also independently seek out related activities and experiences, thus creating their own unique Wisconsin Experience.
HPHE students have an opportunity to become involved in the Fit Families program, developed by Dr. Luis Columna. Fit Families is a physical activity program that brings together children with disabilities, their parents, college students, and in-service professionals in related fields such as adapted physical education, special education, orientation & mobility, psychology, physical education, and exercise science.
Students also participate in programs run through the Wisconsin Area Health Education Centers (AHEC), such as the Community Health Internship Program.
HPHE majors have crafted their Wisconsin Experience in some of the following ways:
The National Commission for Health Education Credentialing (NCHEC) offers a Certified Health Education Specialist (CHES) exam. The HPHE program coordinators are currently working with NCHEC to insure that students completing the HPHE major requirements are qualified to take the CHES exam. Students in the HPHE program will be informed when this assurance has been received from NCHEC.
Information about scholarships, academic and career advising, study abroad opportunities, student diversity services, and other resources for students in the School of Education can be found on the school's Resources page.
Select a section…Zoe Hurley, Health Promotion and Health Equity Advisor
zehurley@wisc.edu
608-262-0257
285C Medical Sciences
1300 University Ave., Madison, WI 53706
