PUBLIC HEALTH CLAREMONT GRADUATE UNIVERSITY SCHOOL OF COMMUNITY & GLOBAL HEALTH STUDENT HANDBOOK FOR THE MASTER OF PUBLIC HEALTH DEGREE 2015-­‐2016 ACADEMIC YEAR 1
Table of Contents -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐ Handbook Overview ................................................................................................................................. 3 Program Overview ..................................................................................................................................... 4 Statement of Values ................................................................................................................................... 7 Commitment to Diversity ...................................................................................................................... .8 SCGH Core Faculty ...................................................................................................................................... 9 Program Committees ............................................................................................................................. 13 Student Associations .............................................................................................................................. 14 Academic Calendar ................................................................................................................................. 15 Student Competencies .......................................................................................................................... 19 Curriculum .................................................................................................................................................. 22 Dual Degrees .............................................................................................................................................. 24 Supervised Field Training ................................................................................................................... 26 Public Health Capstone ......................................................................................................................... 27 Course Descriptions ............................................................................................................................... 28 Academic Advising .................................................................................................................................. 33 Registration & Degree Information ................................................................................................ 34 Degree Regulations ................................................................................................................................. 37 Student Rights & Responsibilities ................................................................................................... 40 2
Handbook Overview -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐ Welcome to the Master of Public Health Program (MPH) 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 MPH 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 MPH Program reserves the right to make modifications at any time without prior notice. 3
Program Overview -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐ Program Mission The mission of the MPH program at Claremont Graduate University is to prepare professionals to play leadership roles in promoting global public health through improved research, practice, policy-­‐making, and system response. Program Goals and Objectives To achieve its mission, the program has devised the following goals and objectives related to its major functions of instruction, research, and service: INSTRUCTION: The first priority as faculty and staff of the MPH program is the education of our students through the development of innovative classroom techniques and exploring new fields of scholarly investigation. Goal 1: To educate qualified individuals for professional careers in public health through the development of an MPH program that prepares them to assess community needs of populations, design, implement, and evaluate health promotion programs to diverse populations. Objective 1: Maintain a high level of teaching effectiveness where 80% of courses receive a mean rating of 4.0 on student evaluations (1=poor to 5=excellent). Objective 2: At least 90% of students will meet MPH program competencies upon graduation. Objective 3: At least 25% of MPH courses will utilize some form of distance learning technology by 2015. Objective 4: Develop interdisciplinary learning opportunities by cross listing at least one course a semester. Objective 5: Increase collaboration between Schools at CGU by establishing at least two dual degrees or an additional MPH concentration by 2013. Goal 2: To provide an environment conducive to student learning and professional development. Objective 1: Provide financial support for education by offering at least a 20% tuition discount for all MPH students. Objective 2: Provide financial support for education by offering student research assistantships (with a stipend) for at least 25% of the student body. Objective 3: Provide funds for MPH administration to attend at least one professional training opportunity per year in an attempt to better service the students. Objective 4: Make annual contributions to the MPH student association budget. Objective 5: Strengthen field placement opportunities by increasing the number of affiliated sites to 60 by 2015. Objective 6: Create an environment where a diverse campus community can thrive by co-­‐sponsoring at least three campus events addressing multicultural issues per year. 4
Goal 3: To prepare graduates to practice successfully in diverse public health/social service settings or to pursue advanced professional/academic training. Objective 1: Objective 2: Objective 3: Objective 4: Objective 5: Objective 6: Objective 7: Objective 8: Goal 4: Maintain a cumulative attrition rate of 10% or less among those students who matriculate per year. Ninety percent of students will have a cumulative GPA of 3.0 every semester. Maintain a 90% graduation rate. Ninety percent of students will pass the CHES exam on the first attempt. Eighty percent of students will pass the CPH exam on the first attempt. Ninety percent of graduates will obtain employment in public health or matriculate into an academic/professional degree program within one-­‐
year of graduation. One hundred percent of students will receive a performance rating of at least 4.0 from their internship supervisors (1=below expectation, 3=satisfactory, 5=beyond satisfactory). Ninety percent of students will receive a preparedness rating of “very prepared” from their internship supervisors. Recruit a qualified and diverse student body. Objective 1: Objective 2: Objective 3: Objective 4: Objective 5: Objective 6: Objective 7: Increase the number of student recruitment events by five each year. Enroll at least five MPH students from the accelerated program bachelors/MPH program offered at the Claremont Colleges each year beginning fall 2013. Enroll at least two dual degree students in the MPH program per year. Increase the number of recruitment events targeting minority student populations by three each year. At least 50% of students accepted into each cohort are minority students At least 50% of students accepted into each cohort are women At least 10% of students accepted into each cohort are from outside the U.S. RESEARCH: Research of the highest quality by our faculty and students is fundamental to our mission. Research and teaching are inextricably intertwined such that faculty does more than teach other people’s work, but actively contributor to what is taught, thought, and practiced. Goal 5: To conduct basic and applied research that contributes to the identification, management, and resolution of global public health problems. Objective 1: Eighty percent of core faculty will have funded research annually. Objective 2: Half of core faculty will conduct funded research projects that address public health problems in diverse populations. Objective 3: Ninety percent of core faculty will publish two peer-­‐reviewed articles annually. Objective 4: Ninety percent of core faculty will conduct at least one presentation at professional meetings annually. Objective 5: Fifty percent of core faculty will publish in public health journals Objective 6: Maintain at least one collaborative research project with another institution of higher learning annually. Objective 7: Twenty five percent of students will present research projects at professional 5
Objective 8: meetings per year. Twenty five percent of students will assist faculty on research projects each semester. SERVICE: The MPH program strives to improve the health status of individuals through community efforts. As a community-­‐practice oriented degree, the program encourages students and faculty to participate in community service through research, consultation and volunteerism. Goal 6: Encourage faculty, students & staff to actively engage in service leadership. Objective 1: At least 50% percent of core faculty will serve on panels/boards or provide technical assistance to community based agencies. Objective 2: At least 95% of core faculty will maintain an active membership on School and University committees Objective 3: At least 50% of core faculty will participate in editorial activities for professional journals. Objective 4: At least 90% of core faculty will have active leadership and membership in community, national or international professional associations Objective 5: Revise APT review to appropriately reflect the importance of community service in the promotion process by 2011. Objective 6: At least two courses a semester will provide student service opportunities. Objective 7: The MPH Student association will coordinate/participate in two community service events per year. Objective 8: Support at least one student appointment on MPH program committees each year. Objective 9: At least two MPH students will participate in faculty service activities each year. Goal 7: Improve the skill set of the local public health workforce so it may address issues characteristic of the region. Objective 1: Conduct a needs assessment at least every three years to determine current and emerging needs of the public health workforce. Objective 2: Provide at least one annual training opportunity that will reach local public health professionals. Objective 3: If applicable, all trainings will provide continuing education units for health educators (CHEC). 6
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 MPH 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. 7
Commitment to Diversity -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐ The Council on Education in Public Health (CEPH), an independent agency recognized by the US Department of Education that accredits schools and programs in public health, emphasizes the importance of diversity in public health education. “Recognizing that graduates of public health programs may be employed anywhere in the world and work with many different populations, programs should provide a learning environment that prepares their students with broad skills regarding diversity and cultural competence, within the context of their own institution’s mission statement. Systematic, coherent and long-­‐term efforts to incorporate elements of diversity are expected at all levels including faculty, staff, students, curriculum, research and service.” In its educational programs, its admissions and financial aid policies, and its faculty and staff hiring practices, Claremont Graduate University is 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. 8
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. 9
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). 10
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. 11
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. 12
Program Committees -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐ Committees provide overall guidance to the program and ensure that students experience a quality educational experience that meets the standards of the various accrediting bodies. Student input and memberships on committees are strongly encouraged. MPH Steering Committee Provides oversight, vision, and planning and policy development to the MPH program. MPH Curriculum Committee Provides direction, oversight, and assessment of the MPH curriculum. Responsible for ensuring that the program meets the curriculum requirements of the University for graduate programs, the Council of Education for Public Health, and the learning objectives and values of the MPH program. Self-­‐Study/Accreditation Committee Provides direction, oversight, and assessment of the CEPH accreditation criteria. Recommends programmatic changes to Steering and Curriculum committees. Admissions and Recruitment Committee Establishes criteria and procedures for student recruitment and admissions, reviews applications. The group is charged with maintaining the student body's high quality by implementing the criteria set forth by the University and the committee when selecting candidates for the program. Community Advisory Committee Provides recommendations for student competencies, recruitment, practicum, research, and evaluation, and serves as a liaison with community-­‐ based organizations. Continuing Education Committee Plans, implements and evaluates continuing education programs geared towards increasing professional competence of the local public health workforce. 13
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. 14
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) 15
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 16
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 17
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 18
Student Competencies -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐ The master’s degree program uses a competency-­‐based format for instruction. Each student in the MPH program is expected to meet minimum requirements for a basic set of competencies through prior experience, coursework and field experience. Thus, MPH courses and other requirements for the degree relate directly to the accomplishment of the public health core and discipline-­‐specific competencies (“student learning outcomes”). These outcomes specify which skills, attitudes and knowledge are emphasized in the program; as such, they become an essential part of the evaluation structure. Core Public Health Competencies Core public health competencies to be mastered by students upon graduation from the MPH program are taken from “Core Competencies for Public Health Officials” (Council of Linkages Between Academia and Public Health Practice, 2009). The Council is comprised of leaders from national organizations representing the public health practice and academic communities. These competencies were crafted in an attempt to transcend the boundaries of specific disciplines and to help unify the public health profession. The competencies are divided into eight domains. The competencies selected in the relevant theme areas are reflective of the specific goals and objectives of the MPH program. It is expected that all students will achieve the outcomes outlined below. MPH Core Competencies By graduation, all students should be able to: ID # Domain(Skills) MPH 1 Analytic /Assessment MPH 2 MPH 3 Policy Development/Program Planning Communication MPH 4 Cultural Competency MPH 5 Community Dimensions of Practice Basic Public Health Sciences MPH 6 MPH 7 MPH 8 MPH 9 Financial Planning/Management Competency/Learning Outcome Assess the health status of populations and their related determinants of health and illness (e.g., factors contributing to health promotion and disease prevention, availability and use of health services). Develop a plan to implement policy and programs. Communicate in writing and orally, in person, and through electronic means with linguistic and cultural proficiency. Consider the role of cultural, social and behavioral factors in the accessibility, availability, acceptability and delivery of public health services. Describe the role of governmental and non-­‐governmental organizations in the delivery of community health services Apply the basic public health sciences (including, but not limited to biostatistics, epidemiology, environmental health sciences, health services administration, and social and behavioral health sciences) to public health policies and programs. Conduct a comprehensive review of scientific evidence related to a public health issue, concern or intervention. Interpret the organizational structures, functions, and authorities of local, state, and federal public health agencies for public health program management Prepare proposals for funding from external sources. 19
MPH Core Competencies By graduation, all students should be able to: ID # Domain(Skills) MPH Leadership & Systems Thinking 10 Competency/Learning Outcome Incorporate ethical standards of practice as the basis of all interactions with organizations, communities and persons Concentration/Discipline Specific Competencies The core competencies listed above represent basic public health knowledge and do not necessarily contain many skills that are necessary for the performance of certain jobs within certain practice settings. Thus, concentration competencies to be mastered by students upon graduation from the MPH program were taken from sources that specify discipline specific outcomes. Health Promotion, Education & Evaluation concentration competencies were taken from “Areas of Responsibilities for Health Educators” (National Commission on Health Education Credentialing, 2010). Competencies for the other three concentrations were taken from “Master’s Degree in Public Health Core Competency Development Project” (Association of Schools of Public Health, 2007). All graduates in these concentrations will also attain the concentration learning outcomes outlined below. Competencies by Specialty Area By graduation, students should be able to: Specialty Area ID # Competency/Learning Outcomes HPEE 1 Assess individual and community needs for health education. Health Promotion, Education & HPEE 2 Plan health education strategies, interventions and programs. Evaluation HPEE 3 Implement health education strategies, interventions and programs. HPEE 4 Conduct evaluation and research related to health education. HPEE 5 Administer health education strategies, interventions and programs. HPEE 6 Serve as a health education research person. HPEE 7 Communicate and advocate for health and health education. ABE 1 Describe the roles that epidemiology and biostatistics serve in the Applied Biostatistics & discipline of public health, and be able to describe a public health Epidemiology problem in terms of magnitude, people, time, and place. ABE 2 Apply proper terminology and definitions used in biostatistics and epidemiology ABE 3 Identify key sources of data for biostatistical and epidemiologic studies. ABE 4 Apply appropriate measurement scales, concepts of probability, random variation, and commonly used statistical probability distributions. ABE 5 Apply descriptive techniques and commonly used inferential statistical methods to summarize public health data. ABE 6 Describe preferred methodological alternatives to commonly used statistical methods when assumptions are not met. ABE 7 Explain the importance of biostatistics and epidemiology for informing scientific, ethical, economic and political discussion of health issues. ABE 8 Comprehend ethical and legal principles pertaining to the collection, maintenance, use and dissemination of data and other epidemiological information. ABE 9 Interpret, articulate, and critique results of statistical and epidemiological analyses found in public health studies. ABE 10 Develop written and oral presentation based on epidemiological 20
Competencies by Specialty Area By graduation, students should be able to: Specialty Area ID # Competency/Learning Outcomes students and statistical analyses for both public health professionals and educated lay audiences, and prepare manuscripts for the peer-­‐
reviewed literature. Leadership & LM 1 Describe the attributes of leadership in public health. Management LM 2 Describe alternative strategies for collaboration and partnership among organizations, focused on public health goals. LM 3 Demonstrate team building, negotiation, and conflict management skills. LM 4 Articulate an achievable mission, set of core values, and vision. LM 5 Engage in dialogue and learning from others to advance public health goals. LM 6 Demonstrate transparency, integrity, and honesty in all actions. LM 7 Use collaborative methods for achieving organizational and community health goals. LM 8 Apply social justice and human rights principles when addressing community needs. LM 9 Develop strategies to motivate others for collaborative problem solving, decision-­‐making, and evaluation. LM 10 Apply the principles of program planning, development, budgeting, management and evaluation in organizational and community initiatives. LM 11 Apply quality and performance improvement concepts to address organizational performance issue. LM 12 Apply "systems thinking" for resolving organizational problems. LM 13 Demonstrate leadership skills for building partnerships. Health Informatics HI 1 Describe how the public health information infrastructure is used to collect, maintain and disseminate data. HI 2 Discuss the influences of social, organizational and individual factors on the use of information technology by end users. HI 3 Apply legal and ethical principles to the use of information technology and resources in public health settings. HI 4 Collaborate with communication and informatics specialists in the process of design, implementation, and evaluation of public health programs. HI 5 Use information technology to access, evaluate, and interpret public health data. HI 6 Use informatics methods and resources as strategic tools to promote public health. HI 7 Use informatics methods to advocate for community public health programs and policies. 21
Curriculum -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐ The Master of Public Health degree is the most widely recognized professional credential for leadership in public health. The MPH program is designed for motivated students and professionals interested in the application of health promotion and disease prevention technologies and interventions designed to improve and enhance the quality of life. Course Requirements All students working towards the MPH will complete courses designed to provide a deep understanding of the issues, skills and competencies necessary for leaders in the field. MPH students must also complete coursework related to each discipline in public health to fulfill the breadth, integration and capstone requirements. The MPH degree requires 48 semester units, consisting of 12 courses: • Eight core courses which cover the core public health competencies and provide a foundation for further coursework in a chosen concentration • Choice of one of three concentrations, with four courses required in each. Students can specialize in (1) Health Promotion, Education and Evaluation; (2) Applied Biostatistics and Epidemiology; (3) Leadership and Management; and (4) Health Informatics. • One general elective course from any of the university’s schools, subject to approval of the Program Director • A proposal writing seminar introducing students to the principles of grantsmanship • A supervised field training course, providing work experience in a public health agency or a faculty sponsored research project, with the purpose of integrating course concepts into a real world setting • A capstone project whereby students demonstrate mastery of MPH competencies through the creation of a professional portfolio and final paper Core Courses CGH 300 CGH 301 CGH 302 CGH 303 CGH 304 CGH 305 CGH 306 CGH 307 Theoretical Foundations in Health Promotion & Education Biostatistics Epidemiology Health Services in the US and Abroad Environmental & Occupational Health Seminar in Grant Writing & Proposal Development Supervised Field Training in Public Health Public Health Capstone 22
4 4 4 4 4 4 4 0 Concentration Courses Health Promotion, Education & Evaluation CGH 308 Foundations of Program Planning CGH 309 Monitoring & Evaluation of Global Public Health Programs CGH 310 Foundations of Global Health: A Multidisciplinary Approach CGH 311 Curriculum & Materials Development Applied Biostatistics & Epidemiology CGH 312 Data Analysis (SAS) CGH 313 Research Methods CGH 314 Emerging Chronic & Infectious Diseases Worldwide CGH 315 Health Geoinformatics Leadership & Management CGH 316 Public Health Leadership for the 21st Century CGH 317 Ethics, Human Rights & Cultural Diversity CGH 318 Management of International Health Programs & Organizations CGH 319 Current Issues in Global Public Health Health Informatics IST 370: Geographic Information Systems: Essential Concepts IST 380: Introduction to Health Informatics IST 381: Persuasive Technologies IST 382: Health Geoinformatics Elective Course Directed Research 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
The MPH program offers students the option to design and carry out a research project under the direction of a faculty member. Special permission is required to register for CGH 390: Directed Research (4 units). The course requires a contract (“Memo of Understanding”) between the instructor and the student that identifies the students’ responsibilities and the name of the instructor who is responsible for submitting the student grades. The course does not require a syllabus, but both the contract and CGU enrollment form are required for registration. CGH 390 must conform to the academic workload requirements established in CGU policy (generally weekly meetings for about three hours). Registration is performed by the Registrar once all documentation has been received. Students receive a grade of Satisfactory/Unsatisfactory. 23
DUAL DEGREE PROGRAMS ------------------------------------------------------------------------------------------------------------------------------------------Master of Public Health Program (MPH) / Master of Business Administration (MBA) The Peter F. Drucker and Masatoshi Ito Graduate School of Management (Drucker) along with the School of Community and Global Health (SCGH) of Claremont Graduate University offer a dual degree program in business administration and public health (MBA/MPH) aimed to provide leadership and management training for the health services industry at the local, national and international levels. A dual MBA/MPH degree offering comprehensive knowledge and competencies in public health sciences (foundations of health behavior, public health policy and practice, principles of biostatistics and epidemiology, environmental and occupational health) and state-­‐of-­‐the-­‐art business practices (finance, accounting and marketing combined with strategic thinking, entrepreneurship and value-­‐based management) prepares graduates to transfer strategic thinking, scientific know-­‐how and leadership and managerial skills to rapidly changing environments and global health challenges in the 21st century. Health care is the largest single sector of the economy and requires more effective management and leadership at all levels of care and delivery from prevention programs to hospital treatment. In addition, health care is the only major sector that is continuing to grow and for which job opportunities remain vast. Opportunities in health management will be particularly great as a result of the recent economic stimulus. The MBA/ MPH program offers specialized courses to intersect scientific advancement and private enterprise to prepare graduates for health industry leadership positions. There promises to be a variety of fields available post-­‐graduation, including pharmaceutical marketing, health care marketing, healthcare consulting, hospital administration, managed care, biotechnology, and healthcare related non-­‐profit work. The dual masters program in public health and business administration typically requires 3 years of study. The length of study will vary according to the start of each program (starting the programs at year one versus adding on the other degree at year 2). Additionally students will have some flexibility in the sequencing of their program, which will be designed in consultation with the program directors and faculty. Students who begin both masters in semester 1 will spend time taking credits for both degrees each semester. In this sense, the coursework remains interdisciplinary for the entire duration of the program. Students are required to complete a total of 80 units, which includes the credit-­‐hour reduction earned across the programs. Students complete 32 units in the School of Community and Global Health and 48 units in the Drucker School. The program is open to MPH students pursing the Leadership & Management concentration. Master of Public Health Program (MPH) / Master of Applied Psychology (MA) The School of Behavioral and Organizational Sciences (SBOS) along with the School of Community and Global Health (SCGH) of Claremont Graduate University offer a dual degree program designed for individuals who envision a career in psychology that combines public heath principles. The psychology program emphasizes the application of social science knowledge, concepts, and methods to important 24
social issues through research and practice. Students explore the significant contribution of psychology to the understanding and amelioration of social problems and to the formulation of public policy. The MPH program provides increased knowledge of and sensitivity to the political, historical, economic, and social environments of health promotion and health services delivery. Core courses in public health include health administration and planning, epidemiology, biostatistics, environmental health, health education and global health issues. A dual degree program in which students earn both an MA in applied psychology and an MPH provides a major advantage with respect to credentials and to the skills necessary to conduct research concerning behavioral risk factors and to evaluate behavioral interventions to improve health outcomes among diverse populations. Knowledge of public health principles, combined with completion of the MA degree, widens the career options for individuals in both public health and health care. Students graduate as professionals with the unique ability to draw from both credentials. Graduates may be employed in a wide range of positions in public, private, or academic settings. The MPH degree offers the psychologist a significant advantage when seeking jobs that involve planning and managing health systems and performing behavioral health research. The dual masters program in public health and business administration typically requires 3 years of study. The length of study will vary according to the start of each program (starting the programs at year one versus adding on the other degree at year 2). Additionally students will have some flexibility in the sequencing of their program, which will be designed in consultation with the program directors and faculty. Students who begin both masters in semester 1 will spend time taking credits for both degrees each semester. In this sense, the coursework remains interdisciplinary for the entire duration of the program. Students are required to complete a minimum of 64 units, which includes the credit-­‐hour reduction earned across the programs. Students complete a minimum of 32 units in the School of Community and Global Health and 32 units in the School of Organizational and Behavioral Sciences. The program is open to MPH students pursing concentrations in Health Promotion, Education & Evaluation or Applied Biostatistics & Epidemiology and Psychology students enrolled in the Health Behavior & Evaluation Concentration. 25
Supervised Field Training -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐ All MPH students are required to complete a 400-­‐hour supervised internship 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). Learning opportunities available through participating agencies include health assessment, program design, intervention, evaluation, policy and advocacy, data management and analysis, and community organization. Students will complete a final report about their experience. Students benefit from a wide array of field study experiences both local and throughout countries of the Pacific Rim, South Asia, Latin America, and Europe. The faculty also draws upon their collaboration research and training networks in five Asia Pacific Rim countries that includes two training sites in China (one in the east and one in the west), and already existing training agreements with universities in India, Bangladesh, Thailand, and Sri Lanka, as well as ongoing public health training collaborations with China’s Ministry of Health, CDC, and Health Education Institute, and research and associated training activities in the seven cities of the China Seven Cities Study, and two research centers in India and two in Sri Lanka participating in post-­‐tsunami trauma stress research. Detailed requirements of this experience can be found in the MPH Student Internship Handbook. Upon permission, students register for CGH 306: Supervised Field Training in Public Health (4 units) while completing their internship. Placements occur year round. 26
Public Health Capstone -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐ The culminating experience, known as the Public Health Capstone is a requirement for completion of the MPH degree. The Council on Education in Public Health (CEPH), an independent agency recognized by the US Department of Education that accredits schools and programs in public health, requires all of its accredited schools to assure that each student demonstrates skills and integration of knowledge through a culminating experience. As defined by CEPH, a culminating experience “requires a student to synthesize and integrate knowledge acquired in coursework and other learning experiences and to apply theory and principles in a situation that approximates some aspect of professional practice.” Through the culminating experience the faculty determines whether the student has mastered the body of knowledge required of a master’s degree graduate. Through this experience students must demonstrate proficiency with public health core and track specific competencies. Student portfolios can be used to determine whether program student learning outcomes, or in this case, student competencies have been met. Working with advisement from the capstone instructor, students will collect evidence of work in their courses and practice opportunities that have enabled them to master program competencies. Also documented are program experiences outside the classroom, including formal employment in public health, and leadership skills (i.e., professional presentations, publications, professional conference attendance, professional association membership, leadership positions, and civic engagement) and a reflection diversity and cultural competence within their role as a public health practitioner. As part of the capstone requirement, students also prepare a scholarly paper based requirements for their concentration. Detailed requirements of this experience can be found in the Capstone Guidance Document. Upon permission, students register for CGH 307: Public Health Capstone (0 units) while completing their portfolio and final paper. 27
Course Descriptions -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐ CORE COURSES CGH 300 – Theoretical Foundations in Health Promotion & Education (Fall, 4 units) This course provides an opportunity for students to explore the theoretical issues and current methodologies related to understanding and influencing health behavior change in diverse populations. The course will focus on the social and behavioral determinants of health on the individual, interpersonal, community, institutional and policy levels. The course features guest appearances by representatives from community-­‐based organizations who relate course material to current challenges in public health practice. CGH 301 – Biostatistics (Fall, 4 units) Students are trained in the most commonly used statistical methods in clinical and experimental research. Students learn to select the most appropriate data analytic methods; how to apply these methods to actual data; and how to read and interpret computer output from commonly used statistical packages. In addition, the students learn to read, critique and interpret statistical concepts in the health science literature. CGH 302 – Epidemiology (Fall, 4 units) This course provides an overview of the causes, distribution, and control of disease in populations. Students are provided with the skills and knowledge to investigate the epidemiology of a specific disease or other health-­‐related phenomenon and to critically evaluate population-­‐based research studies designed to test health-­‐related hypotheses. CGH 303 – Health Services in the US and Abroad (Spring, 4 units) This course examines the health care delivery system to understand contemporary issues affecting the health of the American and International public and the institutions that provide health services and protect health. The course includes the historical development of various health care systems, determinants of health and health care utilization, the role of health care providers, health policy and politics, health care financing, public health, and the interactions of various components of the systems. The class emphasizes how institutions within the health care delivery system affect public health including planning, organization, administration, evaluation and policy analysis. CGH 304 – Environmental and Occupational Health (Spring, 4 units) This course provides a broad overview of the field of environmental and occupational health, developing a public health approach to understanding and preventing disease and disability. Students apply the principles of the biological impact pathway and environmental epidemiology to environmental and occupational health issues. Students analyze the exposure-­‐disease continuums and disease prevention. Emphasis is placed on learning and using concepts related to the sources and behavioral determinants of exposure, the social behavioral, Physiological and genetic basis of sensitivity, and dose-­‐response relationships. CGH 305 – Seminar in Grant Writing and Proposal Development (Varies, 2 units) The goal of this course is to provide students 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 28
writing the grant, understanding the funding environment, learning how to choose different types of grants, and understand the submission and review process. CGH 306 – Supervised Field Training in Public Health (Fall/Spring/Summer, 4 units) The goal of this course is to provide students completing their field training an opportunity to integrate and apply knowledge and skills acquired in their respective course work to public health work settings. Students complete a 400-­‐hour internship within a public health agency. Reflective journals and a poster presentation complete this requirement. Open to MPH students only. CGH 307 – Public Health Capstone (Fall/Spring/Summer, 4 units) Through this course students must demonstrate proficiency with public health core and track specific competencies. Student portfolios can be used to determine whether program student learning outcomes, or in this case, student competencies have been met. Working with advisement from the capstone instructor, students will collect evidence of work in their courses and practice opportunities that have enabled them to master program competencies. Also documented are program experiences outside the classroom, including formal employment in public health, and leadership skills (i.e., professional presentations, publications, professional conference attendance, professional association membership, leadership positions, and civic engagement) and a reflection diversity and cultural competence within their role as a public health practitioner. As part of the capstone requirement, students also prepare a scholarly paper based requirements for their concentration. Open to MPH students only. Concentration in Health Promotion, Education & Evaluation CGH 308 – Foundations of Program Planning. (Spring, 4 units) 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 and Evaluation of Global Public Health Programs (Fall, 4 units) This course introduces students to the language and 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 310 – Foundations of Global Health: An Interdisciplinary Approach (Fall, 4 units) This course provides an interdisciplinary approach to 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-­‐
29
depth cases studies, class debates, and a field study project to provide maximum opportunity to develop problem-­‐solving strategies for application. CGH 311 – Curriculum and Materials Development (Spring, 4 units) This course is designed to increase knowledge and skills in curriculum writing and training in health promotion and disease prevention settings. The course includes a review of the applicable learning theories and provides an opportunity to design curriculum for demographically diverse groups. Students work in small groups to develop a curriculum and conduct a presentation/ training based on the needs of varied local health organizations. Concentration in Applied Biostatistics & Epidemiology CGH 312 – Data Analysis (SAS) (Spring, 4 units) Students learn how to manage and analyze data using the SAS system. Topics include inputting data into SAS, preparing data from analysis, data screening to understanding distributions, detect outliers etc., hypothesis testing (e.g. t-­‐tests, nonparametric procedures, chi-­‐square tests, etc.), simple and multiple linear regression, techniques for building and evaluating a regression model, analysis of variance model and logistic regression. CGH 313 – Research Methods in Public Health (Spring, 4 units) 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 314 – Emerging Chronic & Infectious Diseases Worldwide (Fall, 4 units) This course provides an overview of the causative factors and demographic distribution of the major chronic diseases and infectious in the world. Epidemiologic concepts, methods and research design are emphasized. Necessary tools for applying epidemiologic approaches to chronic disease prevention are provided. The course will also cover topics in microbiology, immunology, laboratory diagnosis, outbreak investigation, infectious disease diagnosis and control in populations and very basic analytic methods. It provides students with exposure to local public health department experts with knowledge on topics such as vector control, emerging infections and bioterrorism. CGH 315 – Health Geoinformatics (Varies, 4 units) Health Geoinformatics is the use of geospatial technologies and information to improve our understanding of the relationships between, people, location, time, and health and healthcare issues. Students examine how these technologies can assist: in discovering and eliminating disease, in disease prevention and health promotion for community health, and in healthcare service planning and delivery. This course discusses Geographic Information System (GIS) fundamentals and concepts, utilize geodemographic data for spatial analysis, and examine the application of health geoinformatics using case studies from around the world. 30
Concentration in Leadership & Management CGH 316 – Public Health Leadership for the 21st Century (Fall, 4 units) This course focuses on the knowledge, skills and 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 training opportunity to gain advanced knowledge to build executive and managerial skills lead and enhance health systems performance. CGH 317 – Ethics, Human Rights and Cultural Diversity (Fall, 4 units) 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. CGH 318 – Management of International Health Programs and Organizations (Spring, 4 units) This course reviews the management of health 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. CGH 319 – Current Issues in Global Public Health (Spring, 4 units) This course is an intensive review of select topics in the practice of global health leadership and management. It reviews emerging trends, lessons learned, best practices, and critical factors connected to the successful implementation, leadership and support of expanded health responses (public, private and non-­‐profit sectors) at local, national and international levels. Topics include strategies and interventions to achieve workforce excellence, enhance organizational performance, strengthen public health infrastructures, and improve the health status and well-­‐being of people around the globe. Concentration in Health Informatics IST 370 – Geographic Information Systems: Essential Concepts (Fall/Spring, 4 units) This course provides an overview of the theoretical foundations and the applied use of Geographic Information
Systems (GIS). At the end of the course, each student should have a working knowledge of GIS and how to
apply these systems in various situations and organizational settings. Students demonstrate their understanding
of the principles and fundamental concepts of GIS in a culminating project. The course ensures that students
are exposed to the most current technologies and examines emerging issues and trends in the field. 31
IST 380 – Introduction to Health Informatics (Fall, 4units) This course approaches the related fields of Medical Informatics, Bioinformatics, and Information Science through an examination of foundations, applications, and case studies that reach across arbitrary disciplinary boundaries to explore the intersections and synergies among them. IST 381 – Persuasive Technologies (Spring, 4 units) Can computers change what you think and do? Can they motivate you to stop smoking, persuade you to buy insurance, or convince you to conserve water when you shower? The answer is a resounding “yes”. Until recently, most software applications and technologies were developed without much thought to how they influenced their users. This perspective is changing. Today, industry experts and academics are embracing a purposeful approach to persuasive design. In an industry context, designing for persuasion is becoming essential for success. In academic settings, the study of persuasive technology illuminates the principles that influence and motivate people in different aspects of their lives. This course will bring together the latest research happening in three distinct disciplines: information and communication technology, psychology and health sciences. Persuasive technology may be defined as any interactive computing system designed to change people’s attitudes or behaviors without coercion or deception. The emergence of the Internet has led to a proliferation of web sites designed to persuade or motivate people to change their attitudes and behavior. The auction site eBay has developed an online exchange system with enough credibility that users are persuaded to make financial transactions and to divulge personal information. Within the domain of e-­‐health, systems such as mobile applications for managing obesity and digital interventions to overcome addictive behaviors have demonstrated the huge potential of persuasive technologies for behavioral changes. IST 382 – Health Geoinformatics Health Geoinformatics is the use of geospatial technologies and information to improve our understanding of the relationships between, people, location, time, and health and healthcare issues. This course will examine how these technologies can assist: in discovering and eliminating disease, in disease prevention and health promotion for community health, and in healthcare service planning and delivery. Specifically, this course will: discuss Geographic Information System (GIS) fundamentals and concepts, utilize geodemographic data for spatial analysis, and examine the application of health geoinformatics using case studies from around the world. ADDITIONAL COURSE OPTIONS CGH 396 – Special Topics in Community and Global Health (Varies in semester, day & time, 4 units) The course involves lecture and discussion focused on specific topics in community and global health. Course topic will vary from semester to semester. CGH 390 – Directed Research (Varies, time negotiated by instructor, 1-­‐4 units) This course involves research conducted at the master’s level on a specific topic in community and global health. Maximum number of units applied to the degree is to be determined by the School. Graded S/US. 32
Academic Advising -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐ Course planning is conducted by the MPH Program Director in conjunction with a MPH Curriculum Committee. The committee is responsible for ensuring that the program meets the curriculum requirements of the University for graduate programs, the Council of Education for Public Health, and the MPH competencies and values of the MPH program. Advising in the MPH Program provides an individual approach to the academic and professional development of each student. Mandatory academic advisement occurs every semester with the Program Director where students will have an opportunity to plan coursework and discuss progress in achieving MPH student competencies. Appointments can be in-­‐person, by phone or Skype. A departmental hold is placed on every student account and is removed once advisement has taken place. In addition to course selection, students may also discuss internship requirements and postgraduate career options. Students are also encouraged to meet with other MPH faculty members of their selected concentration to discuss their course work, field experience, and plans for the future. All MPH faculty are available to advise and mentor students on research opportunities, community service activities, and career counseling. All academic advising meetings with the Program Director are documented using a counseling sheet which assists students with monitoring their progress to degree completion. 33
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 fee of $1,168 per 4-­‐unit course or $584 per 2-­‐unit course. 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. 34
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. 35
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. 36
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. 37
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 38
academic calendar. Additionally, the student must meet all deadlines in order for the degree to be 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. Students must also submit a Final Approval form with the program director according to the schedule specified. 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 39
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. It is the student’s responsibility to check their CGU e-­‐mail on a regular basis to respond to university related communications and requests. 40
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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. 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 directors and/or 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 41
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. 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. 42