Document 14561664

PUBLIC HEALTH CLAREMONT GRADUATE UNIVERSITY SCHOOL OF COMMUNITY & GLOBAL HEALTH STUDENT HANDBOOK FOR THE DrPH in Public Health 2015-‐2016 ACADEMIC YEAR 1 Table of Contents -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Handbook Overview ................................................................................................................................. 3 Program Overview ..................................................................................................................................... 4 Statement of Values ................................................................................................................................... 5 Commitment to Diversity ....................................................................................................................... 6 SCGH Core Faculty ...................................................................................................................................... 7 Student Associations .............................................................................................................................. 11 Program Mission & Goal ....................................................................................................................... 12 Student Competencies .......................................................................................................................... 13 Curriculum .................................................................................................................................................. 16 Academic Calendar ................................................................................................................................. 18 Advanced Practicum .............................................................................................................................. 22 Research Tools Requirement ............................................................................................................ 23 Qualifying Exam ........................................................................................................................................ 25 Dissertation ................................................................................................................................................. 28 Course Descriptions ............................................................................................................................... 30 Student Advising ...................................................................................................................................... 34 Registration & Degree Information ................................................................................................ 36 Degree Regulations ................................................................................................................................. 39 Student Rights & Responsibilities ................................................................................................... 42 2 Handbook Overview -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Welcome to the Doctorate of Public Health Program (DrPH) at Claremont Graduate University. This handbook serves as a program overview. It provides an introduction to the School of Community & Global Health (SCGH) and the policies and procedures that will affect you throughout your graduate career. Every effort was made to provide the most accurate and current information on a multitude of topics on the minds of graduate students, such as: “How do I register for classes? What are the requirements of the DrPH degree?” The pages that follow contain information that will prove useful, helpful and most of all – practical! Use this handbook in conjunction with other sources of information, particularly CGU’s Academic Bulletin. It is the responsibility of students to familiarize themselves with the academic policies contained within that publication. With best wishes for your success, The SCGH faculty and staff DISCLAIMER: While every effort is made to ensure the accuracy of the information contained in this student handbook, the DrPH Program reserves the right to make modifications at any time without prior notice. 3 Program Overview -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ The Doctoral program in Public Health (DrPH) provides working professionals with a foundation in public health, targeting advanced level employees who desire to enhance the quality of human health through the practice of population-‐based public health interventions that are responsive to the dynamic, ecologically based, interdependent nature of human systems and the environment. The DrPH program provides students with opportunities to achieve competencies in the full range of academic or professional roles within research, teaching and community practice. Program faculty comprises world leaders in health promotion and disease prevention research. They collectively bring a robust record of National Institutes of Health (NIH) and other funding, a wealth of scientific and administrative expertise, numerous successful ongoing funded research centers and projects, hundreds of peer-‐reviewed publications, and decades of experience in graduate training program development and operation. Their research and service focus on the needs of our Southern California communities and communities throughout the Pacific Rim, South Asia, Latin America, and Africa. 4 Statement of Values -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ The School of Community and Global Health at Claremont Graduate University is uniquely situated at the edge of the Inland Empire, a region of communities in transition. Assessing and addressing the unique health challenges of these communities in transition serves as a major theme guiding our academic programs. As such, the DrPH program embraces the following core values: Transdisciplinarity: Faculty work collaboratively and across traditional disciplines on a common set of questions and issues, while drawing on their own individual disciplinary training. Diversity: Many of the research and outreach activities of program focus on diversity, poverty, and the challenges of understanding and tolerance. Understanding the contributions of culture to health behaviors is paramount. Collaboration: Developing partnerships between the program and community agencies dedicated to strengthening the relationship between theory and practice, thereby contributing to community health goals locally and abroad. Relevance and Participation: "Starting where the people are" with felt needs and concerns, and working with both individual and community needs and assets. This translates into involving the communities in the identification of pressing health issues, available resources, and capacity for change. Making provisions to sustain change in the community is equally important. Integrity: The importance of integrity, and responsibility and ethical conduct in all academic activities, striving to offer and model honesty, dependability, trust, and leadership. 5 Commitment to Diversity -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ In its educational programs, its admissions and financial aid policies, and its faculty and staff hiring practices, Claremont Graduate University is strongly committed to creating and nurturing an environment that is characterized by diversity. In student selection and in all of its activities and programs, CGU functions without regard to race, creed, color, gender, sexual orientation, national origin, age, or disability. CGU is pleased to welcome a wide variety of students to its programs, including recent college graduates, young professionals, and mid-‐ and late-‐career men and women who wish to advance further in their current occupations or to change fields. This diversity of experiences, interests, backgrounds, and aspirations allows a diversity of perspectives that enlivens classroom interaction throughout all CGU programs. Consistent with the Mission Statement and Credo of the University, the School of Community and Global Health’s mission in respect to diversity is to incorporate diversity into our programmatic curriculum, teaching, research, service and the recruitment and retention of faculty, staff, and students in an atmosphere that fosters learning in a diverse environment through a free exchange of ideas and dialogue towards an understanding and appreciation of issues of difference. 6 SCGH Core Faculty -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ As you progress through the program, the PhD program faculty is available to ensure that your academic experience is positive and rewarding. They are excellent resources for any questions concerning their areas of expertise, directed research or internship opportunities, and post-‐ graduation plans. Feel free to contact them at any time. Stewart I. Donaldson stewart.donaldson@cgu.edu Dean and Professor of Psychology Susan L. Ames Associate Professor susan.ames@cgu.edu Course: 300 Stewart I. Donaldson is Professor of Psychology and Community & Global Health, Dean of the School of Social Science, Policy & Evaluation (SSSPE) and the School of Community & Global Health (SCGH), and Director of the Claremont Evaluation Center (CEC) at Claremont Graduate University. He has taught numerous courses and published widely on the topics of evaluation theory and practice, health promotion and disease prevention, positive psychology, organizational psychology, organizational change and development, career development, cross-‐cultural and international evaluation and research, and applied research methods. Susan L. Ames received her Ph.D. in preventive medicine with a focus on health behavior research from the University of Southern California in 2001. She completed her doctoral training with support from an NCI Cancer Control and Epidemiology Research Training Grant. After completing her doctorate, she was an assistant research psychologist at the Center for Research on Substance Abuse, Department of Psychology, UCLA, and co-‐ investigator on an Implicit Cognition and HIV risk project. Dr. Ames subsequently became faculty at USC where she was an assistant professor with the Transdisciplinary Drug Abuse Prevention Research Center (TPRC), Department of Preventive Medicine, USC. Her current NIH projects focus on the neural evaluation of systems and brain structures associated with automatic/implicit (habit-‐based) and control processes across various addictive behaviors. These projects involve evaluating the neural correlates of proven tests of implicit associative processes in substance use among emerging adults and dual process models of eating behavior among adolescents. She is lead investigator (Reynolds, PI) on a study evaluating neurocognitive processes in obesity-‐related eating behaviors among youth and neural correlates of these processes among binge eaters and non-‐binge eaters, and co-‐investigator (Stacy, PI) on two-‐large scale population-‐based NIH funded projects that involve a dual process investigation of HIV risk and substance abuse behavior in youth and adult drug offenders. She is PI (with Bechara) on a NIH-‐funded project that evaluates neurocognitive mechanisms of decisions and impulse control in nutrition behavior. Her work integrates research from neuroscience, memory, social cognition, learning, and decision theory to explain how drug use (and other risk behavior) habits begin and are perpetuated. 7 C. Anderson Johnson Founding Dean of SCGH & University Professor andy.johnson@cgu.edu Course: 404 Paula Palmer Associate Professor & Director of Global Health Programs paula.palmer@cgu.edu Courses: 305, 310, 317, 318, 319 Darleen Peterson Associate Professor of Practice & Director of the MPH & DrPH Programs & Associate Dean of Academic Affairs darleen.peterson@cgu.edu Courses: 306, 406 C. Anderson Johnson, Ph.D. has 28 years of experience in scientific and administrative leadership of large-‐scale domestic and international community-‐based research projects. Dr. Johnson's numerous peer-‐reviewed publications in prevention science have focused on community-‐based approaches to tobacco, alcohol, and drug abuse prevention, most recently across a range of cultural, environmental, and international contexts. His current work focuses on dispositional and contextual characteristics as they work in combination (culture by environment and gene by environment interactions) to affect tobacco and alcohol use trajectories and prevention at different points in the trajectories. His research interests include the transnational prevention of tobacco, alcohol and drug abuse, HIV-‐AIDS, and obesity, social and environmental influences on health related behavior and health outcomes, and community and mass media approaches to prevention of chronic diseases and promotion of healthy lifestyles. Paula Healani Palmer, Ph.D., is Associate Professor and Director of Global Health Programs. Her research and teaching focus on health promotion and research capacity building in California and developing nations, primarily China and South Asian countries. Her current funded research projects include, the CGU-‐USC Pacific Rim Transdisciplinary Tobacco and Alcohol Use Research Center, which focuses on preventing tobacco use and alcohol abuse among youth in China; the China Seven Cities Study, a longitudinal study of transition in lifestyles and health-‐related behaviors in the era of globalization in seven of China’s largest urban areas; an investigation of HIV risk and substance use behavior among rural to urban Chinese migrants, and a longitudinal study of recovery among tsunami victims in India and Sri Lanka. She is also co-‐director of the Fogarty International Center – Pacific Rim Global Health Framework program, which brings together 22 academic and public health institutions from India, Sri Lanka, Bangladesh, Thailand, and China to develop joint research and training programs that address chronic, non-‐communicable disease to increase awareness of key global health issues. A clinical health and community psychologist by training, Dr. Palmer also serves as research coordinator of Weaving an Islander Network for Cancer Awareness, Research, and Training (WINCART), a National Cancer Institute funded community participatory grant to reduce cancer health disparities among Pacific Islanders in Southern California. She received her B.A. from California State University, Fullerton, and her Ph.D. in Clinical Health Psychology from the California School of Psychology. Her work focuses on the impact of cultural influences on health beliefs and practices. Other research interests include developing community and school-‐based approaches to smoking prevention and studying maternal and child health issues in ethnic minority groups. Darleen Peterson, an Associate Professor, directs the School’s Programs in Public Health and serves as the Associate Dean for Academic Affairs. Prior to coming to CGU, she was an Assistant Professor in the Department of Preventive Medicine as well as the Assistant Director for the Master of Public Health program at the University of Southern California (USC). Her research interests include health communication, specifically the evaluation of statewide tobacco control campaigns and the assessment of pro-‐tobacco marketing activities. Currently, is as a consultant for public health programs pursuing accreditation and serves on several national committees through the Association of Schools and Programs in Public Health (ASPPH). She received an M.A. in Communications Management from USC’s Annenberg School for Communication, an M.P.H. in Community Health Education from California State University, Northridge and a PhD in Preventive Medicine (Health Behavior Research) from USC. She is a master certified health education specialist (MCHES). 8 Kim Reynolds Professor & Associate Dean for Administration kim.reynolds@cgu.edu Courses: 308, 400 Alan Stacy Professor & Associate Dean of Faulty Affairs alan.stacy@cgu.edu Courses: CGH 300, 402 Paul Torrens Clinical Full Professor paul.torrens@cgu.edu Courses: 303, 316 Dr. Reynolds has extensive experience in the development, implementation and evaluation of school-‐ and community-‐based interventions, focusing on nutrition and physical activity. He is strongly interested in the theory underlying successful health communications and in using this theory to develop health promotion and disease prevention programs. Dr. Reynolds serves as principal investigator on an intervention study developing and pilot testing an obesity prevention program designed for delivery through managed care organizations to families. He is also addressing the issue of built and social determinants of physical activity through a study of urban trail use. Additionally, he is principal investigator on an NIDDK-‐funded study of married couples where one partner has type 2 diabetes and the other does not. In this study, behavioral intervention will be conducted to modify diet and physical activity leading to improved diabetes self-‐ management in the spouse with diabetes and prevention in the spouse without. Dr. Reynolds also serves as an investigator on the NIDDK-‐funded Studies to Treat or Prevent Pediatric Type 2 Diabetes. In this large multi-‐site school-‐based trial, middle school children will receive intervention on diet and physical activity involving strategies delivered through physical education classes, food service, homeroom classrooms, and more broadly through a social marketing intervention. Alan Stacy received his doctorate in social and personality psychology from the University of California, Riverside (1986) and held postdoctoral fellowships at the University of Washington and the University of Southern California. Alan Stacy applies findings from basic research on cognitive neuroscience and memory to health behavior, including alcohol, tobacco, methamphetamine, and other drug use, HIV risk behavior, and dietary habits. He was one of the first researchers to apply basic research on implicit and automatic processing to health behavior, and the first to co-‐ author a book on the topic (with R. Wiers). He has been principal investigator of a large NIH research center and NIH-‐funded projects applying this approach to diverse populations of high-‐risk adolescents, adult drug offenders, and college students. He also has applied the approach to the study of media effects. His most recent research evaluates neurocognitive dual-‐process models of health behavior in the US and the Netherlands, testing the effects of interactions between implicit memory systems and more deliberative (executive) systems. He also collaborates on research investigating the neural basis of links among associative memory, executive processes, and health behavior. He teaches research methods and theories of health behavior and has published more than 100 peer-‐reviewed articles and two books. Paul Torrens is a former Professor of Health Services, teaches courses in health services organization and financing, health services organization and theory, managerial processes in health service organizations and managed care. Dr. Torrens received his M.D. from Georgetown University and his M.P.H. from Harvard University. A physician by initial training, he has had a long career in the two areas of health care management and health care policy. As a health care manager, Dr. Torrens has had many years of direct management experience in hospitals and health organizations. He has also many years of membership on governing boards of health care organizations of various kinds; he currently serves on the Board of Directors of Blue Shield of California, as well as the Board of PacificCare Behavioral Health of California. He is also a member of the Financial Solvency Standards Board, Department of Managed Care, State of California, and the Attorneys General Task Force on Charity Care. As a health policy expert, Dr. Torrens has served in a wide variety of advisory and consulting capacities to governmental and non-‐governmental organizations in all parts of the United States and in eighteen foreign countries. 9 Bin Xie Associate Professor bin.xie@cgu.edu Courses: 301, 312, 401 Bin Xie received his Ph.D. in Preventive Medicine from the University of Southern California. His research interests include obesity prevention, tobacco control and related behaviors in adolescent populations, psychological adjustment to obesity and cancer, and application of statistical analysis in prevention research. He has been involved in several projects funded by NCI, NIMH, and NIDA to evaluate intervention effects of multi-‐site randomized clinical trials on depression treatment for cancer patients and school-‐based programs on tobacco control, nutrition intervention and health promotion in adolescents, describe the growth trajectory patterns of gateway drug use from adolescence to the early adulthood, and investigate the role of socioeconomic and lifestyle factors in obesity and smoking prevention in adolescents .He is the PI of two NIH-‐ funded projects with focuses on dynamic reciprocal interrelationships between obesity and psychosocial adjustment and on associations among genetic variants, stressful life events, overweight, food consumption and physical activity in Chinese adolescents. His research work also focuses on the disparities in health and risk behaviors, physical and mental well-‐being, and health care access and utilization in American minority populations. In addition, Dr. Xie has extensive background in statistics and research methodology from years of graduate training and working experience as a research analyst and biostatistician. He has begun developing expertise in design of randomized control trials and application of advanced statistics (such as path model, structural equation model, growth cure model, random-‐effect mixed model, and generalized estimating equations). He has served as a faculty biostatistician providing statistical consultation for faculty, staff and graduate students on study design and analysis and has taught courses in both introductory and advanced statistics. 10 Student Associations -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ The SCGH Student Association was created and recognized by the University as a formal student organization in 2009. The purpose of the organization is to build and enrich the student body, main program and surrounding communities through the intellectual, cultural and social contributions of its diverse membership. All MPH students are members of the organization which meets monthly to discuss current needs of the student body, community service activities, and student social events. The Student Association is governed by a set of bylaws and board of officers. The Program Director serves as the faculty advisor. The program manager has also maintains an active role. The Board meets bi-‐weekly. Members of the Student Association are invited to participate in meetings of the Community Advisory, Steering, Curriculum and Self-‐Study committees. At least one student representative from the student body is present at all MPH committee meetings and serves as a liaison between the student body and the committee. During the meetings, the student representative is asked to comment about current student needs (i.e. both academic needs and non-‐academic needs such as facilities and computer set-‐ups) and provide feedback to the student body. The Graduate Student Council (GSC) at CGU is concerned with promoting the welfare and concerns of the graduate student body and communicating with CGU faculty and administration on behalf of the graduate students. They sponsor social and cultural events throughout the entire year to help improve the quality of life for graduate students. The GSC consists of four elected officers, and representatives and delegates who are elected, appointed or volunteer from various academic programs and departments. Representatives and Delegates from each of CGU's schools serve on the GSC to present ideas and concerns of the students from their respective schools. Through this collective effort, the GSC strives to accomplish its mission to better understand and address the needs of the diverse graduate student population at CGU. Each school has two representatives on the GSC. In addition, each school has a number of delegates determined in proportion to the total student population of the school as stipulated in our constitution. CGU School Representatives have the authority to vote on all council issues, including elections, constitutional amendments and proposals. CGU School Delegates have the authority to vote on council issues relating to student body considerations and organizational funding opportunities, excluding elections, constitutional amendments and proposals. All members of the GSC must be currently enrolled in a degree program in the school they represent. The GSC is governed by a constitution and bylaws. 11 PROGRAM MISSION & GOAL -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ As with the MPH program, the mission of the DrPH program is to prepare professionals to play leadership roles in promoting global public health through improved research, practice, policy-‐making, and system response. Graduates of this program will be prepared for evidence-‐based practice and positions that apply and synthesize translational and implementation science findings in governmental, non-‐profit and private-‐sector settings as well as teaching and research in academic roles at the undergraduate and graduate levels. The goal of the DrPH program is to provide working professionals with a foundation in public health, targeting advanced level employees working in leadership positions in public health. This program provides core public health content for those working to enhance the quality of human health through the practice of population-‐based public health interventions that are responsive to the dynamic, ecologically based, interdependent nature of human systems and the environment. 12 STUDENT COMPETENCIES -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ The skills and content defined in these criteria are derived from several sources, including the Framing the Future MPH Panel Report and DrPH Panel Report offered through the Association of Schools and Programs in Public Health (November 2014), the competencies defined by the Council on Linkages between Academia and Public Health Practice (June 2014) and initial feedback from the public health job task analysis, currently in draft format, from the National Board of Public Health Examiners (in press). The curricular criterion for the DrPH degree is framed in terms of five related components: foundational skills and content, professional disposition, application and practice, and integrative experience. The DrPH degree has distinct and defined learning objectives and a delineation of associated competencies for coursework, the practice experience, and the learning product. First, the criteria define skills and the program will document the method of assessing each defined skill. Students will attain the following skills within nine domains: Data and Analysis a. Synthesize evidence from multiple sources b. Apply appropriate research methods c. Disseminate scholarly work through various channels Communication d. Translate and communicate public health knowledge to diverse audiences Systems Thinking e. Use systems thinking frameworks to analyze and address public health issues Program Planning, Management and Evaluation f. Design programs and interventions g. Apply assessment, monitoring and evaluation methods Health Systems h. Assess the impact of health systems on population health outcomes Policy and Analysis i. Develop public health policies j. Develop strategies for policy making and advocacy k. Analyze the impact of policies that impact population health outcomes Cultural Competency l. Demonstrate cultural competency m. Apply strategies for fostering a diverse and inclusive work setting Leadership and Management n. Manage resources, including fiscal, human and material 13 o. Apply negotiation and consensus-‐building methods p. Design and lead organizational change q. Lead through strategic planning, guiding decision-‐making, fostering collaboration, inspiring trust and motivating others r. Lead continuous quality improvement efforts Education and Pedagogy s. Design and deliver educational experiences that promote learning in academic, organizational and community settings t. Use innovative modalities for best pedagogical practices Second, the criteria define content areas, which ensure that students are exposed to concepts and ideas, without defining the level of knowledge expected. The program will expose students to the following content while ensuring that they attain the defined skills. a. History of public health, including evolution of the health system and its medical 245 care and public health components b. Public health philosophy and values c. Core functions of public health and the 10 Essential Services d. Principles of team development and roles and practices of effective teams e. Roles and responsibilities of other health-‐related professionals and the relationships between various health-‐related professions f. Principles of effective leadership, including fostering collaboration, guiding decision making and motivating others g. Concepts of surveillance, screening, immunity and risk factors h. Population-‐based study design i. Evidence-‐based decision making j. Informatics systems in public health k. Effects of biological, physical and chemical elements on disease processes l. Environmental factors that impact human health m. Social determinants: socio-‐economic and cultural factors that impact human health n. Behavioral factors that impact human health o. Globalization and global burden of disease p. Sustainable development and its relationship to population health q. Health inequities and strategies for addressing them r. Structure and function of public health and health care systems s. Roles, influences and responsibilities of various branches and agencies of government, with regard to public health t. Legal and regulatory concepts in health care and public health policy u. Ethical concepts in health care and public health policy v. Economic concepts in health care and public health policy Third, the criteria define aspects of professional disposition, which address other components of the intended preparation for public health practice. The program will identify at least one require curricular or co-‐curricular experience that substantively addresses each aspect of professional disposition. a. Advancing the profession of public health b. Excellence in ongoing professional development 14 c. d. e. f. Collegiality in professional and academic public health settings Serving the public good Application of ethical principles to practice Advancing concepts of diversity, equity and inclusion through public health practice Fourth, while students develop skills and gain exposure to content, the program will offer opportunities for students to practice and apply some portion of those skills in settings outside the classroom. Finally, DrPH students must complete an integrative experience that requires synthesizing skills and presenting ideas in a written product. DrPH candidates generate field-‐based products consistent with advanced practice designed to influence programs, policies or systems addressing population health. Viable products demonstrate the following: 1) Synthesis of foundational skills and other skills defined by the program, including the following: a. at least one aspect of professional disposition b. at least one foundational skill related to leadership c. at least one foundational skill related to communications d. at least three skills related to the student’s concentration or generalist degree 2) Critical thinking skills 3) Problem solving skills 15 CURRICULUM -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Competency-‐Based Foundation and Course Requirements The accrediting agency, the Council on Education in Public Health (CEPH), specifies that DrPH degrees require a minimum of 36 semester credits of post-‐master’s coursework. Consistent with their proposed requirements for DrPH programs, credits associated with the dissertation do not count towards this requirement, nor do credits associated with the applied practice experience. The proposed DrPH program will require 72 semester units. Transfer coursework from a previous master’s degree will be considered. Assuming the maximum number of transfer units can be applied from a relevant graduate degree, the number of units required for the degree may be reduced to 48. In terms of content, the DrPH program will include a core, interdisciplinary orientation toward evidence-‐ based public health practice, leadership, policy analysis and development, evaluation methods and translational and implementation research to generate practice-‐based evidence. Additionally, the degree will provide a framework for graduates to work in a global context. Course requirements for the DrPH are grouped by eight goals, taking into consideration required skills and content knowledge. Course descriptions are listed below. Goal 1: Demonstrate knowledge of the Public Health core areas of epidemiology, biostatistics, environmental health, health systems management, and the biological, social, and cultural aspects of health and disease in addressing and solving problems (Fulfilled with coursework from previous MPH or equivalent master’s degree) Goal 2: Design, conduct and analyze data from well-‐designed formative research for the purpose of developing and evaluating appropriate public health interventions in diverse contexts (24 units) CGH 308: Foundations of Program Planning CGH 309: Monitoring & Evaluation of Global Health Programs CGH 313: Research Methods CGH 400: Advanced Theoretical Foundations in Health Promotion & Education CGH 401: Advanced Statistical Methods CGH 402: Advanced Research Methods Goal 3: Develop and apply professional leadership, management skills to coordinate global health interventions in diverse setting (20 units) CGH 310: Foundations of Global Health CGH 316: Public Health Leadership CGH 317: Ethics, Cultural Diversity & Human Rights CGH 318: Leadership & Management of Global Public Health Programs MGT 345: Organizational Behavior & Theory Goal 4: Engage in evidence-‐based policy development, analysis and translation processes (8 units) PP 330: Public Policy Process PP 331: Policy Evaluation 16 Goal 5: Design well-‐developed funding proposals (4 units) CGH 305: Seminar in Grant Writing and Proposal Development Goal 6: Recognize the interdisciplinary nature of graduate education (4 units) TNDY XXX: Transdisciplinary Course Goal 7: Demonstrate knowledge of a group of related courses that provides a distinct substantive area of expertise, known as a minor area (12 units) Applied Psychology (Advanced Evaluation) Business (Leadership or Management)* Information Sciences & Technology (GIS or Health Informatics) *Students may receive a certificate in strategy, leadership or general management Goal 8: Engage in advanced field experience that allows students to develop competencies in advanced practice skills, under the direction of a qualified preceptor in the practice setting, is required. This practicum will focus on developing advanced leadership skills in public health disciplines (0 units) CGH 406: Advanced Public Health Practicum Goal 9: Generate field-‐based product consistent with advanced practice designed to influence program, policies or systems addressing population health (dissertation; non-‐unit milestone) 17 2015 – 2016 Academic Calendar -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Please make note of the following important dates concerning registration, enrollment, graduation paperwork and payment of student accounts. Dates in bold require student action. Fall 2015 Semester General Dates Apr 15 Registration period begins Aug 26 New International Students Orientation Aug 27 All-‐CGU New Student Orientation Aug 31 First day of classes (REGULAR) Aug 31 First day of classes (MODULE 1) Sept 7 Labor Day -‐ Holiday observed Sept 16 Withdrawal of students not registered Oct 26 First day of classes (MODULE 2) Oct 30 MODULE 1 – Grades due from faculty Nov 16 Last day to schedule dissertation defense Nov 26-‐27 Thanksgiving Day -‐ Holidays observed Nov 30 Last day to defend dissertations Dec 14 Deadline for Dissertation Dec 14-‐19 Final Exam Week Dec 18 Last day for changes to semester registration/enrollment records Dec 19 Last day of semester; fall degrees awarded Jan 5 Grades due from faculty Enrollment Deadlines Aug 7 Last day to register without Late Fee Aug 31 First day of classes (REGULAR & MODULE 1) Sept 8 Last day to Add/Drop (MODULE 1) Sept 15 Last day to Add/Drop (REGULAR) Sept 22 Last day to drop without W (MODULE 1) Oct 143 Last day to drop without W (REGULAR) Oct 24 Last day of semester/session (MODULE 1) Oct 26 First day of classes (MODULE 2) Nov 2 Last day to Add/Drop (MODULE 2) Nov 16 Last day to drop without W (MODULE 2) Dec 19 Last day of semester/session (REGULAR & MODULE 2) 18 Tuition & Refund Deadlines – Regular Schedule. See Calendar for Modules 1 and 2 Aug 7 Late registration fee applies Sept 16 Last day for 100% refund Sept 30 Last day for 75% refund Oct 14 Last day for 50% refund Oct 15 No refunds beginning this date Graduation Deadlines Oct 2 Last day to submit intent to receive degree Dec 14 Deadline for completion of degree requirements (final approval form) Spring 2016 Semester General Dates Nov 11 Registration period begins Jan 13 New International Students Orientation Forthcoming All-‐CGU New Student Orientation Jan 18 Martin Luther King Jr. Day -‐ Holiday observed Jan 19 First day of classes (REGULAR) Jan 19 First day of classes (MODULE 1) Feb 3 Withdrawal of students not registered Mar 14-‐18 Spring Break Mar 17 MODULE 1 – Grades due from faculty Mar 21 Last day to schedule dissertation defense Mar 21 First day of classes (MODULE 2) Mar 25 Cesar Chavez Day -‐ Holiday observed Apr 4 Last day to defend dissertations Apr 18 Deadline for dissertations May 9-‐14 Final Exam Week May 13 Last day for changes to semester registration/enrollment records May 14 Last day of semester; spring degrees awarded May 14 Commencement May 20 Grades due from faculty 19 Enrollment Deadlines Dec 11 Last day to register without Late Fee (REGULAR & MODULE 1) Jan 18 First day of classes (REGULAR & MODULE 1) Jan 26 Last day to Add/Drop (MODULE 1) Feb 2 Last day to Add/Drop (REGULAR) Feb 9 Last day to drop without W (MODULE 1) Mar 1 Last day to drop without W (REGULAR) Mar 12 Last day of semester/session (MODULE 1) Mar 21 First day of classes (MODULE 2) Mar 21 Last day to register without Late Fee (MODULE 2) Mar 28 Last day to Add/Drop (MODULE 2) Apr 11 Last day to drop without W (MODULE 2) May 14 Last day of semester/session (REGULAR & MODULE 2) Tuition & Refund Deadlines – Regular Schedule. See Calendar for Modules 1 and 2 dates Dec 12 Late registrations fee apply Feb 3 Last day to pay tuition Feb 2 Last day for 100% refund Feb 16 Last day for 75% refund Mar 1 Last day for 50% refund Mar 2 No refunds beginning this date Graduation Deadlines Feb 19 Last day to submit intent to receive degree Apr 18 Deadline for completion of degree requirements Summer 2016 Semester General Dates Apr 6 Registration period begins May 16 First day of classes (REGULAR) May 16 First day of classes (MODULE 1) May 30 Memorial Day -‐ Holiday observed July 4 Independence Day – Holiday observed June 27 First day of classes (MODULE 2) July 8 MODULE 1 – Grades due from faculty 20 July 11 Last day to schedule dissertation defense July 18 Last day to defend dissertations Aug 1 Deadline for dissertation Aug 19 Last day for changes to semester registration/enrollment records Aug 20 Last day of semester; summer degrees awarded Aug 26 Grades due from faculty Enrollment Deadlines May 16 First day of classes (REGULAR & MODULE 1) May 23 Last day to Add/Drop (MODULE 1) June 2 Last day to Add/Drop (REGULAR) June 7 Last day to drop without W (MODULE 1) June 30 Last day to drop without W (REGULAR) July 2 Last day of semester/session (MODULE 1) July 5 First day of classes (MODULE 2) July 12 Last day to Add/Drop (MODULE 2) July 26 Last day to drop without W (MODULE 2) Aug 20 Last day of semester/session (REGULAR & MODULE 2) Tuition & Refund Deadlines – Regular Schedule. See Calendar for Modules 1 and 2 May 30 Last day to pay tuition May 31 Last day for 100% refund June 14 Last day for 75% refund June 28 Last day for 50% refund June 29 No refunds beginning this date Graduation Deadlines June 17 Last day to submit intent to receive degree Aug 1 Deadline for completion of degree requirements 21 Advanced Practicum -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ All DrPH students are required to complete a 250-‐hour supervised placement in a setting involving public health research and/or practice (e.g., community-‐based organizations; research, clinical and school based settings; federal, state, local and/or international public health agencies). The experience is a planned, approved, supervised and evaluated practical experience that is intended to provide DrPH students an opportunity to synthesize, integrate, apply practical skills, knowledge, training learned through courses, to gain professional experience In a public health work environment and to work on advanced public health practice projects that are of particular interest. The practicum is a three-‐-‐-‐way partnership between the student, the School of Community & Global Health, and the sponsoring agencies/organizations. Detailed requirements of this experience can be found in the DrPH Student Practicum Handbook. Upon permission, students register for CGH 406: Advanced Practicum (4 units) while completing their practicum. Placements occur year round. 22 Research Tools Requirement -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Prior to completing the qualifying examination at CGU, students must complete the research tool requirement, the purpose of which is to provide students with useful research skills in addition to those obtained through their regular coursework. Research tools in health promotion science provide either specific substantive knowledge or practical applied techniques applicable to their own planned career. As such, the research tools that are deemed appropriate to satisfy this requirement are wide ranging and can be individualized to the needs of the student. Each student in the DrPH Program is required to demonstrate one research skill. Proficiency in a research tool shall be evaluated by a qualified examiner in order to establish the student’s competency. The nature of the examination may vary between research tools and depending on the type of examination necessary to evaluate mastery of the specific tool being evaluated. The selection of a research tool is part of each student’s advisement plan. The research tool requirement is completed when the “Report of Research Tool Accomplished” has been signed, filed, and accepted according to CGU policy. The following options may be chosen to fulfill the research tool requirement. Statistics This area is evaluated by an examination, and includes some material over and above what is offered in the required biostatistics and advanced statistical methods classes required for all students in the PhD in Health Promotion Sciences. Computer Programming The basis for evaluation of the student’s proficiency will be a preapproved programming project of reasonable complexity submitted with documentation and sample output. Statistical Programming Applications Proficiency is demonstrated by completion of statistical analyses using SPSS, SAS, or other approved statistical analysis programs and should be work of sufficient scope for inclusion in publication quality manuscripts. Survey Research Experience with and knowledge of survey research methodology, concepts and procedures. Evaluation is accomplished by examination and demonstration of practical experience. Evaluation Research Experience with program evaluation methodology and knowledge of and procedures in evaluation. Evaluation is accomplished by examination and demonstration of practical experience. Neurocognitive Assessment Knowledge of techniques used to assess neurocognitive functioning relevant to health promotion sciences (e.g., Iowa Gambling Task.) Evaluation is accomplished by examination and demonstration of practical experience. 23 Assessment Methods for Physical Activity and Dietary Behavior Knowledge of techniques used to assess physical activity (e.g., accelerometry) and dietary behavior (e.g., 24-‐hour dietary recall). Evaluation is accomplished by examination and demonstration of practical experience. Other research tools can be proposed and, if approved, used in completion of the research tool requirement. To propose an alternative research tool for completion of the requirement, please summarize the tool and the means of evaluating mastery of the research tool in a memo to the Associate Dean for Academic Affairs. Approval is needed before the newly proposed research tool can be used to satisfy the research tool requirement. There are two methods by which students may complete the tools requirement: 1. Examination: Students must specify the examination and method (e.g., individual exam; programming project. An examining faculty member’s signature is required. 2. Course in lieu of an examination: Student should specify the following information: a. Course subject & catalogue number: b. Title of course: c. Instructor name: d. Grade 24 Qualifying Exam -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ The purpose of the qualifying examination is twofold: (1) to test students’ mastery of essential competencies and (2) to evaluate their comprehensive understanding of the field as well as their insight and clarity of expression. The qualifying examination process involves the creation of a dossier and the completion of written and oral examinations. Advancement to candidacy is attained when the student has completed a dissertation proposal and this proposal is accepted by the students’ review committee. Although the qualifying examination and advancement to candidacy are two distinct steps toward completion of the doctoral program, the School of Community and Global Health combines these steps by including the review of the dissertation proposal concurrent with the qualifying examination. A student must advance to candidacy before enrolling in doctoral dissertation units. Preparation for the Qualifying Examination Students must have attained full graduate standing and have completed not less than two years of full-‐ time graduate study, or 48 units, including transfer credit. Courses in which the student has received an Incomplete grade cannot count toward the 48 units needed for eligibility. Students must also complete their tools requirement before initiating the qualifying examination process. To provide the qualifying examination committee with adequate background for the development of appropriate written examination questions, each student will submit to the program coordinator and each member of the qualifying examination committee a dossier which includes the following documentation organized in a binder with dividers: 1. Letter from the Qualifying Examination Committee Chair explaining the components and process of the Qualifying Examination (*Note that prior to distributing the dossier, the student should have already contacted each committee member to inform him/her of the dates/process of the examination.) 2. Current curriculum vita 3. Transcript 4. Paper 1: Empirical or review paper 5. Dissertation proposal 6. Publications in print 7. Manuscripts in press 8. Manuscripts under review 9. Documentation of completion of the tools requirement Scheduling the Qualifying Examination After agreement of the qualifying examination committee chair that the student may schedule the examination, the student should simultaneously arrange the dates for the written exam and the day, time for the oral examination with their committee members. Once the dates are confirmed, the student informs the Program Coordinator, who assists with securing a location for the oral exam. The general procedure and timeline for the qualifying examination is detailed below: 25 1. 2. 3. 4. 5. 6. 7. 8. The faculty research advisor and the SCGH Dean approve a committee to give the qualifying examination. The student distributes the dossier to members of the Guidance Committee. Committee members formulate no more than three questions each for the written examination and e-‐mail them to the Chair within 14 days. The Chair distributes the questions to the student on the first day of the examination. The student has five full days (24 hour days) to provide written answers. Students will typically receive questions on the morning of the first day of the examination but distributions at other times of the day are permissible on a case by case basis at the discretion of the Chair. The student submits answers to the Chair by the end of the fifth day. The Chair distributes the full set of questions and answers to each committee member. Committee members are given about seven days to review the answers and provide their assessment to the chair (Satisfactory/Unsatisfactory). The student engages in the oral portion of the examination. Upon completion of the qualifying examination, the committee records the results on the “Qualifying Exams – Evaluation Report for Doctoral Students” form and submits it to the Associate Dean for Academic Affairs who then forwards it to the Registrar’s Office. The Program Coordinator will provide the form to the Committee Chair for completion at the oral examination. Nature of the Qualifying Examination and Advancement to Candidacy The qualifying examination has both written and oral components. Written Portion of the Examination Each member of the qualifying examination committee formulates no more than three questions based on the student’s coursework, papers, or dissertation proposal and submits these to the chair of the qualifying examination committee. Committee members may also ask questions related to any area of health promotion sciences including those not based on the students’ papers and dissertation, but relevant to the student’s area of study. Questions often pertain to conceptual or methodological issues and are offered in the spirit of constructive engagement with the student. The questions are compiled by the Chair of the qualifying examination committee and given to the student. The work may be performed at home or elsewhere. Students are encouraged to use resource materials, cite references when appropriate, and include a reference bibliography. The student must work independently; they may not confer with anyone. Violation of this rule is grounds for immediate failure of the exam. By the end of the five day period, written responses to the questions must be submitted to the chair of the qualifying examination committee who distributes these responses to the members of the committee for review. Oral Portion of the Examination The oral portion of the examination should take place within one month of the student completing the written portion of the examination. All members of the qualifying examination committee must participate in the oral examination, which generally lasts about two hours. A major purpose of the oral examination is to allow the student, in response to faculty, to answer questions that arise as a result of the written portion of the examination. The second purpose is to respond to issues and concerns raised about the dissertation proposal. The student makes a presentation (about 30 minutes) of the proposed dissertation study, using PowerPoint slides or other materials deemed appropriate in consultation with 26 the chair of the qualifying examination committee. During and after the presentation, committee members are free to ask questions about the conceptual, methodological, and statistical issues related to the proposed study. Students will be asked to leave the room while the committee members discuss the overall performance and vote on whether a passing grade will be granted. Advancement to Candidacy Advancement to candidacy for the DrPH degree takes place when the student’s dissertation proposal is approved. In the School of Community and Global Health, review and approval of the dissertation proposal will occur concurrently with the qualifying examination. Assuming approval of the dissertation proposal by the committee, all members of the committee and the Dean of the SCGH indicate their approval using the form “Advancement to Candidacy (Doctoral Students) and Declaration of Review Committee.” This form also provides formal approval of the review committee (dissertation committee). After acceptance of the proposal by the qualifying examination committee, submission of the “Advancement to Candidacy (Doctoral Students) and Declaration of Review Committee” form and submission of a 350-‐word abstract of the proposal, the student is advanced to candidacy. When completed, this paperwork should be submitted to the Associate Dean for Academic Affairs for processing and submission to the CGU Registrar. 27 Dissertation -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Review Committee Membership The review committee should consist of at least three faculty members drawn from the core faculty of CGU or from the extended faculty of The Claremont Colleges. At least one committee member must be drawn from the core faculty of the student's CGU School or program. The Chair of the review committee must be from the core faculty of CGU or from the extended faculty of The Claremont Colleges. CGU encourages, but does not require, the inclusion of an expert in the student's field who is also from outside The Claremont Colleges. Outside examiners may be included on a four-‐person committee, but not on a three-‐person committee. If a committee member is included from outside The Claremont Colleges, the external examiner may be drawn from the faculty of other institutions or may be a qualified practitioner in the student's field of study. The outside expert has a vote in committee proceedings only upon the approval of the Dean. Qualifying examination and dissertation committees must be approved by the Dean of the school. The Dean should be notified of the proposed composition of the committee well in advance of the qualifying examination or the dissertation defense. Notification to the Dean of the composition of the review committee should be provided by the qualifying examination or dissertation committee chair by memo. A copy of this memo should also be provided to the Associate Dean for Academic Affairs when it is submitted to the Dean. Exceptions to the make-‐up of a review committee must be approved by the Provost. Requests should be submitted by the Dean of the school either through an academic petition or by memo direct to the Provost. Requests should include the following. • Clear statement of the situation and options considered before requesting the exception • Compelling reasons for approving the exception • Curriculum vitae (CV) of the external examiner, if applicable If approved, the Provost's Office will notify the Registrar's Office. Documentation for an approved exception is retained in the student's file. Dissertation Defense After completion of the dissertation document and approval of the students’ dissertation Chair, the student may schedule and hold the dissertation defense. According to CGU policy, the dissertation defense cannot occur less than six months after advancement to candidacy unless approval is obtained from the Provost. The dissertation should be circulated to the review committee members well in advance of the dissertation defense to allow for adequate review of the document. This is typically at least two weeks in 28 advance of the scheduled dissertation defense meeting. At the dissertation defense, the student will present an overview of the dissertation to the committee using PowerPoint or other presentation materials. Committee members will then be given the opportunity to question the candidate. Questions from the committee typically focus on the dissertation document, but are not limited to the dissertation document. The CGU community should be notified about the date and time of the planned dissertation defense. Each student should bring a copy of the form “Final Approval Form (Doctoral Students) Certification of Review Committee and Department Approval” to the dissertation defense. Signature and submission of this form indicates final completion of the dissertation and all degree program requirements. Signatures of review committee members on this form may occur at the dissertation defense or after changes are made in the final dissertation document, at the discretion of the dissertation chair in consultation with the review committee. This form must then be signed by the Dean of the SCGH before submission. The form should be submitted to the Associate Dean for Academic Affairs for processing and submission to the CGU Registrar. Publication of the Dissertation Preparation and publication of the dissertation should occur electronically using the Electronic Thesis/Dissertation (ETD) Administrator described on the CGU Registrar website. Detailed guidance is provided on the CGU Registrar’s website regarding the use of the electronic submission system and on the format of the dissertation document. 29 Course Descriptions -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Goal 2: Design, conduct and analyze data from well-‐designed formative research for the purpose of developing and evaluating appropriate public health interventions in diverse contexts (24 units) CGH 308 Foundations of Program Planning This course introduces the core concepts, values, and methods of public health program planning and evaluation. Students develop skills for assessing community needs for health promotion; preparing written measurable health promotion program objectives with associated methods for achieving those objectives; designing health promotion program action plans that include implementation schemes; and evaluation strategies for measuring health program process, impact, and outcome effectiveness. Students apply their knowledge of health promotion theories to effectively to plan, implement, and evaluate health promotion and communication programs. CGH 309 Monitoring & Evaluation of Global This course introduces students to the language and Health Programs theory of program evaluation to undertake their own evaluation, including how to pose evaluation research questions, data collection methodologies and appropriate methods for various evaluation objectives, and various evaluation designs. CGH 313 Research Methods The goal of the course is to provide students with a firm basis in public research methodology. The course covers topics ranging from the philosophy of science, ethics, research conceptualization, experimental and quasi-‐ experimental design and measurement. In addition, the course covers issues of interpretation – from detecting data patterns to inferring whether a set of findings can be generalized to other people, places, and time periods. We also will discuss a number of specialized research techniques that have wide use in public health investigations CGH 400 Advanced Theoretical Foundations in This course provides detailed coverage of theories in Health Promotion & Evaluation Health Promotion Sciences and expands on the exploration and evaluation of the theories of social and behaviors influences introduced in CGH 300. The course also introduced and evaluates theories on the influence of the built environment, social and implicit cognition, self-‐ determination theory and theories of social influence. An emphasis will be placed on the critical examination of theories, the degree to which they explain variance in human behavior, and ways in which novel theories can be developed and tested in an effort to enhance the prediction of health behavior 30 CGH 401 Advanced Statistical Methods This course is designed for graduate students in public health to learn multivariable statistical techniques frequently utilized in behavioral science research. Specific techniques cover advanced topics in regression (diagnostics, mediators and effect modifiers, logistic regression) exploratory factor analysis, growth curves and nested models. CGH 402 Advanced Research Methods This course will provide students with a theoretical and practical overview of survey and research methodology. Topics to be covered include questionnaire and interview design; tailoring instruments for specific settings, populations and methods of administration; maximizing reliability of measurement; construction of scales and indices; sampling theory and methods, assessing sampling bias, and maximizing response rates. Goal 3: Develop and apply professional leadership, management skills to coordinate global health interventions in diverse setting (20 units) CGH 310 Foundations of Global Health: An This course provides an interdisciplinary approach to Interdisciplinary Approach understanding key public health challenges that transcend local and national boundaries and require collaborative solutions. Threats to the health security and well-‐being of communities in the U.S. and abroad are extensive ranging from natural and technical disasters to environmental degradation, poverty and health disparities, and emerging and non-‐communicable disease. Topics that impact health outcomes, including globalization and climate change, over-‐ and under nutrition, substance use, accidents and injuries, disasters and complex humanitarian emergencies, poor reproductive and maternal child health practices, and cultural influences will be addressed from a multi-‐ sectoral perspective. Innovative solutions to public health problems, including use of technology, micro credit, public-‐private collaboration, and community and grassroots activities will be highlighted. The course will utilize interactive, participatory learning methods, including in-‐depth cases studies, class debates, and a field study project to provide maximum opportunity to develop problem-‐solving strategies for application. CGH 316 Public Health Leadership in the 21st This course focuses on the knowledge, skills and Century practical tools needed to direct organizations to successful implementation of institutional vision and overall strategy. It is organized into six major Modules – future-‐focused leadership, leading public health systems, formulating strategy, leading and managing change, developing public health organizations, and implementing strategy. Each module offers an applied 31 training opportunity to gain advanced knowledge to build executive and managerial skills lead and enhance health systems performance. CGH 317 CGH 318 MGT 345 Ethics, Cultural Diversity & Human Rights This course explores ethical principles in the distribution of health resources, the conduct of global public health research and the implementation of public health initiatives and practices across different nations, cultures and religions, as well as differences in the concepts of right and wrong. Specific areas that are explored include the role of national and international Institutional Review Boards, research integrity, the ethics of health as a political entitlement, state obligation, or a commercial commodity, the right to health, the ethical challenges of institutionalizing worldwide western concepts of informed consent procedures and confidentiality while at the same time seeking to advance scientific discovery and promote universal public health justice. Leadership & Management of Global This course reviews the management of health Public Health Programs programs and services in the developing world, including international technical cooperating, donor and development agencies as well as private and non-‐profit health organizations. It offers a management perspective to address the most prevalent problems of health care delivery and systems performance around the world as they relate to the specific administration functions of planning, organizing, resourcing, directing and controlling medical and public health services. Organizational Behavior & Theory The purpose of this course is to provide students with a foundation of the fundamental skills they will need to understand, diagnose, and manage organizational behavior in order to attain the organization’s mission more effectively. We will conduct structured classroom exercises geared toward discovering your own strengths and their potential for optimizing your contribution to an organization. Goal 4: Engage in evidence-‐based policy development, analysis and translation processes (8 units) PP 330 Public Policy Process This core course examines how policy is formed, framed, and filtered in the American Political system. Various theories and models of policy making are examined and compared. Emphasis is placed on the process interactions between decision makers, interest groups, administrative agencies, the courts, the media, and the general citizenry in formulating, adopting, implementing and evaluating policy 32 PP 331 Policy Evaluation This course will address alternative models for understanding and evaluating public policy, ranging from those based on traditional welfare economics to others based on political philosophy. Case applications for each of the major models will be discussed. Research design tailored to the appropriate conceptual approach and the practical requirements of the research setting will be explored. Each student should develop a working knowledge of how to consider, design, and manage applied research studies in a range of policy areas Goal 5: Design well-‐developed funding proposals (4 units) CGH 305 Seminar in Grant Writing & Proposal The goal of this course is to provide students Development completing their field training an opportunity to enhance their skills in the area of grant writing and reviewing. The student will learn the steps in planning and writing the grant, understanding the funding environment, learning how to choose different types of grants, and understand the submission and review process. TNDY XXX Goal 6: Recognize the interdisciplinary nature of graduate education (4 units) Transdisciplinary Course Varies Goal 7: Engage in advanced field experience that allows students to develop competencies in advanced practice skills, under the direction of a qualified preceptor in the practice setting, is required. This practicum will focus on developing advanced leadership skills in public health disciplines (0 units) CGH 406 Advanced Public Health Practicum This course is a planned, approved, supervised and evaluated practical experience that is intended to provide DrPH students an opportunity to synthesize, integrate, apply practical skills, knowledge, training learned Through courses, to gain professional experience In a public health work environment and to work on advanced public health practice projects that are of particular interest. The practicum is a three-‐-‐-‐way partnership between the student, the School of Community & Global Health, and the sponsoring agencies/organizations. Students work 250 hours in the field under the supervision of a site or practicum preceptor. 33 Student Advising & Degree Progress -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Academic Advising Academic advising and mentoring for the DrPH program is an extension of our mentorship model in which each student works in close collaboration with two faculty members in the School of Community and Global Health (a) the graduate academic advisor and (b) a student’s research mentor to design a program of study. Advising and mentoring include multiple elements such as course sequencing and degree requirements, issues of professional development and definition of career goals, guidance on the completion of the advanced practicum, and advising on the completion of non-‐coursework requirements including the empirical/review paper, qualifying examination, and dissertation. Delineation of course sequencing and advising on curriculum issues will primarily be done through meetings with the graduate program advisor. Guidance on research and on completion of the non-‐coursework requirements will be provided by the student’s mentor. The training sequence involves substantial coursework in the first two-‐three years with students gradually assuming more responsibility as independent researchers and completing their non-‐ coursework requirements in the last two years. Academic advising is typically initiated after admission and prior to a student’s arrival at CGU by the graduate program advisor. Laster on, students are assigned a research mentor based on the best match of student interests to faculty mentors. Students are also encouraged to work with multiple faculty members to gain the range of experience and skills needed for a career in public health. Annual Reviews As a routine part of our DrPH program, SCGH faculty (graduate advisor and research mentor) conducts an annual review with each doctoral student to discuss progress towards completion of degree requirements and plans for the upcoming year. The review lasts approximately one hour and is intended to be a positive and productive engagement between students and faculty that will help the student to establish goals for the upcoming year and develop plans to attain career goals. To prepare for the meeting, the student should submit to each member of the review committee a dossier comprised of the following documents organized in a binder with dividers: 1. A transcript of work completed in the doctoral program 2. A current curriculum vita (CV) 3. Copies of any manuscripts written while a student in the PhD program 4. A summary of progress made in the program during the past year and organized around the set of student learning outcomes listed below 5. A statement of your goals for the coming year also organized around the student learning objectives Dossiers should be distributed to the two faculty members attending the annual review at least one week in advance of the review meeting date. 34 Scheduling of the meeting will typically be the responsibility of the student working in collaboration with their faculty research mentor. The review should be completed no sooner than April and no later than the end of May each year. Reviews for DrPH students will commence after at least two years of coursework. The review committee should include the student, the faculty research mentor and at least one additional faculty member familiar with the students work. The faculty research mentor should speak with the student about the most appropriate second member for the annual review. 35 Registration and Degree Information -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Students beginning a degree program are expected to meet the requirements in force in the year in which they enter a program. Students are expected to make satisfactory progress (see the “Satisfactory Academic Progress toward the degree,” as determined by the university policy. Enrollment and Registration Registration information and course schedules for each semester are published on the web at www.cgu.edu/register shortly after midterm of the preceding semester. Continuing students register for courses for the upcoming semester during the dates noted in the academic calendar. All tuition and fees must be paid or payment arrangements made prior to the start of the term. New students obtain registration information through their academic departments prior to the beginning of their first semester of coursework. Registration Deadlines There are specified registration deadlines for each semester. All students are responsible for fulfilling any obligations and clearing any hold(s) on their account so that they may register by the deadlines. Students who do not meet the registration deadline(s) will incur late registration fees. Continuous Enrollment Students must be enrolled continually for the fall and spring semesters (summer is an optional semester for enrollment).Fulltime status is equivalent to at least 8 units of study in a given semester and up to 16 units depending upon specific academic program requirements. Students who have completed their coursework requirements and are enrolled in Continuous Registration are considered as full-‐time students. Auditing a Course Students may audit courses with the permission of the instructor at a specified fee. Students enrolled in at least 12 units in the same semester may take up to 4 audit units at no extra charge. If a continuing student wants to audit a class(es) and will not be enrolled in unit-‐earning classes, the student must also be enrolled in Continuous Registration. Please note that while in Continuous Registration, a student may audit one class for free. Course Changes (Add /Drop) Students wishing to add or drop a course after registration (including tutorials, seminars, and research) must either make the change on the student portal or submit a Change In Registration (Add/Drop) Request Form to their academic department for processing. All procedural information on making changes to registration are on the web at www.cgu.edu/register.Changes must be processed within the semester in which they occur and by the deadline dates shown in the academic calendar. Any changes made past the deadline dates will incur a fee. Students are responsible for additional tuition charges that may result from adding courses. If dropped courses result in lower tuition charges, refunds will be made in accordance with the University’s refund policy Students are advised to consider the effect adding or dropping units may have on financial aid eligibility or immigration status and to consult with the appropriate university administrators prior to making any changes. 36 Program Changes Any change of degree, program, field, or concentration must be approved by the student’s faculty advisor and dean of the school using the appropriate Change of Degree Program Form. Approved changes become effective in the semester following the date that the form was submitted and approval was given. Term-‐Based Transactions Term-‐based transactions include all activities that affect the student’s record and account within a given semester. Therefore, all registrations, changes to registration, payment and/or payment arrangements must be made prior to the end of the term/semester in which a student is taking a class. No changes will be made after the last day of the semester. For International Students U.S. Citizenship and Immigration Services (US CIS hereafter) requires all international students on a J-‐1 or F-‐1 visa to be enrolled full time (8 units minimum) both fall and spring semesters. International students should consult the international student coordinator before making any changes. Additionally, F-‐1 and J-‐1 international students enrolled at CGU are responsible to adhere to the requirements stated by the US CIS regarding SEVIS. For specific requirements and documentation, students should see the CGU website atwww.cgu.edu/international. Withdrawal From Courses Circumstances may arise wherein a student may not be able to complete a given semester. The student may need to withdraw from all courses or research for one semester. Students withdrawing from all courses, tutorials, seminars, or research during a given semester should note that they must register instead for Continuous Registration (master’s students) for that semester, and must maintain continuous registration if they intend to complete degree requirements later. Unless a leave of absence is granted, students who withdraw from one or more courses will receive no tuition refund and will be assessed a late change fee. Students who withdraw from a course after the published last day to drop will receive a notation of “W” on their transcript for the course. Leaves of Absence The vice president for student services and dean of students of the University grants leaves of absence for military service, family leave, medical disability, or financial hardship. Students must submit a Leave of Absence Request Form and it must be accompanied by supporting documents. Leaves of absence are granted for one semester and are not automatically renewed. During such leaves, students are exempt from paying continuous registration fees, but retain access to the library and its facilities. Medical disability, military service, and family and financial hardship leaves extend the time limit for completion of degree requirements by the period for which the leave was granted. Research Leave of Absence In exceptional circumstances, permission for leaves of absence of up to one year for full-‐time research or other activities directly related to the student’s academic program may be approved. Research leaves are processed by the vice president for student services and dean of students and granted by the provost and vice president for academic affairs based upon recommendations from the student’s major advisor and dean of the school. During such leaves, the student is exempt from paying the doctoral study or continuous registration fees. Research leaves do not affect the time limit for completion of all degree requirements. 37 Involuntary Medical Leave of Absence It is the policy of Claremont Graduate University that if any student, because of an apparent medical or psychological condition, poses a threat to the physical well-‐being of him/herself or any other member of the University or Claremont Colleges community, or a threat of serious destruction of property, such student may be placed on an involuntary medical leave of absence. This policy applies to medical and psychological problems only, and not to matters solely of a disciplinary nature. A copy of the procedures for implementation of this policy may be obtained from the dean of students. Withdrawal from CGU Students will be withdrawn from CGU if they do not register by the end of the first two weeks of a given (fall/spring) semester or if they formally request (in writing) to be withdrawn. Withdrawal from CGU will be noted on the student’s transcript. Any student working with the faculty to fulfill degree requirements must be a registered student. Reinstatement Students who have withdrawn from their graduate programs for one full semester or exceeded institutional time requirements/ limits and who have not been terminated for academic or disciplinary reasons may request reinstatement to CGU. Former students may request reinstatement only to their previous academic program and degree type. A Request For Reinstatement Form must be submitted to the appropriate faculty chair or dean, and should be accompanied by a plausible timetable for completing all remaining degree requirements. (This form is available at www.cgu.edu/registrar.) Reinstatements are recommended by the faculty, approved by the dean of the school, and processed by the Office of Admission and Records. Upon approval, the student may be required to repeat or augment portions of prior work. Any prior financial obligation to CGU must be cleared before reinstatement will be granted. A nonrefundable reinstatement fee is required for the current reinstatement fee). At the time of reinstatement, the student’s program plan must adhere to the institutional time requirements. 38 Degree Regulations -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ It is the responsibility of the student to meet all the degree requirements outlined in this section and any other requirements within specific academic program sections of this Handbook. Grading System Claremont Graduate University uses a 4.0 scale for determining grade point average as follows: A+ = 4.0 B+ = 3.3 C+ = 2.3 U = 0 A = 4.0 B = 3.0 C = 2.0 A-‐ = 3.7 B-‐ = 2.7 C-‐ = 1.7 Other notations include: S -‐ Satisfactory. For satisfactory work. Recommended for reading, research, and independent study courses. It is not included in the G.P.A. calculation. U -‐ Unsatisfactory. For unsatisfactory work in any course. Does not count toward fulfillment of the residence requirement or program course requirements. The 0 is included in the G.P.A. calculation. I -‐ Incomplete. At the instructor’s discretion, an incomplete may be given for any course that a student has not completed by the end of the semester but that the instructor feels the student can complete satisfactorily. See the section below titled “Incompletes.” PI -‐ Permanent Incomplete. Does not count as units completed. OO -‐ Audit. GP -‐ Grade Pending. W -‐ Withdrawal. The withdrawal designation indicates a student’s withdrawal from a class after the last date to drop classes. Incompletes A student who has received an Incomplete is required to make up the work by such time as is stipulated by the instructor after consultation with the student, but in no case later than one calendar year from the time at which the work was originally due. If the Incomplete is not made up within the specified time, it will become a Permanent Incomplete on the student’s transcript (PI). Degree candidates expecting to graduate in a given semester must have removed all Incompletes as well as completed all coursework prior to the last day of the semester. If such Incompletes are not removed, the degree will be granted in the subsequent term, subject to the successful removal of the Incompletes. 39 Extensions of Time The normal time limit for a master’s degree student to complete the requirements for a degree is no more than five years from the date of initial enrollment. These limits may vary based on the program, leaves of absence, and any transfer credit accepted. Students who find it necessary to exceed the time limits will observe the following procedure: Students must complete the Extension of Time to Degree form (available at www.cgu.edu/registrar) and secure the approval of the faculty advisor and the Dean of the School in which they are enrolled. The academic department will then submit the signed form to the Office of Admission and Records for processing. The first such extension will be granted for a period of up to one year to students enrolled in a master’s program. Any subsequent extensions sought and granted will be for a period of one year and must carry the approval of the faculty advisor and dean of the school. Standards of Academic Honesty All students at Claremont Graduate University are expected to adhere to the highest standards of academic honesty in the performance of all academic work. A student shall be subject to discipline for any form of academic dishonesty, including (but not limited to) cheating, plagiarism, forgery, and the use of materials prepared by another (whether published or not, including commercially prepared materials) without appropriately crediting the source. The University will follow procedures that provide the student with safeguards appropriate to the nature of the alleged violation and the potential penalty. Disciplinary sanctions may range from an official warning to the expulsion of the student from Claremont Graduate University. A description of procedures is available in the “Academic Honesty” section of the Bulletin and on the webpage of the vice president for student services and the dean of students. Satisfactory Academic Progress All students are expected to maintain a minimum grade point average of 3.000 in all coursework taken at Claremont Graduate University with no more than two incomplete courses at any time. In addition, doctoral students must show satisfactory progress in research and examinations as judged by the faculty in their academic program, and must make timely progress toward the degree as defined in the university’s “time requirements/time limit” policy as described in the Bulletin. Failure to maintain the applicable minimum standard (3.000) will result in the student being placed on academic probation for the following semester. Students placed on probation who have not met the minimum standard by the end of the next semester are subject to dismissal from the university. Use of Computer Resources The University expects that all students will adhere to the policies and procedures governing the use of computer and electronic-‐based information resources. Copies of student user rights and obligations are available in the institutional handbook on the CGU web page (www.cgu.edu/handbook). Users are responsible for being familiar with these conditions. Completion of Degree Requirements All students must be registered during the semester in which they intend for their degree to be granted. The student must submit the Intent to Receive a Degree form and Degree Completion Survey (www.cgu.edu/registrar) to the Office of Admission and Records by the deadline stated in the academic calendar. Additionally, the student must meet all deadlines in order for the degree to be 40 considered completed and be granted. The Intent form is valid only for the semester in which it was originally filed. In the event that a student does not meet the deadlines within the semester he or she anticipated receiving a degree, the original Intent form that was filed is no longer valid. The student must submit a new Intent to Receive a Degree form for the next intended semester in which all degree requirements will be completed. Note: if all academic and institutional degree requirements, including the removal of Incompletes, are finished prior to the first day of classes for that next semester, the student need not register for that next semester even though the degree will be granted during that term. Exceptions A student requesting an exception to a degree requirement must submit an Academic Petition Form (available at www.cgu.edu/registrar) and supporting documents that must have the endorsement of the student’s faculty advisor and dean of the school. Upon academic approval, the student must then submit the form(s) to the vice president for student services and dean of students for administrative approval and processing well in advance of the deadline for the requirement. Student Grievances A grievance is defined as “a statement by a student that he/she has been wronged by either a failure to follow, or a breach, by Claremont Graduate University of its established policies and practices, which includes, but is not limited to: discrimination on the basis of race, color, creed, place of national origin, gender, sexual orientation, age, or disability. A “student” is anyone who was properly enrolled in Claremont Graduate University at the time the perceived wrong occurred. Complaints regarding faculty judgment of academic performance, which do not allege discrimination on any basis listed above, are not subject to a grievance procedure. A formal complaint must be filed by the student within six months of the occurrence of the event deemed to be a grievance. A “complaint” is a formal statement of his/her grievance that a student files with the dean of students. Inquiries regarding policy and procedures of the Graduate University, policy and procedures relating to The Claremont Colleges, and filing are to be directed to: Vice President for Student Services and Dean of Students Harper East, (909) 621-‐8965 41 Student Rights and Responsibilities -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Individuals who become students at Claremont Graduate University (CGU) are guaranteed specific rights and, in turn, expected to adhere to certain responsibilities in their relationship to the University. Policies and procedures are published in the CGU website, in the CGU Bulletin, and in individual department publications. It is important to remember that the rights and responsibilities that arise therefrom are determined and intended not only to ensure institutional efficiency, but also to comply with federal, state, accreditation, and other regulations. All new and continuing students are expected to be cognizant of and abide by the interrelated rights and responsibilities summarized below. Privacy The privacy of a student's education records are regulated by the federal Family Educational Rights and Privacy Act (FERPA). Disclosure of these rights is available on the Student Privacy (FERPA) page of this website. Accuracy of Records The accuracy of student records is a responsibility of both the institution and its students. Unless otherwise disputed before the end of the semester, all records are considered complete, accurate, and permanent. CGU policies and procedures are provided in the CGU Bulletin, the institution's website, and in various web and paper publications regarding CGU's academic programs and student services. Because policies and procedures are subject to change at any time, it is important that students be receptive to all official communications and announcements from CGU. Student responsibilities in regard to the accuracy of student records entail the following requirements. • CGU E-‐Mail: Communications from CGU. Official University communications are distributed via the student's cgu.edu e-‐mail address. Therefore, students should check cgu.edu e-‐mail regularly. If you use another e-‐mail service provider, check your cgu.edu mail regularly for important administrative notices. Non-‐receipt of CGU e-‐mail due to full mailboxes is not an excuse for ignorance of CGU policy communications. Note that a number of student processes are methodically being converted to provide automatic notification when transactions have been completed. • CGU E-‐Mail: Communications with CGU. All communications with the University regarding student services should also be conducted via the cgu.edu e-‐mail to ensure authentication of your identity, your right to information, and your ability to authorize student transactions. E-‐mail received from non-‐CGU service providers may not be accepted. • Student Portal. The CGU student portal provides access to extensive student information maintained by the University. Students receive unique logons and passwords to protect the privacy of their individual information. Students should verify this data regularly, especially during the registration and grading periods, to ensure that student records are complete and accurate. Concerns should be reported immediately to the academic program coordinator. At the end of the semester, student information is considered complete, accurate, and permanent. 42 • • CGU Bulletin. The CGU Bulletin is the primary reference point for all policies and procedures for the University. For academic requirements, students are held to the department specifications published in the academic year of the student's admission to a program. Registrar Website. In addition to various University communications, CGU policy and procedural changes are reflected on the registrar's website. Students should consult the website regularly to verify upcoming deadlines and information spotlighted in the What's New? (For Students) page. Timeliness Deadlines exist not only to ensure the efficiency of University operations, but to comply with the various federal, state, and accreditation regulations that oversee government reporting, the distribution of financial aid, eligibility for federal funding, the integrity of CGU's academic programs, and other educational concerns. Student responsibilities include the following. • Consult the Academic Calendar for relevant and important deadlines. Because some processes require extensive time for completion, be sure to begin fulfilling expectations early. • The Student Accounts website provides information about tuition and fees, as well as announces deadlines for enrollment transactions and defines the percentage of refunds. • Transactions that affect student records are only accepted within the semester to which the transaction applies. Forms, including processing instructions, for specific student transactions are available from links on the registrar's website. Integrity To ensure accuracy, appropriate documentation, and student privacy, all official communications should be affected in writing, preferably through the cgu.edu e-‐mail platform. The cgu.edu e-‐mail requires a two-‐factor authentication process that adequately guarantees the identification of the communicating parties. Communications that are not performed on the cgu.edu e-‐mail platform should be transacted in writing via US Mail. Transactions involving changes to student records or requesting the release of information from student records cannot be completed by phone. CGU reserves the right to require identification for all transactions, including those requested in person. A CGU ID Card, driver's license, passport, or other method of official government-‐issued identification may be required. Communication For almost all transactions, students should consult with their academic program coordinators for policy and procedure. Some transactions are guided by the academic department. Other transactions are governed by CGU policy and procedures to ensure compliance with government and accreditation rules and regulations. For these transactions, program coordinators will initiate the transaction, although official completion of requests is done through centralized student services. Former students and members of the general public should direct their inquiries to the Registrar's Office, either by e-‐mail to student.records@cgu.edu or by calling (909) 621-‐8285. 43 Questions/Other Resources A list of Campus Resources is provided at the web page entitled Current Students. Questions regarding the information on this page may be addressed to the Registrar's Office at either student.records@cgu.edu or (909) 621-‐8285. 44

Document 14561664

Related documents

Products

Support

Document 14561664

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib