Health and Well-Being Management Master of Science Degree
Health and Well-Being Management
Master of Science Degree
A health and wellness degree that prepares you for careers where you'll design and manage health and well-being programs for organizations interested in helping their people lead healthier lives and contribute to the organization's productivity.
Overview for Health and Well-Being Management MS
- Choose from two options in: (1) content development, implementation, and evaluation or (2) health and well-being program management.
Individual and community health, disease prevention, and engaging in healthful habits to promote well-being are at the fore-front of public interest. Health and wellness is a mosaic of nutrition, physical activity, stress management, and environmental features that are critical for a productive, efficient, and healthy society. Corporations, small businesses, government agencies, and institutions are employing health and well-being professionals to help people lead healthier lives and contribute to corporate, agency, and business productivity.
RIT's Health and Wellness Degree
The MS in health and well-being management is a health and wellness degree that prepares you for a career in health and well-being program design, administration, and research. It is the perfect choice for those interested in going to medical or dental school or pursing doctoral studies in nutrition, health promotion, exercise science, or public health.
To provide high-quality, population-based health care, the future health care workforce needs a skill set that includes the ability to:
- apply systems thinking,
- design interventions,
- practice dissemination and implementation science,
- engage with communities, and
- understand and utilize team dynamics, negotiation, and advocacy skills.
RIT's health and wellness degree offers evidence-informed guidance to develop and apply these skills.
Choose From Two Options
The MS in health and well-being management offers two options, both of which prepare you for a career in health and well-being as well as offer research experiences for those interested in pursuing further doctoral and post-graduate studies.
- Content development, implementation, and evaluation focuses on helping students learn how to design and execute health and well-being programs, focusing on development of content and expertise in a particular area of health or wellness, such as exercise, behavior, and nutrition.
- Health and well-being program management relates to leading an organization’s health and wellness program or an employee assistance program within corporate setting or in self-employment venues.
Health and Wellness Degree: Educational Outcomes
- Demonstrate skills in the design, delivery, and evaluation of individual and group interventions/programs that are consistent with evidence based social and behavioral theories.
You will learn health education and program evaluation concepts, examine evidence and research-based content and apply learning behavior theory constructs to health and well-being activities.
- Demonstrate the ability to assist with health, physical, nutrition, behavioral screenings or policy analysis to plan and manage a safe and effective health promotion program for both healthy and health-impaired individuals.
You will acquire a knowledge base in nutrition, physical activity, and health law including screening and assessment and utilize this knowledge in health and well-being dissemination or implementation science activities.
- Develop skills and experience necessary to promote program services to appropriate community recipients including the ability to categorize subsets of the worksite/organization population and identify appropriate intervention strategies for each subset.
You will be able to describe and conduct needs assessments and apply findings appropriately. Also, you will demonstrate the acquisition of marketing concepts to a health and well-being problem.
- Apply the requisite skills to plan and conduct inquiries into problems and outcomes used to develop and manage health and well-being activities, programs and campaigns.
You will apply behavior change theory concepts and research and evaluation criteria to examine, critique, and assess health and well-being programs and activities.
- Collaborate with multiple disciplines to promote and administer health related research, activities, and policy at the organizational, community, state, and federal level.
You will develop verbal and written communication strategies and skills and apply them to tasks involving collaboration, interpretation, and critical thinking for health and well-being activities. Also, be well versed in health and well-being policy development and strategic application at multiple levels of governments and organizations.
- Design and execute a comprehensive project or research-based inquiry relevant to the health promotion industry.
You will integrate your learning in a research, inquiry, or review project on a topic pertinent to designing, planning, implementing, evaluating, managing, or marketing health and well-being.
Careers in Health and Wellness
The health and well-being management program prepares graduates for careers that provide services to enhance employee health and consequent workforce productivity, including:
- Administrator or manager of a health and well-being program/initiative for government, industry, or organizational entities.
- Health and well-being educator/communicator, instructional program designer, developer, or implementer.
- Preparation for future medical and dental education, doctoral training in fields related to nutrition, health promotion, exercise science, and public health.
Learn More
Download our program brochure for more information.
Join us for Fall 2024
Many programs accept applications on a rolling, space-available basis.
30% Tuition Scholarship for NY Residents and Graduates
Now is the perfect time to earn your Master’s degree. If you’re a New York state resident with a bachelor’s degree or have/will graduate from a college or university in New York state, you are eligible to receive a 30% tuition scholarship.
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Careers and Cooperative Education
Typical Job Titles
| Director of Wellness | Medical or Ph.D. student |
| Health Educator | Health Research Assistant/Coordinator |
| Quality Assurance Technician |
Cooperative Education
What makes an RIT education exceptional? It’s the ability to complete relevant, hands-on career experience. At the graduate level, and paired with an advanced degree, cooperative education and internships give you the unparalleled credentials that truly set you apart. Learn more about graduate co-op and how it provides you with the career experience employers look for in their next top hires.
Featured Work
Student Research Experiences
Undergraduate and graduate students in the Wegmans School of Health and Nutrition gain valuable, hands-on research experience through classroom and community-based opportunities.
Featured Profiles
Nicole Watson, MS
Learn how Nicole Watson, a graduate student in the health and well-being management program, fits graduate school into her already busy schedule.
Jenna Hickey, MS
“The health and well-being management program has prepared me for a future career in medicine and research.”
Olivia Garror, MS
“This program opened so many new doors for me. I was able to learn more about public health, health systems, policy, program development and evaluation, and even a little bit more psychology.”
Curriculum for 2023-2024 for Health and Well-Being Management MS
Current Students: See Curriculum Requirements
Health and Well-being Management, MS degree, typical course sequence
| Course | Sem. Cr. Hrs. | |
|---|---|---|
| First Year | ||
| WSHN-700 | Research Methods in Health and Well-being Research Methods in Health and Well-being addresses requisite foundational skills to conduct rigorous, robust, and ethical research into problems related to health, nutrition and well-being. Evidence-based and translational research issues are presented in tandem with design of research studies, measurement approaches, funding opportunities, and research management considerations. Lecture 3 (Fall). |
3 |
| WSHN-701 | Health and Nutrition Education and Evaluation In Health and Nutrition Education and Evaluation, content and research expertise are applied to design effective, theory-based health and nutrition education and establish it as evidence-based. Needs assessment, behavior change models, theories of motivation, and learning styles are presented in the context of planning health and nutrition education and sampling, recruitment, participant retention, instrument development, and data analysis to foster development of evaluation expertise. (Co-requisites: WSHN-700 or equivalent course.) Lecture 3 (Fall). |
3 |
| WSHN-702 | Dissemination and Implementation Science for Health and Well-being Dissemination and Implementation Science for Health and Well-being applies constructs practices, and values of dissemination and implementation sciences to health and well-being education activities. Strategies to foster translation of evidence-based practices to standard practice in public and private programs are applied in an experiential learning format. (Prerequisites: WSHN-700 or equivalent course.) Lecture 3 (Spring). |
3 |
Statistics Elective* |
3 | |
Professional Electives |
12 | |
| Choose one of the following: | 3 |
|
| WSHN-710 | Population Health, Risk Identification and Management (Emphasis Plan 1) Introduces population health with focus on the social determinants of health. Engages students in the concept of risk as an epidemiologic concept and the application of epidemiology to population health surveillance, population health risk assessment. Students will have the opportunity to explore the intersection of population health with public policy, and evaluate how determinants of health, epidemiological findings, health disparities, political interest, availability of resources, and accessibility influence the health and well-being of a community and population. (Prerequisites: WSHN-700 or equivalent course.) Lecture 3 (Spring). |
|
| HLTH-710 | Health Care Economics and Policy (Emphasis Plan 2) This course provides an examination of the roles and responsibilities of policy makers on the health care system and the resulting economic impact of their policies. Students will compare and contrast the regulatory functions of varying levels of government, the political process and economic impacts as they relate to health care systems as well as examine control issues, economic functions and regulatory trends in the United States. In addition, an assessment will be made of national health systems and national health policies of other countries as they compare to the United States. Lecture 3 (Spring). |
|
| Choose one of the following: | 6 |
|
| WSHN-790 | Health & Well-being Management Thesis Application of writing and research skills and principles in an independent investigation of a focused problem under direction of thesis adviser. Components include review of literature, definition of research aims, data collection and analysis, interpretation and discussion of findings, preparation of written paper following specified guidelines and standards, and oral defense of thesis. Enrollment for 6 credits in one semester or as necessary over multiple semesters for a total of 6 credits. (Prerequisites: WSHN-700 or thesis advisor approval or equivalent course.) Thesis 6 (Fall, Spring, Summer). |
|
| WSHN-797 | Health & Well-being Management Project, plus one additional Professional Elective Application of writing and research skills and principles in an independent investigation
of a focused problem under direction of a project adviser. Preparation of a Project
Report following specified guidelines and standards, and oral presentation of the key
report components. (Prerequisites: WSHN-700 or project advisor approval or equivalent course.) Project 3 (Fall, Spring, Summer). |
|
| Total Semester Credit Hours | 33 |
|
* Choose from PSYC-640 Graduate Statistics or MATH-655 Biostatistics
Emphasis Plan 1- Content Development, Implementation & Evaluation Recommended Electives
| EXSC-650 | Exercise Physiology Exercise Physiology is the scientific basis for the field of Exercise Science.
This course provides students with an opportunity to deepen their understanding of the body’s responses and adaptations to exercise. Neuromuscular physiology is reviewed along with energy systems and mechanisms of fatigue. The cardiorespiratory system is examined with a focus on control and regulation during activity and there is a look at the physiological components of exercise training. Environmental factors that impact sport activities as well as training techniques which optimize performance will be reviewed.
The differences in performance and adaptation that exist between children, adolescents, and adults as well as between males and females will be compared and contrasted. Exercise’s influence on long term health and fitness will conclude the course.
Laboratory experiences will allow students to integrate and apply the concepts of exercise physiology through investigative experiments. Lab 3, Lecture 3 (Fall). |
| EXSC-689 | Topics in Exercise Science Topics in Exercise Science engages graduate students to explore topics in exercise science that are either novel findings, of current concern, hold media interest, or require a unique presentation platform. Course content and delivery methods will vary for each course offering, but will include development of professional presentation skills, interpretation of evidence-based resources, and translation to future health and fitness practice. Lecture 3 (Fall, Spring, Summer). |
| EXSC-690 | Exercise Science Research This course is designed to give students an immersive and hands-on research experience. Students will use knowledge from prerequisite coursework to hypothesize, design, and conduct a research investigation that focuses on some facet of exercise physiology and science. Areas of skill development include hypothesis generation, logistical and ethical considerations of methodology construction, institutional review board submission, safe data collection, and data analysis and interpretation. This class will benefit those who desire an immersive hands-on exposure to conducting scientific research, and who wish to prepare for a career as a healthcare professional or graduate level scientist. (Prerequisites: EXSC-550 and NUTR-560 or equivalent course.) Lecture 3 (Spring). |
| HRDE-726 | Technology and the Future of Work The rapid pace of progress in technology and the change in demographics of the workforce are anticipated to affect what work will look like in the future, in addition to the structure and nature of work itself. Some of these changes might be incremental and others more radical and disruptive affecting the conduct of business. The pace, nature, and magnitude of these changes demand that businesses, organizations, educators, policy makers, leaders, managers, and individual employees reimagine models of employment including the organization and functioning of the workforce. This course is intended to provide students with a global perspective of the future of work and employment, and insights into the implications on their designated professions and careers. Among others, this course will address the following questions: What are the skills and competencies required of the workforce for this new future of work? What skills, competencies, and job roles may become redundant? How should corporations preempt and prepare to deal with these changes? What will be the role of leaders and managers in reimagining and developing the workforce of the future? Seminar 3 (Fall). |
| NUTR-610 | Integrative Approaches to Health This one credit class offers an overview of controversial and accepted integrative health therapies, diet therapies, basic herbal medicine guidelines, and vitamin/mineral supplementation. Lecture 1 (Fall). |
| NUTR-650 | Community Nutrition Study of current nutrition issues and delivery of food and nutrition services in the community. The course is designed to allow senior level and graduate students to acquire skills necessary to deliver services in the public health and private sector markets. Individual practicum in community facility is required and arranged by the instructor. (Prerequisite: NUTR-625 or equivalent course.NUTR-625 Prereq) Lab 4, Lecture 2 (Spring). |
| NUTR-655 | Nutrition Throughout the Lifecycle This course emphasizes the interrelationships of social, psychological, physiological, and biochemical factors and their impact on nutrient requirements and recommendations for food intake during specific stages of the life cycle. Emphasis is given to nutrition during pregnancy, infancy, early childhood, adolescence, young and middle adulthood, and the elderly. Lecture 3 (Spring). |
| NUTR-680 | Global Food and Nutrition Perspectives This course provides an overview of global food and nutrition concepts and issues from both developed and developing country perspectives. Topics include breastfeeding, macronutrients and micronutrient problems, food security and access, food emergencies, maternal and child health and the impacts of socio-economic disparities on nutrition status. Also addressed are challenges in food and nutrition policy development, program design and implementation that are unique to global efforts and sustainable development goals (SDGs). Students apply course content and analytical thinking skills to a unique self-selected country and develop dissemination skills by informing others of the unique food, nutrition and health issues. (Co-requisite: NUTR-654 or equivalent course.) Lecture 3 (Fall, Spring, Summer). |
| PHYA-729 | Clinical Epidemiology This course provides students with a foundation in epidemiological concepts from which infectious and non-infectious diseases manifest in acute and chronic settings. Course focuses on descriptive and analytical research designs, conditions associated with their use, and subsequent strengths and weaknesses. Principles of clinical epidemiology are applied to real-world clinical applications in addressing acute and chronic disease characteristics. (This course is restricted to students in PHYA-BS with at least 4th year standing or those students with graduate standing in PHYA-MS.) Lecture 3 (Spring). |
| PSYC-713 | Graduate Developmental Psychology This course is designed to enhance students' knowledge and skills with regard to infant, child, and adolescent development. We will examine a variety of topics that relate to the physical, cognitive, and social-emotional development of children and adolescents in the context of classic and current theory. We will also explore issues such as attachment, resiliency, and policy issues that pertain to positive child and adolescent development. Students will gain an enhanced knowledge of the sequence of child development and the processes that underlie it by studying child development from a chronological approach. Theories that discuss the various domains of development will be examined through each age period. This course will emphasize the interdependence of all domains of development and contribute to an appreciation of the interrelatedness of theory, research, and applications. Seminar (Fall). |
| PSYC-716 | Graduate Social Psychology This course explores topics related to understanding individuals in a social context. Topics may include, but are not limited to: Social Perception and Social Cognition; Attitudes; Social Identity; Prejudice and Discrimination; Interpersonal Attraction; Close Relationships; Social Influence; Prosocial Behavior; Aggression; Group Behavior; Artifacts and Methodological Issues in Social Psychology. Course format is seminar focused on reading assigned texts each week, writing reaction papers, and participating in discussion. Students will also conduct a study on the topic of their choice and present their findings both in an oral and written format. Seminar (Biannual). |
| SERQ-723 | Service Analytics Analytics in service organizations is based on four phases: analysis and determination of what data to collect, gathering the data, analyzing it, and communicating the findings to others. In this course, students will learn the fundamentals of analytics to develop a measurement strategy for a given area of research and analysis. While this measurement process is used to ensure that operations function well and customer needs are met; the real power of measurement lies in using analytics predicatively to drive growth and service, to transform the organization and the value delivered to customers. Topics include big data, the role of measurement in growth and innovation, methodologies to measure quality, and other intangibles. Lecture 3 (Fall, Summer). |
| SERQ-747 | Design Thinking and Creativity The use of creative problem solving to discover new alternatives in the design of products and services is the essence of design thinking. The innovation design thinking process seeks creative inspiration to solve a problem, generating and selecting ideas to develop a path from design to market. Design thinking tools and strategies are discussed as are “Wicked Problems” and the impact design thinking can have on developing a solution for these problems. An in-depth approach uses stories and prototypes to design products/ services in an effort to solve problems in an innovative and sustainable manner. Lecture 3 (Fall). |
| STAT-672 | Survey Design and Analysis This course is an introduction to sample survey design with emphasis on practical aspects of survey methodology. Topics include: survey planning, sample design and selection, survey instrument design, data collection methods, and analysis and reporting. Application areas discussed will include program evaluation, opinion polling, customer satisfaction, product and service design, and evaluating marketing effectiveness. Data collection methods to be discussed will include face-to-face, mail, Internet and telephone. (This course is restricted to students in APPSTAT-MS or SMPPI-ACT.) Lecture 3 (Summer). |
| WSHN-600 | Principles and Practices of Health Education Students will discover fundamental theories, principles and practices of health education to assess, plan, implement and evaluate components of health that challenge our well-being. Students will develop and practice health education skills to promote community and public health. This course helps prepare students to apply for the Community Health Education Specialist (CHES) credentialing examination. Lecture 3 (Spring). |
| WSHN-720 | Topics in Health and Nutrition Topics in Health and Nutrition engages learners to explore topics of current concern and interest in health and nutrition. Topic-specific literature selection, review, and dissection are the focus of group-based journal club discussions that also foster group facilitation and decision-making skills. Issues of individual interest drive investigative and summative activities that develop abilities in peer review and dissemination, including writing, graphic display, and technology-based modes. Lecture 3 (Fall, Spring, Summer). |
| WSHN-799 | Independent Study This course provides the opportunity for independent investigation, under faculty
supervision, on a subject matter either not included in existing courses or further
investigation of a topic of interest presented in another course. A student-driven, faculty mentored proposal is drafted that describes the plan of work, deliverables expected, evaluation criteria, and possible credit load. Ind Study (Fall, Spring, Summer). |
Emphasis Plan 2- Health & Well-being Program Management Recommended Electives
| PROF-710 | Project Management This course addresses project management from a multidisciplinary perspective, covering the fundamental nature of and techniques for managing a broad range of projects. Topics cover the Project Management Life Cycle from Planning to Termination. It also addresses the behavioral and quantitative facets of project management, as well as the use of methods, tools and techniques for the initiation, planning, and execution of projects. Introduces the standard framework, processes and knowledge areas of the Project Management Institute. *Note: Bachelors degree or minimum of 5 years of work experience in a project related business environment. Recommended education or work experience in organizational behavior, mathematics and basic accounting. *Note: BUSI-510 may not be substituted for BUSI-710 in a graduate concentration or the advanced certificate in project management. Additionally, a student may not register for and receive credit for both BUSI-510 and BUSI-710, whether taken as an undergraduate or graduate student. (This class is restricted to degree-seeking graduate students or those with permission from instructor.) Lecture 3 (Fall, Spring, Summer). |
| EDLI-733 | Instructional Design The process of instructional design is both an art and science. The framework of this course is to teach the students how to design instruction regardless of content area to allow learners to successfully achieve stated outcomes. The components of the course include problem identification, needs assessment, analysis of learner’s abilities, the design of measurable performance objectives, the development of assessment strategies within the design of instructional materials, and the formative and summative evaluation process. Lecture 3 (Spring). |
| EXSC-689 | Topics in Exercise Science Topics in Exercise Science engages graduate students to explore topics in exercise science that are either novel findings, of current concern, hold media interest, or require a unique presentation platform. Course content and delivery methods will vary for each course offering, but will include development of professional presentation skills, interpretation of evidence-based resources, and translation to future health and fitness practice. Lecture 3 (Fall, Spring, Summer). |
| HLTH-706 | Leading Health Systems I This is the first of three courses in the HSA, MS program that require students to be on campus. These “immersion” courses will be scheduled over a long weekend and will entail full days on campus as well as pre- and post-course work completed online. The concept is to immerse students in a series of experiences to support their development as high function managers and leaders within the health care industry. This course provides a detailed examination of the core principles of management as well as characteristics and disciplines that are required by persons holding management and leadership roles in health care delivery organizations. Lecture 3 (Summer). |
| HLTH-718 | Evidence-Based Management in Health Care The purpose of this course is to introduce students to evidence-based management practice in health care. The primary focus is to ensure that managers ask the right questions, use the best evidence available and make better decisions in carrying out their mission. Students will participate in the process of retrieval, appraisal, and synthesis of evidence in collaboration with other members of the health care team to improve processes and patient outcomes in diverse populations. Students complete an individual, final assignment demonstrating the ability to collect, document, and translate research (evidence) on the practice of health care management . Lecture 3 (Spring). |
| HLTH-725 | Healthcare Strategic Marketing & Communications This course will support student’s understanding of concepts, impacts and applications of marketing in the health care industry. The goal of the course is to equip future leaders with the capacity and discipline to make informed decisions to advance the strategic goals of an organization. Using a course long project with a health care product or service chosen by the student, concepts are introduced and applied against actual scenarios. The course introduces fundamental marketing concepts including differential analysis, the four P’s, segmenting with the role of ethics woven throughout the course. Students will put concepts to work, learning how to conduct and apply internal and external analysis, the impact of customer satisfaction and how to build tactics and measure outcomes consistent with a chosen strategic direction. Throughout the course, students will be challenged to fine tune their presentation skills in exercises meant to simulate today’s business world. Lecture 3 (Spring). |
| HLTH-730 | Health Care Financial Management I: Principles & Practice This course provides a basic understanding of health services financial management. We begin with elementary accounting concepts and then focus on financial statement preparation and analysis. Special topics areas include discounted cash flow, risk, capital investments evaluation, debt/equity financing, and financial decision making models such as break-even analysis, cash flow forecasting and the like. Lecture 3 (Fall). |
| HLTH-732 | Health Insurance and Reimbursement This course provides an in-depth review of the characteristics of successful health insurance plans with emphasis on cost containment and premium control techniques. Emphasis will be placed on learning various cost containment and quality improvement tools of an effective delivery system and how to apply those tolls to different delivery structures. The relationship between shared risk and behavior change is explored as well as basic concepts of health insurance underwriting and the essentials of a successful provider payer partnership. Lecture 3 (Fall). |
| HLTH-733 | Health Systems Quality and Organizational Learning This course will incorporate an examination of contemporary organizational systems thinking focusing on concepts relevant to health service organizations and their communities; emphasizing organizational quality, leadership, environment, strategy, structure, and processes. The course provides students with the evaluation of key factors affecting an organization’s system as well as their community, through quality and analytical thinking; allowing the student to apply theories that suggest an effective organizational response to such influences and change. Lecture 3 . |
| HLTH-736 | Health Care Operations: Building High Reliability Systems The challenges and complexities of the current health care environment require a skilled operations leader that will engage high performing teams, develop highly reliable processes, effectively manage expenses, and succeed in achieving desired outcomes in an increasingly competitive market. The increased focus on population health, payment reform pressure, the emergence of risk and value based payment models will challenge traditional healthcare organizations and require leadership focused on change management and performance improvement. The purpose of this course is to provide students the opportunity to analyze the health care organization using both qualitative and quantitative principles of operations management. It provides an integrated system and a set of contemporary operations improvement tools that can be used to make significant gains in any organization. This course is designed to provide the student with an overview of the field, and the ability to use some of the most commonly deployed operations tools and processes. Lecture 3 (Spring). |
| HLTH-746 | Leading Health Systems II This is the second of three courses in the MHSA program that require students to be on campus. These “immersion” courses will be scheduled over a long weekend and will entail full days on campuses well as pre- and post-course work completed online. The concept is to immerse students in a series of experiences to support their development as high function managers and leaders within the health care industry. This course builds on the first Leading Health Care Systems course and provides a in-depth examination of advanced management and leadership knowledge, skills and values required of contemporary leaders within health care systems. (Prerequisites: HLTH-706 or equivalent course.) Lecture 3 (Summer). |
| HRDE-726 | Technology and the Future of Work The rapid pace of progress in technology and the change in demographics of the workforce are anticipated to affect what work will look like in the future, in addition to the structure and nature of work itself. Some of these changes might be incremental and others more radical and disruptive affecting the conduct of business. The pace, nature, and magnitude of these changes demand that businesses, organizations, educators, policy makers, leaders, managers, and individual employees reimagine models of employment including the organization and functioning of the workforce. This course is intended to provide students with a global perspective of the future of work and employment, and insights into the implications on their designated professions and careers. Among others, this course will address the following questions: What are the skills and competencies required of the workforce for this new future of work? What skills, competencies, and job roles may become redundant? How should corporations preempt and prepare to deal with these changes? What will be the role of leaders and managers in reimagining and developing the workforce of the future? Seminar 3 (Fall). |
| HRDE-735 | Leading Human Resources The goal of this course is to develop knowledge of Human Resource Development and Management practices for the purpose of analyzing, communicating, evaluating, and leading the development of strategic human resource initiatives that react to emerging organizational concerns. This course is a foundation course for those seeking a leadership opportunity in Human Resources in which students will demonstrate their ability to analyze and lead the alignment of strategic organizational goals into HR functions. Lecture 3 (Spring). |
| HRDE-742 | Leading Change Major change initiatives within organizations fail because of lack of understanding of the process of change and the lack of deliberate and focused attention to the change process. This course teaches students the change process and the alterations required in structures, processes, and activities to effectively implement change initiatives within organizations. The components of this course include applied approaches and tools to help analyze barriers for change, leverage power and influence, and provide frameworks to plan and implement change. Lecture 3 (Summer). |
| HRDE-765 | Diversity in Global Workplace As strategic partners in global workforce development, human resource development professionals guide organizations to build and maintain a diverse workforce. Diversity and inclusion exploit the natural synergies of a multicultural workforce. This course will examine dimensions of diversity beyond race, ethnicity, and gender and create opportunities to develop an understanding about how these dimensions intersect and play out in the workplace. The purpose of this course is to provide HRD professionals the knowledge required to manage these dynamics in an organizational setting and lead initiatives that will create and maintain an inclusive workplace. Project work will allow for the in-depth ability to assess the current state of diversity within a defined organization, conduct research and benchmarking to build a diverse workforce, and develop a diversity strategic plan with an on-going evaluation component to assess the success of diversity initiatives. Lecture 3 (Spring). |
| MKTG-761 | Marketing Concepts and Commercialization An introduction to contemporary principles and practices of marketing. The course is structured around the process of marketing planning leading to the development of successful marketing strategies, including the commercialization of products and services in domestic and international environments. Focus is on environmental scanning techniques, setting and evaluating measurable objectives, innovating and controlling the interrelated components of product/service offering, planning and executing the marketing mix (channels of distribution, price, and promotion), and enhancing customer relationships through the delivery of customer value. Lecture 3 (Fall, Spring, Summer). |
| MKTG-772 | Internet Marketing: Strategy & Tactics This course examines the impact that the internet has on traditional and contemporary business-to-consumer marketing activities. It explores these implications in both strategic and tactical terms to enhance organizations' levels of competitiveness. The course identifies the use of the internet in enhancing value for consumers and considers the leverage of the latest technologies, trends, e-culture and innovation through the medium of the internet. (Prerequisites: MKTG-761 or equivalent course.) Lecture 3 (Fall, Spring). |
| SERQ-720 | Service Scenario and Strategy Development This course introduces the concepts, principles, and practices necessary to lead into the future and avoid organizational mis-steps by taking an action-oriented approach to planning, implementing, evaluating, and revising competitive strategy in service firms. The course will address basic concepts and principles of competitive strategy, the process of developing and implementing strategy in organizations, development of robust, future-oriented strategies using learning scenarios, strategy mapping, and tools for strategy evaluation such as performance metrics, scorecards and dashboards. (Prerequisites: SERQ-710 or equivalent course.) Lecture 3 (Spring). |
| SERQ-722 | Customer Centricity The Customer Centricity course develops the learners ability to help their organization manage its interactions with its valued customers across multiple channels, maximize revenue opportunities, build foundations to increase customer satisfaction, and drive customer retention and loyalty. Lecture 3 (Spring). |
| SERQ-723 | Service Analytics Analytics in service organizations is based on four phases: analysis and determination of what data to collect, gathering the data, analyzing it, and communicating the findings to others. In this course, students will learn the fundamentals of analytics to develop a measurement strategy for a given area of research and analysis. While this measurement process is used to ensure that operations function well and customer needs are met; the real power of measurement lies in using analytics predicatively to drive growth and service, to transform the organization and the value delivered to customers. Topics include big data, the role of measurement in growth and innovation, methodologies to measure quality, and other intangibles. Lecture 3 (Fall, Summer). |
| SERQ-740 | Leading Innovation Achieving competitive advantage in today’s world demands that organizations know how to innovate, and do so not once, but repeatedly. Creativity, rapid learning through continuous improvement, and the ability to turn ideas into action, products, processes and services are crucial. How do leaders foster and sustain a culture of innovation? What unique competencies and skills do you need as a leader and what skills do your teams need? How is managing an innovation team different than managing other kinds of teams within an organization?
Through this course, service leadership students will leverage and build on their growing knowledge about innovation, the individual and group skills required for innovating gained in SERQ-712. Students will gain deeper insights into innovation leadership requirements for creating, managing and curating a thriving environment in which cutting edge ideas are encouraged, born and grown. Open to students in the service leadership and innovation MS program and non-majors on a space available basis with department permission. (Prerequisite: SERQ-712 or equivalent course.) Lecture 3 (Fall, Spring). |
| SERQ-747 | Design Thinking and Creativity The use of creative problem solving to discover new alternatives in the design of products and services is the essence of design thinking. The innovation design thinking process seeks creative inspiration to solve a problem, generating and selecting ideas to develop a path from design to market. Design thinking tools and strategies are discussed as are “Wicked Problems” and the impact design thinking can have on developing a solution for these problems. An in-depth approach uses stories and prototypes to design products/ services in an effort to solve problems in an innovative and sustainable manner. Lecture 3 (Fall). |
| STAT-672 | Survey Design and Analysis This course is an introduction to sample survey design with emphasis on practical aspects of survey methodology. Topics include: survey planning, sample design and selection, survey instrument design, data collection methods, and analysis and reporting. Application areas discussed will include program evaluation, opinion polling, customer satisfaction, product and service design, and evaluating marketing effectiveness. Data collection methods to be discussed will include face-to-face, mail, Internet and telephone. (This course is restricted to students in APPSTAT-MS or SMPPI-ACT.) Lecture 3 (Summer). |
| WSHN-720 | Topics in Health and Nutrition Topics in Health and Nutrition engages learners to explore topics of current concern and interest in health and nutrition. Topic-specific literature selection, review, and dissection are the focus of group-based journal club discussions that also foster group facilitation and decision-making skills. Issues of individual interest drive investigative and summative activities that develop abilities in peer review and dissemination, including writing, graphic display, and technology-based modes. Lecture 3 (Fall, Spring, Summer). |
| WSHN-799 | Independent Study This course provides the opportunity for independent investigation, under faculty
supervision, on a subject matter either not included in existing courses or further
investigation of a topic of interest presented in another course. A student-driven, faculty mentored proposal is drafted that describes the plan of work, deliverables expected, evaluation criteria, and possible credit load. Ind Study (Fall, Spring, Summer). |
Admissions and Financial Aid
This program is available on-campus only.
| Offered | Admit Term(s) | Application Deadline | STEM Designated |
|---|---|---|---|
| Full‑time | Fall | Rolling | No |
| Part‑time | Fall or Spring | Rolling | No |
Full-time study is 9+ semester credit hours. Part-time study is 1‑8 semester credit hours. International students requiring a visa to study at the RIT Rochester campus must study full‑time.
Application Details
To be considered for admission to the Health and Well-Being Management MS program, candidates must fulfill the following requirements:
- Complete an online graduate application.
- Submit copies of official transcript(s) (in English) of all previously completed undergraduate and graduate course work, including any transfer credit earned.
- Hold a baccalaureate degree (or US equivalent) from an accredited university or college.
- A recommended minimum cumulative GPA of 3.0 (or equivalent).
- Submit a current resume or curriculum vitae.
- Submit a personal statement of educational objectives.
- Submit two letters of recommendation.
- Entrance exam requirements: None
- Writing samples are optional.
- Submit English language test scores (TOEFL, IELTS, PTE Academic), if required. Details are below.
English Language Test Scores
International applicants whose native language is not English must submit one of the following official English language test scores. Some international applicants may be considered for an English test requirement waiver.
| TOEFL | IELTS | PTE Academic |
|---|---|---|
| 79 | 6.5 | 56 |
International students below the minimum requirement may be considered for conditional admission. Each program requires balanced sub-scores when determining an applicant’s need for additional English language courses.
How to Apply Start or Manage Your Application
Cost and Financial Aid
An RIT graduate degree is an investment with lifelong returns. Graduate tuition varies by degree, the number of credits taken per semester, and delivery method. View the general cost of attendance or estimate the cost of your graduate degree.
A combination of sources can help fund your graduate degree. Learn how to fund your degree
Additional Information
Prerequisites
Applicants must have completed an accredited college-level nutrition course with a B or better.
Facilities
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![Three students and a faculty member working on laptops around a table.]()
NEEDs LabThe mission of the Nutrition Education, Engineering, and Designs (NEEDs) lab is to engineer and design research and evaluation services that foster promotion and delivery of evidence-based health and nutrition education.
Latest News
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May 10, 2023
![researcher Brenda Abu.]()
RIT and URMC researchers study maternal nutrition and oral health for clues to childhood tooth decay
Researchers from RIT and the University of Rochester Medical Center are taking a closer look at nutritional factors during pregnancy and in infancy associated with severe tooth decay in young children.
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April 25, 2023
![two researchers looking at a large, white gear.]()
RIT graduate programs rank among best in nation in ‘U.S. News & World Report’ survey
RIT graduate degree programs are among the best in the nation, according to the U.S. News & World Report annual statistical survey of graduate programs.
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April 14, 2023
![Group selfie in a classroom with student athletes.]()
Monroe High School student athletes learn about sports and nutrition from RIT Athletics and the Wegmans School of Health and Nutrition
RIT Athletics and the Wegmans School of Health and Nutrition partnered with Monroe High School in the Rochester City School District to bring student athletes to campus earlier this semester for hands-on learning about sports and nutrition.
