Document 14574897

HEALTH PROMOTION SCIENCES CLAREMONT GRADUATE UNIVERSITY SCHOOL OF COMMUNITY & GLOBAL HEALTH STUDENT HANDBOOK FOR THE PhD in HEALTH PROMOTION SCIENCES 2015-‐2016 ACADEMIC YEAR 1 Table of Contents -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Handbook Overview ................................................................................................................................. 3 Program Overview ..................................................................................................................................... 4 Statement of Values ................................................................................................................................... 5 Commitment to Diversity ....................................................................................................................... 6 SCGH Core Faculty ...................................................................................................................................... 7 Mission, Goals & Outcomes ................................................................................................................. 11 Student Associations .............................................................................................................................. 13 Academic Calendar ................................................................................................................................. 14 Curriculum .................................................................................................................................................. 18 Research Tools Requirement ............................................................................................................ 20 Qualifying Exam ........................................................................................................................................ 22 Dissertation ................................................................................................................................................. 25 Course Descriptions ............................................................................................................................... 27 Student Advising ...................................................................................................................................... 36 Registration & Degree Information ................................................................................................ 37 Degree Regulations ................................................................................................................................. 40 Student Rights & Responsibilities ................................................................................................... 43 2 Handbook Overview -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Welcome to the Doctoral Program in Health Promotion Sciences (PhD) 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 PhD 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 PhD Program reserves the right to make modifications at any time without prior notice. 3 Program Overview -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Doctoral training in health promotion sciences is designed to produce independent researchers who can study the causes of health-‐related behaviors and can also design novel and effective interventions to prevent disease and promote health. We believe strongly in a mentorship model where close research collaboration between students and faculty, as well as coursework, produce independent researchers of national and international reputation. Toward that end, we keep student to faculty ratios low and foster ongoing collaboration between students and faculty from the beginning of their training until their successful completion of the doctoral degree. Program faculty comprises world leaders in health promotion and disease prevention research. They collectively bring a robust record of National Institutes of Health (NIH) and other funding, a wealth of scientific and administrative expertise, numerous successful ongoing funded research centers and projects, hundreds of peer-‐reviewed publications, and decades of experience in graduate training program development and operation. Their research and service focus on the needs of our Southern California communities and communities throughout the Pacific Rim, South Asia, Latin America, and Africa. 4 Statement of Values -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ The School of Community and Global Health at Claremont Graduate University is uniquely situated at the edge of the Inland Empire, a region of communities in transition. Assessing and addressing the unique health challenges of these communities in transition serves as a major theme guiding our academic programs. As such, the PhD in Health Promotion Sciences embraces the following core values: Transdisciplinarity: Faculty work collaboratively and across traditional disciplines on a common set of questions and issues, while drawing on their own individual disciplinary training. Diversity: Many of the research and outreach activities of program focus on diversity, poverty, and the challenges of understanding and tolerance. Understanding the contributions of culture to health behaviors is paramount. Collaboration: Developing partnerships between the program and community agencies dedicated to strengthening the relationship between theory and practice, thereby contributing to community health goals locally and abroad. Relevance and Participation: "Starting where the people are" with felt needs and concerns, and working with both individual and community needs and assets. This translates into involving the communities in the identification of pressing health issues, available resources, and capacity for change. Making provisions to sustain change in the community is equally important. Integrity: The importance of integrity, and responsibility and ethical conduct in all academic activities, striving to offer and model honesty, dependability, trust, and leadership. 5 Commitment to Diversity -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ In its educational programs, its admissions and financial aid policies, and its faculty and staff hiring practices, Claremont Graduate University is strongly committed to creating and nurturing an environment that is characterized by diversity. In student selection and in all of its activities and programs, CGU functions without regard to race, creed, color, gender, sexual orientation, national origin, age, or disability. CGU is pleased to welcome a wide variety of students to its programs, including recent college graduates, young professionals, and mid-‐ and late-‐career men and women who wish to advance further in their current occupations or to change fields. This diversity of experiences, interests, backgrounds, and aspirations allows a diversity of perspectives that enlivens classroom interaction throughout all CGU programs. Consistent with the Mission Statement and Credo of the University, the School of Community and Global Health’s mission in respect to diversity is to incorporate diversity into our programmatic curriculum, teaching, research, service and the recruitment and retention of faculty, staff, and students in an atmosphere that fosters learning in a diverse environment through a free exchange of ideas and dialogue towards an understanding and appreciation of issues of difference. 6 SCGH Core Faculty -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ As you progress through the program, the PhD program faculty is available to ensure that your academic experience is positive and rewarding. They are excellent resources for any questions concerning their areas of expertise, directed research or internship opportunities, and post-‐ graduation plans. Feel free to contact them at any time. Stewart I. Donaldson stewart.donaldson@cgu.edu Dean and Professor of Psychology Susan L. Ames Associate Professor susan.ames@cgu.edu Course: 300 Stewart I. Donaldson is Professor of Psychology and Community & Global Health, Dean of the School of Social Science, Policy & Evaluation (SSSPE) and the School of Community & Global Health (SCGH), and Director of the Claremont Evaluation Center (CEC) at Claremont Graduate University. He has taught numerous courses and published widely on the topics of evaluation theory and practice, health promotion and disease prevention, positive psychology, organizational psychology, organizational change and development, career development, cross-‐cultural and international evaluation and research, and applied research methods. Susan L. Ames received her Ph.D. in preventive medicine with a focus on health behavior research from the University of Southern California in 2001. She completed her doctoral training with support from an NCI Cancer Control and Epidemiology Research Training Grant. After completing her doctorate, she was an assistant research psychologist at the Center for Research on Substance Abuse, Department of Psychology, UCLA, and co-‐ investigator on an Implicit Cognition and HIV risk project. Dr. Ames subsequently became faculty at USC where she was an assistant professor with the Transdisciplinary Drug Abuse Prevention Research Center (TPRC), Department of Preventive Medicine, USC. Her current NIH projects focus on the neural evaluation of systems and brain structures associated with automatic/implicit (habit-‐based) and control processes across various addictive behaviors. These projects involve evaluating the neural correlates of proven tests of implicit associative processes in substance use among emerging adults and dual process models of eating behavior among adolescents. She is lead investigator (Reynolds, PI) on a study evaluating neurocognitive processes in obesity-‐related eating behaviors among youth and neural correlates of these processes among binge eaters and non-‐binge eaters, and co-‐investigator (Stacy, PI) on two-‐large scale population-‐based NIH funded projects that involve a dual process investigation of HIV risk and substance abuse behavior in youth and adult drug offenders. She is PI (with Bechara) on a NIH-‐funded project that evaluates neurocognitive mechanisms of decisions and impulse control in nutrition behavior. Her work integrates research from neuroscience, memory, social cognition, learning, and decision theory to explain how drug use (and other risk behavior) habits begin and are perpetuated. 7 C. Anderson Johnson Founding Dean of SCGH & University Professor andy.johnson@cgu.edu Course: 404 Paula Palmer Associate Professor & Director of Global Health Programs paula.palmer@cgu.edu Courses: 305, 310, 317, 318, 319 Darleen Peterson Associate Professor of Practice & Director of the MPH & DrPH Programs & Associate Dean of Academic Affairs darleen.peterson@cgu.edu Courses: 306, 406 C. Anderson Johnson, Ph.D. has 28 years of experience in scientific and administrative leadership of large-‐scale domestic and international community-‐based research projects. Dr. Johnson's numerous peer-‐reviewed publications in prevention science have focused on community-‐based approaches to tobacco, alcohol, and drug abuse prevention, most recently across a range of cultural, environmental, and international contexts. His current work focuses on dispositional and contextual characteristics as they work in combination (culture by environment and gene by environment interactions) to affect tobacco and alcohol use trajectories and prevention at different points in the trajectories. His research interests include the transnational prevention of tobacco, alcohol and drug abuse, HIV-‐AIDS, and obesity, social and environmental influences on health related behavior and health outcomes, and community and mass media approaches to prevention of chronic diseases and promotion of healthy lifestyles. Paula Healani Palmer, Ph.D., is Associate Professor and Director of Global Health Programs. Her research and teaching focus on health promotion and research capacity building in California and developing nations, primarily China and South Asian countries. Her current funded research projects include, the CGU-‐USC Pacific Rim Transdisciplinary Tobacco and Alcohol Use Research Center, which focuses on preventing tobacco use and alcohol abuse among youth in China; the China Seven Cities Study, a longitudinal study of transition in lifestyles and health-‐related behaviors in the era of globalization in seven of China’s largest urban areas; an investigation of HIV risk and substance use behavior among rural to urban Chinese migrants, and a longitudinal study of recovery among tsunami victims in India and Sri Lanka. She is also co-‐director of the Fogarty International Center – Pacific Rim Global Health Framework program, which brings together 22 academic and public health institutions from India, Sri Lanka, Bangladesh, Thailand, and China to develop joint research and training programs that address chronic, non-‐communicable disease to increase awareness of key global health issues. A clinical health and community psychologist by training, Dr. Palmer also serves as research coordinator of Weaving an Islander Network for Cancer Awareness, Research, and Training (WINCART), a National Cancer Institute funded community participatory grant to reduce cancer health disparities among Pacific Islanders in Southern California. She received her B.A. from California State University, Fullerton, and her Ph.D. in Clinical Health Psychology from the California School of Psychology. Her work focuses on the impact of cultural influences on health beliefs and practices. Other research interests include developing community and school-‐based approaches to smoking prevention and studying maternal and child health issues in ethnic minority groups. Darleen Peterson, an Associate Professor, directs the School’s Programs in Public Health and serves as the Associate Dean for Academic Affairs. Prior to coming to CGU, she was an Assistant Professor in the Department of Preventive Medicine as well as the Assistant Director for the Master of Public Health program at the University of Southern California (USC). Her research interests include health communication, specifically the evaluation of statewide tobacco control campaigns and the assessment of pro-‐tobacco marketing activities. Currently, is as a consultant for public health programs pursuing accreditation and serves on several national committees through the Association of Schools and Programs in Public Health (ASPPH). She received an M.A. in Communications Management from USC’s Annenberg School for Communication, an M.P.H. in Community Health Education from California State University, Northridge and a PhD in Preventive Medicine (Health Behavior Research) from USC. She is a master certified health education specialist (MCHES). 8 Kim Reynolds Professor & Associate Dean for Administration kim.reynolds@cgu.edu Courses: 308, 400 Alan Stacy Professor & Associate Dean of Faulty Affairs alan.stacy@cgu.edu Courses: CGH 300, 402 Paul Torrens Clinical Full Professor paul.torrens@cgu.edu Courses: 303, 316 Dr. Reynolds has extensive experience in the development, implementation and evaluation of school-‐ and community-‐based interventions, focusing on nutrition and physical activity. He is strongly interested in the theory underlying successful health communications and in using this theory to develop health promotion and disease prevention programs. Dr. Reynolds serves as principal investigator on an intervention study developing and pilot testing an obesity prevention program designed for delivery through managed care organizations to families. He is also addressing the issue of built and social determinants of physical activity through a study of urban trail use. Additionally, he is principal investigator on an NIDDK-‐funded study of married couples where one partner has type 2 diabetes and the other does not. In this study, behavioral intervention will be conducted to modify diet and physical activity leading to improved diabetes self-‐ management in the spouse with diabetes and prevention in the spouse without. Dr. Reynolds also serves as an investigator on the NIDDK-‐funded Studies to Treat or Prevent Pediatric Type 2 Diabetes. In this large multi-‐site school-‐based trial, middle school children will receive intervention on diet and physical activity involving strategies delivered through physical education classes, food service, homeroom classrooms, and more broadly through a social marketing intervention. Alan Stacy received his doctorate in social and personality psychology from the University of California, Riverside (1986) and held postdoctoral fellowships at the University of Washington and the University of Southern California. Alan Stacy applies findings from basic research on cognitive neuroscience and memory to health behavior, including alcohol, tobacco, methamphetamine, and other drug use, HIV risk behavior, and dietary habits. He was one of the first researchers to apply basic research on implicit and automatic processing to health behavior, and the first to co-‐ author a book on the topic (with R. Wiers). He has been principal investigator of a large NIH research center and NIH-‐funded projects applying this approach to diverse populations of high-‐risk adolescents, adult drug offenders, and college students. He also has applied the approach to the study of media effects. His most recent research evaluates neurocognitive dual-‐process models of health behavior in the US and the Netherlands, testing the effects of interactions between implicit memory systems and more deliberative (executive) systems. He also collaborates on research investigating the neural basis of links among associative memory, executive processes, and health behavior. He teaches research methods and theories of health behavior and has published more than 100 peer-‐reviewed articles and two books. Paul Torrens is a former Professor of Health Services, teaches courses in health services organization and financing, health services organization and theory, managerial processes in health service organizations and managed care. Dr. Torrens received his M.D. from Georgetown University and his M.P.H. from Harvard University. A physician by initial training, he has had a long career in the two areas of health care management and health care policy. As a health care manager, Dr. Torrens has had many years of direct management experience in hospitals and health organizations. He has also many years of membership on governing boards of health care organizations of various kinds; he currently serves on the Board of Directors of Blue Shield of California, as well as the Board of PacificCare Behavioral Health of California. He is also a member of the Financial Solvency Standards Board, Department of Managed Care, State of California, and the Attorneys General Task Force on Charity Care. As a health policy expert, Dr. Torrens has served in a wide variety of advisory and consulting capacities to governmental and non-‐governmental organizations in all parts of the United States and in eighteen foreign countries. 9 Bin Xie Associate Professor bin.xie@cgu.edu Courses: 301, 312, 401 Bin Xie received his Ph.D. in Preventive Medicine from the University of Southern California. His research interests include obesity prevention, tobacco control and related behaviors in adolescent populations, psychological adjustment to obesity and cancer, and application of statistical analysis in prevention research. He has been involved in several projects funded by NCI, NIMH, and NIDA to evaluate intervention effects of multi-‐site randomized clinical trials on depression treatment for cancer patients and school-‐based programs on tobacco control, nutrition intervention and health promotion in adolescents, describe the growth trajectory patterns of gateway drug use from adolescence to the early adulthood, and investigate the role of socioeconomic and lifestyle factors in obesity and smoking prevention in adolescents .He is the PI of two NIH-‐ funded projects with focuses on dynamic reciprocal interrelationships between obesity and psychosocial adjustment and on associations among genetic variants, stressful life events, overweight, food consumption and physical activity in Chinese adolescents. His research work also focuses on the disparities in health and risk behaviors, physical and mental well-‐being, and health care access and utilization in American minority populations. In addition, Dr. Xie has extensive background in statistics and research methodology from years of graduate training and working experience as a research analyst and biostatistician. He has begun developing expertise in design of randomized control trials and application of advanced statistics (such as path model, structural equation model, growth cure model, random-‐effect mixed model, and generalized estimating equations). He has served as a faculty biostatistician providing statistical consultation for faculty, staff and graduate students on study design and analysis and has taught courses in both introductory and advanced statistics. 10 Program Mission, Goals & Outcomes -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Program Mission The mission of the Doctor of Philosophy in Health Promotion Sciences is to train independent researchers in the field of health promotion sciences who will be prepared to conduct etiological research on the causes of health related behavior and who will be equipped to fashion and evaluate effective intervention strategies to prevent and manage disease. The program prepares students for research positions in the areas of preventive medicine, public health, behavioral epidemiology, health psychology, and policy research. Student Learning Goals and Outcomes The following student learning objectives, which are closely linked to program goals, have been formulated for students in the PhD program in Health Promotion Science. Learning Goal 1 -‐-‐ Research Design To develop an understanding and demonstrate application of research design methodology in health promotion sciences Learning Outcome 1: Identify the ethical issues involved with studies of human populations Learning Outcome 2: Demonstrate an ability to create, state and discuss clear scientific questions Learning Outcome 3: Demonstrate an ability to identify, select, develop and test measurement instruments with strong properties of reliability and validity Learning Outcome 4: Demonstrate a sound grasp of sophisticated designs that test the effectiveness of interventions in health behavior and for the conduct of research on the determinants of health behavior Learning Outcome 5: Demonstrate an ability to work independently in the completion of research in health promotion sciences Learning Goal 2 – Theoretical Foundations To develop an understanding and demonstrate application of theories in health promotion sciences Learning Outcome 1: Demonstrate clear understanding of the major theories and models of health behavior change Learning Outcome 2: Delineate the strengths and weaknesses of major theories and models of health behavior change Learning Outcome 3: Demonstrate substantial insight on the application of theory in the formation of research questions and hypotheses Learning Outcome 4: Demonstrate substantial insight on the application of theory to the design of behavioral interventions 11 Learning Goal 3 – Statistical Analysis To develop an understanding and demonstrate application of statistical methods appropriate for use in health promotion sciences Learning Outcome 1: Demonstrate substantial knowledge of statistical procedures for different applications in health promotion sciences research Learning Outcome 2: Demonstrate substantial understanding of the results of the statistical analyses and ability to interpret their meaning in light of study hypotheses Learning Goal 4– Knowledge in a Specialty Area To develop an understanding of material in a core concentration area for application in the health promotion sciences Learning Outcome 1: Demonstrate a clear ability to integrate knowledge from the core concentration into the understanding and application of research design, measurement, theory and statistical analysis 12 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. 13 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) 14 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 15 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 16 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 17 Curriculum -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ The doctoral program in Health Promotion Sciences is a five year course of study for students entering with a bachelor’s degree. Students enroll full-‐time in a 72-‐credit hour program. The program requires 12 core courses, 8 units of directed research courses, a minimum of 12 units of elective coursework constituting a concentration, and 4 units of a transdisciplinary course. Core Requirements • • • • • • • • • • • • CGH 300: Theoretical Foundations of Health Promotion & Education CGH 400: Advanced Theoretical Foundation of Health Promotion & Education CGH 301: Biostatistics CGH 401a: Advanced Statistical Analysis I CGH 401b: Advanced Statistical Analysis II CGH 305: Seminar in Grant Writing & Proposal Development CGH 302: Epidemiology CGH 312: Data Analysis (SAS) CGH 313: Research Methods CGH 402: Advanced Research Methods CGH 303: Manuscript Development CGH 304: Capstone in Health Promotion Sciences Concentrations Students can specialize in the following established concentrations or devise one of their choosing with direction from the program director: • Public Health • Biostatistics • Neurocognitive Sciences • Health Communication • Global Health • Health Informatics Transdisciplinary Course Each Ph.D. student at CGU is required to complete the transdisciplinary T-‐Course during the first 48 units of coursework at CGU. This course is an advanced intensive experience that prepares doctoral students for high-‐level discourse, research, and inquiry and provides practical experience working with colleagues in different fields. The course will count as 4 of the regular 72 unit towards the degree. 18 Directed Research Doctoral students have the opportunity to design and carry out a research project under the direction of a faculty member. A total of 8 directed research units are required. Special permission is required to register for CGH 490: Directed Research (2 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 students’ grade. The course does not require a syllabus, but both the contract and CGU enrollment form are required for registration. CGH 490 must conform to the academic workload requirements established in CGU policy (generally weekly meetings for about three hours). The Registrar performs registration once all documentation has been received. Students receive a grade of Satisfactory/Unsatisfactory. 19 Research Tools Requirement -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Prior to completing the qualifying examination at CGU, students must complete the research tool requirement, the purpose of which is to provide students with useful research skills in addition to those obtained through their regular coursework. Research tools in health promotion science provide either specific substantive knowledge or practical applied techniques applicable to their own planned career. As such, the research tools that are deemed appropriate to satisfy this requirement are wide ranging and can be individualized to the needs of the student. Each student in the PhD Program in Health Promotion Sciences at CGU is required to demonstrate one research skill. Proficiency in a research tool shall be evaluated by a qualified examiner in order to establish the student’s competency. The nature of the examination may vary between research tools and depending on the type of examination necessary to evaluate mastery of the specific tool being evaluated. The selection of a research tool is part of each student’s advisement plan. The research tool requirement is completed when the “Report of Research Tool Accomplished” has been signed, filed, and accepted according to CGU policy. The following options may be chosen to fulfill the research tool requirement. Statistics This area is evaluated by an examination, and includes some material over and above what is offered in the required biostatistics and advanced statistical methods classes required for all students in the PhD in Health Promotion Sciences. Computer Programming The basis for evaluation of the student’s proficiency will be a preapproved programming project of reasonable complexity submitted with documentation and sample output. Statistical Programming Applications Proficiency is demonstrated by completion of statistical analyses using SPSS, SAS, or other approved statistical analysis programs and should be work of sufficient scope for inclusion in publication quality manuscripts. Survey Research Experience with and knowledge of survey research methodology, concepts and procedures. Evaluation is accomplished by examination and demonstration of practical experience. Evaluation Research Experience with program evaluation methodology and knowledge of and procedures in evaluation. Evaluation is accomplished by examination and demonstration of practical experience. 20 Neurocognitive Assessment Knowledge of techniques used to assess neurocognitive functioning relevant to health promotion sciences (e.g., Iowa Gambling Task.) Evaluation is accomplished by examination and demonstration of practical experience. Assessment Methods for Physical Activity and Dietary Behavior Knowledge of techniques used to assess physical activity (e.g., accelerometry) and dietary behavior (e.g., 24-‐hour dietary recall). Evaluation is accomplished by examination and demonstration of practical experience. Other research tools can be proposed and, if approved, used in completion of the research tool requirement. To propose an alternative research tool for completion of the requirement, please summarize the tool and the means of evaluating mastery of the research tool in a memo to the Associate Dean for Academic Affairs of the School of Community and Global Health and to the director of the PhD program in Health Promotion Sciences. The approval of the Associate Dean for Academic Affairs is needed before the newly proposed research tool can be used to satisfy the research tool requirement. There are two methods by which students may complete the tools requirement: 1. Examination: Students must specify the examination and method (e.g., individual exam; programming project. An examining faculty member’s signature is required. 2. Course in lieu of an examination: Student should specify the following information: a. Course subject & catalogue number: b. Title of course: c. Instructor name: d. Grade 21 Qualifying Exam -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ The purpose of the qualifying examination is twofold: (1) to test students’ mastery of essential competencies and (2) to evaluate their comprehensive understanding of the field as well as their insight and clarity of expression. The qualifying examination process involves the creation of a dossier and the completion of written and oral examinations. Advancement to candidacy is attained when the student has completed a dissertation proposal and this proposal is accepted by the students’ review committee. Although the qualifying examination and advancement to candidacy are two distinct steps toward completion of the doctoral program, the School of Community and Global Health combines these steps by including the review of the dissertation proposal concurrent with the qualifying examination. A student must advance to candidacy before enrolling in doctoral dissertation units. Preparation for the Qualifying Examination Students must have attained full graduate standing and have completed not less than two years of full-‐ time graduate study, or 48 units, including transfer credit. Courses in which the student has received an Incomplete grade cannot count toward the 48 units needed for eligibility. Students must also complete their tools requirement before initiating the qualifying examination process. To provide the qualifying examination committee with adequate background for the development of appropriate written examination questions, each student will submit to the program coordinator and each member of the qualifying examination committee a dossier which includes the following documentation organized in a binder with dividers: 1. Letter from the Qualifying Examination Committee Chair explaining the components and process of the Qualifying Examination (*Note that prior to distributing the dossier, the student should have already contacted each committee member to inform him/her of the dates/process of the examination.) 2. Current curriculum vita 3. Transcript 4. Paper 1: Empirical paper 5. Paper 2: Empirical or review paper 6. Dissertation proposal 7. Publications in print 8. Manuscripts in press 9. Manuscripts under review 10. Documentation of completion of the tools requirement Scheduling the Qualifying Examination After agreement of the qualifying examination committee chair that the student may schedule the examination, the student should simultaneously arrange the dates for the written exam and the day, time for the oral examination with their committee members. Once the dates are confirmed, the student informs the Program Coordinator, who assists with securing a location for the oral exam. The general procedure and timeline for the qualifying examination is detailed below: 22 1. The faculty research advisor and the SCGH Dean approve a committee to give the qualifying examination. 2. The student distributes the dossier to members of the Guidance Committee. 3. Committee members formulate no more than three questions each for the written examination and e-‐mail them to the Chair within 14 days. 4. The Chair distributes the questions to the student on the first day of the examination. The student has five full days (24 hour days) to provide written answers. Students will typically receive questions on the morning of the first day of the examination but distributions at other times of the day are permissible on a case by case basis at the discretion of the Chair. 5. The student submits answers to the Chair by the end of the fifth day. 6. The Chair distributes the full set of questions and answers to each committee member. 7. Committee members are given about seven days to review the answers and provide their assessment to the chair (Satisfactory/Unsatisfactory). 8. The student engages in the oral portion of the examination. Upon completion of the qualifying examination, the committee records the results on the “Qualifying Exams – Evaluation Report for Doctoral Students” form and submits it to the Associate Dean for Academic Affairs who then forwards it to the Registrar’s Office. The Program Coordinator will provide the form to the Committee Chair for completion at the oral examination. Nature of the Qualifying Examination and Advancement to Candidacy The qualifying examination has both written and oral components. Written Portion of the Examination Each member of the qualifying examination committee formulates no more than three questions based on the student’s coursework, papers, or dissertation proposal and submits these to the chair of the qualifying examination committee. Committee members may also ask questions related to any area of health promotion sciences including those not based on the students’ papers and dissertation, but relevant to the student’s area of study. Questions often pertain to conceptual or methodological issues and are offered in the spirit of constructive engagement with the student. The questions are compiled by the Chair of the qualifying examination committee and given to the student. The work may be performed at home or elsewhere. Students are encouraged to use resource materials, cite references when appropriate, and include a reference bibliography. The student must work independently; they may not confer with anyone. Violation of this rule is grounds for immediate failure of the exam. By the end of the five day period, written responses to the questions must be submitted to the chair of the qualifying examination committee who distributes these responses to the members of the committee for review. Oral Portion of the Examination The oral portion of the examination should take place within one month of the student completing the written portion of the examination. All members of the qualifying examination committee must participate in the oral examination, which generally lasts about two hours. A major purpose of the oral examination is to allow the student, in response to faculty, to answer questions that arise as a result of the written portion of the examination. The second purpose is to respond to issues and concerns raised about the dissertation proposal. The student makes a presentation (about 30 minutes) of the proposed 23 dissertation study, using PowerPoint slides or other materials deemed appropriate in consultation with the chair of the qualifying examination committee. During and after the presentation, committee members are free to ask questions about the conceptual, methodological, and statistical issues related to the proposed study. Students will be asked to leave the room while the committee members discuss the overall performance and vote on whether a passing grade will be granted. Advancement to Candidacy Advancement to candidacy for the PhD degree takes place when the student’s dissertation proposal is approved. In the School of Community and Global Health, review and approval of the dissertation proposal will occur concurrently with the qualifying examination. Assuming approval of the dissertation proposal by the committee, all members of the committee and the Dean of the SCGH indicate their approval using the form “Advancement to Candidacy (Doctoral Students) and Declaration of Review Committee.” This form also provides formal approval of the review committee (dissertation committee). After acceptance of the proposal by the qualifying examination committee, submission of the “Advancement to Candidacy (Doctoral Students) and Declaration of Review Committee” form and submission of a 350-‐word abstract of the proposal, the student is advanced to candidacy. When completed, this paperwork should be submitted to the Associate Dean for Academic Affairs for processing and submission to the CGU Registrar. 24 Dissertation -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Review Committee Membership The review committee should consist of at least three faculty members drawn from the core faculty of CGU or from the extended faculty of The Claremont Colleges. At least one committee member must be drawn from the core faculty of the student's CGU School or program. The Chair of the review committee must be from the core faculty of CGU or from the extended faculty of The Claremont Colleges. CGU encourages, but does not require, the inclusion of an expert in the student's field who is also from outside The Claremont Colleges. Outside examiners may be included on a four-‐person committee, but not on a three-‐person committee. If a committee member is included from outside The Claremont Colleges, the external examiner may be drawn from the faculty of other institutions or may be a qualified practitioner in the student's field of study. The outside expert has a vote in committee proceedings only upon the approval of the Dean. Qualifying examination and dissertation committees must be approved by the Dean of the school. The Dean should be notified of the proposed composition of the committee well in advance of the qualifying examination or the dissertation defense. Notification to the Dean of the composition of the review committee should be provided by the qualifying examination or dissertation committee chair by memo. A copy of this memo should also be provided to the Associate Dean for Academic Affairs when it is submitted to the Dean. Exceptions to the make-‐up of a review committee must be approved by the Provost. Requests should be submitted by the Dean of the school either through an academic petition or by memo direct to the Provost. Requests should include the following. • Clear statement of the situation and options considered before requesting the exception • Compelling reasons for approving the exception • Curriculum vitae (CV) of the external examiner, if applicable If approved, the Provost's Office will notify the Registrar's Office. Documentation for an approved exception is retained in the student's file. Dissertation Defense After completion of the dissertation document and approval of the students’ dissertation Chair, the student may schedule and hold the dissertation defense. According to CGU policy, the dissertation defense cannot occur less than six months after advancement to candidacy unless approval is obtained from the Provost. The dissertation should be circulated to the review committee members well in advance of the dissertation defense to allow for adequate review of the document. This is typically at least two weeks in 25 advance of the scheduled dissertation defense meeting. At the dissertation defense, the student will present an overview of the dissertation to the committee using PowerPoint or other presentation materials. Committee members will then be given the opportunity to question the candidate. Questions from the committee typically focus on the dissertation document, but are not limited to the dissertation document. The CGU community should be notified about the date and time of the planned dissertation defense. Each student should bring a copy of the form “Final Approval Form (Doctoral Students) Certification of Review Committee and Department Approval” to the dissertation defense. Signature and submission of this form indicates final completion of the dissertation and all degree program requirements. Signatures of review committee members on this form may occur at the dissertation defense or after changes are made in the final dissertation document, at the discretion of the dissertation chair in consultation with the review committee. This form must then be signed by the Dean of the SCGH before submission. The form should be submitted to the Associate Dean for Academic Affairs for processing and submission to the CGU Registrar. Publication of the Dissertation Preparation and publication of the dissertation should occur electronically using the Electronic Thesis/Dissertation (ETD) Administrator described on the CGU Registrar website. Detailed guidance is provided on the CGU Registrar’s website regarding the use of the electronic submission system and on the format of the dissertation document. 26 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 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 writing the grant, understanding the funding environment, learning how to choose different types of grants, and understand the submission and review process. CGH 313 – Research Methods in Public Health (Spring, 4 units) Students will gain an understanding of the principles and skills of conducting behavioral research, using qualitative and quantitative approaches commonly used in public health settings. CGH 400 – Advanced Theoretical Foundations in Health Promotion & Education (Spring, 4 units) This course provides detailed coverage of theories in Health Promotion Sciences and expands on the exploration and evaluation of the theories of social and behaviors influences introduced in CGH 300. The course also introduced and evaluates theories on the influence of the built environment, social and implicit cognition, self-‐determination theory and theories of social influence. An emphasis will be placed on the critical examination of theories, the degree to which they explain variance in human behavior, and ways in which novel theories can be developed and tested in an effort to enhance the prediction of health behavior. Prerequisite: CGH 300 CGH 401a – Advanced Statistical Methods I (Fall, 4 units) This course is designed for graduate students in public health to learn multivariable statistical techniques frequently utilized in behavioral science research. Specific techniques cover advanced topics in regression (diagnostics, mediators and effect modifiers, logistic regression) exploratory factor analysis, growth curves and nested models. Prerequisite: CGH 301 CGH 401b – Advanced Statistical Methods II (Fall, 4 units) This course is designed for graduate students in public health to learn multivariable statistical techniques frequently utilized in behavioral 27 science research. Specific techniques cover advanced topics in regression (diagnostics, mediators and effect modifiers, logistic regression) exploratory factor analysis, growth curves and nested models. Prerequisite: CGH 301, 401a CGH 402– Advanced Research Methods (Spring, 4 units) This course will provide students with a theoretical and practical overview of survey and research methodology. Topics to be covered include questionnaire and interview design; tailoring instruments for specific settings, populations and methods of administration; maximizing reliability of measurement; construction of scales and indices; sampling theory and methods, assessing sampling bias, and maximizing response rates. Prerequisite: CGH 313. CGH 403 – Manuscript Development (Varies, 4 units) This course guides students through the process of writing a manuscript for publication in a peer-‐ reviewed scientific journal. Students learn to evaluate the existing health literature to formulate new hypotheses, conduct statistical analysis on health-‐related data to test the hypotheses, interpret the results, and present the theoretical and applied implications of their findings. Students gain experience in scientific writing and graphical presentation of results. The course also familiarizes students with the process of submitting manuscripts to scientific journals. Students register for this course with their mentor as the instructor. Special enrollment documents are required. CGH 404 – Capstone in Health Promotion Science (Spring, 4 units) This course uses a case studies approach to integrate the diverse areas of knowledge explored during training in health promotion sciences. Students will be equipped to better evaluate theories and intervention programs in health promotion sciences and develop novel theories and programs. In addition, emphasis is placed on factors that facilitate the dissemination of successful health promotions programs once developed. The course will draw on training in theory, statistical analysis and research methods, thereby integrating each of these areas as applied to health promotion sciences. Prerequisite: Consent of Program Director CGH 490 Directed Research (Varies, 1-‐4 units) This course provides the opportunity for students to enhance their understanding of a specific issue in public health or preventive medicine. With the guidance from a faculty member, postdoctoral fellow, or research associate, students set research priorities and outcomes based upon their academic interests and professional experience. Special enrollment documents are required. CGH 499 – Doctoral Study (Varies, 0 units) After the completion of required coursework, students will work individually to complete requirements for the qualifying exam and dissertation. Must register in fall and spring semesters to maintain student status. Recommended Concentration Courses Concentration in Global Health CGH 309 -‐-‐ Monitoring and Evaluation in 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 – 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-‐ 28 communicable disease. Topics that impact health outcomes, including globalization and climate change, over-‐ and under nutrition, substance use, accidents and injuries, disasters and complex humanitarian emergencies, poor reproductive and maternal child health practices, and cultural influences will be addressed from a multi-‐sectoral perspective. Innovative solutions to public health problems, including use of technology, micro credit, public-‐private collaboration, and community and grassroots activities will be highlighted. The course will utilize interactive, participatory learning methods, including in-‐ depth cases studies, class debates, and a field study project to provide maximum opportunity to develop problem-‐solving strategies for public health application. 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 for the poor and disadvantaged. 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. TNDY 403e -‐-‐ Working Across Cultures (Fall, 4 units) The purpose of the course is to help students whose careers will take them into business, government, nonprofits, educational institutions, and religious institutions do better in environments that are increasingly intercultural (in various senses). Within an institution, how can we do better by taking advantage of the diverse characteristics of its members? In what senses do institutions have their own cultures, and how might these be taken into account? Beyond a particular institution, policies are implemented in diverse social and cultural settings. How might a better appreciation of these settings lead to better policies, processes, treatments and systems? The course considers working in a different culture (or with people from a different culture) and working in a culturally diverse setting (multicultural). We explore what is known about the educational effects of diverse classrooms, the productivity effects of diverse workplaces, and the social effects of diverse communities. We review the state of knowledge about how to take advantage of cultural diversity to improve outcomes. The course draws from many disciplines, including psychology, anthropology, economics, management and organization theory, statistics, and the humanities. Applications include education, health care, business, economic policy, international development and marketing. Examples are drawn from the United States and around the world. Students will work on collaborative projects that identify and analyze examples of success in working across cultures. 29 AFR 336 -‐-‐ The Politics of AIDS in Africa (Spring, 4 units) This course will examine the global and local politics of HIV in Africa. We will commence with an examination the history regarding the “discovery” of AIDS in Africa and the racial politics associated with the efforts to determine the origins of HIV. We will also examine the varied rates of HIV prevalence in different regions of the African continent with a view to understanding the specificity of the HIV epidemics and how researchers have tried to explain these varied prevalence rates. The course will then proceed to an examination of the burgeoning of HIV/AIDS interventions in Africa via philanthropy and medical research. This will entail an examination of the politics of NGO and INGO activity in the region and of medical trials. We will examine the “outsourcing” of medical trials to Africa in the midst of global attention to HIV on the continent. Finally we will use South Africa as a case study for examining the specifics of the politics of HIV with a view to understanding the complexity of global and local interventions in the effort to improve people’s lives. We will pay specific attention to the gendered politics of HIV in South Africa. Here we will examine how HIV sits within the larger socio-‐political and economic issues that shape people’s well-‐being. Concentration in Biostatistics 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 in various important contemporary 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. CGH 321 – Introduction to Health Informatics (Fall, 4 units) This course will approach 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. ALS 311 -‐-‐ Bioinformatics (Spring, 2 units) This course introduces basic mathematical and computational tools to understand genes and genomes. The student will be proficient in the basic mathematics and algorithms of multiple sequence alignment, phylogeny reconstruction, gene detection, and microarray data analysis, including clustering algorithms and significance testing. ALS 433 -‐-‐ Topics in Clinical Research (Fall, 4 units) In this course, students will study IRB relations and regulations, discuss the required elements in a clinical research contract and the responsibilities of the clinical researcher, identify effective use of research personnel, and develop negotiating skills to facilitate support for clinical research. The course will also encompass the principle of randomization and "intention-‐to-‐treat" analysis in experimental studies, integration of clinical trials and lab support, specimen collections and laboratory problem based learning. A researcher/clinician centric insight into the logistics of technology transfer and intellectual property (IP) development will be studied. The practical aspects of technology transfer in an academic 30 context will be investigated. Discussed topics will include local academic tech transfer policy, related procedures and available resources. Career pathways and opportunities open to the clinical researcher in the academic and private sector will be explored and discussed. TNDY 403h -‐-‐ Action Research (Summer, 4 units) This course is a research methods seminar concerning action research, as done in Information Systems. Action research is a constellation of research techniques concerned with learning while making improvements in research settings. Researchers include both scholars and practitioners, who jointly set research goals, observe, make sense of what they see, design interventions in light of theory, perform the actions associated with the interventions, evaluate the effects of the interventions (observe again), make sense, design, act. Key notions of action research include the partnership among researchers, intervention as part of the research, complex multivariate assessment, and planned iteration. Students who successfully complete the course will be familiar with action research in Information Systems and related disciplines. They also will be prepared to begin to undertake action research projects. Action research is a common research technique in many fields, including education, organizational science, and information systems & technology. Students from these, and other, disciplines will find that this course provides ideas and techniques useful for conducting research in real-‐world settings. PSYCH 315 -‐-‐ Structural Equation Modeling (Spring, 2 units) Computer programs like LISREL and EQS have brought structural equations modeling into the mainstream of social sciences research. We will review the basic concepts that underlie this technique, and examine applications to confirmatory factor analysis, multiple group comparisons, as well as causal modeling (path analysis, latent variable models). EQS, which is available in the CGU Academic Computing Center labs, will be the primary software. Prerequisite: An introduction to multiple regression (Psychology 308c or equivalent). PSYCH 315e -‐-‐ Hierarchical Linear Modeling (Summer, 2 units) Applied multilevel modeling issues and techniques will be examined in this class. After establishing the logic and need for multilevel modeling, model specification fundamentals (hypotheses, data, statistical assumptions) will be presented. Multilevel modeling techniques and issues will then be discussed conceptually and examined using SPSS software. Throughout the class data sets will be employed that contrast the results from multilevel modeling techniques with more traditional single level techniques. INFOSCI 373 -‐-‐ Spatial and Visual Information Systems for Health (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 has 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 class is held in a computer lab, allowing hands-‐on learning involving a wide and growing range of GIS software applications and spatial data resources. HIM377 -‐-‐ Introduction to Biomedical Informatics (Fall, 4 units) Medical Informatics, a novel academic discipline bridging Medicine and Information Sciences, may be defined as the science that deals with the structure, acquisition and use of medical information. With the global boom in healthcare and quantum advancements in IT, medical informatics is already becoming an exciting buzz word. This course is geared to meet the educational needs of two types of students: 1) The health care professional seeking additional training in information management and technology; 2) The non-‐health care professional seeking training in health information and technology. The main objectives of the program are to provide students with: -‐ A theoretical and practical understanding of the role of information in health care, -‐ A sound basis for implementing, developing, maintaining, and managing information resources and systems in health care. -‐ Skills in the management of health information. 31 TNDY 403L -‐-‐ Intensive Research Methods: Transdisciplinary Perspectives (Spring, 4 units) Presents an overview of research strategies that study a few issues (e.g., systems, users, IS departments) in depth rather than many issues more selectively; provides hands-‐on experience in designing, conducting, and writing up case study research; emphasizes issues in research on information systems questions. Topics covered include: the variety of intensive methods and the evaluation criteria appropriate to each; the scientific status of analytic and interpretive methods relative to the natural science model; research design in case study methods, interviewing skills, combining quantitative and qualitative methods; theory building; ethnography; hermeneutics; writing strategies; ethical issues. PP 487 -‐-‐ Computer Applications for Data Analysis (Fall, 4 units) This class is essential to students who want to perform high quality, quantitative research. The course is designed to enhance critical thinking about econometrics and research design issues, combined with practical applications of best practices in econometric analysis. Maximum likelihood estimation and logit/probit analysis are covered as well as factor analysis. Methods techniques are expanded to embrace time series, panel data, and spatial analysis including geographical information systems (GIS). Concentration in Public Health 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 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 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. 32 Concentration in Health Communications 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. TNDY 402x -‐-‐ Introduction to 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. Persuasive technology may be defined as any interactive computing system designed to change people’s attitudes or behaviors. 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. Through presentations, discussions, and case study analyses students will explore latest research results, best practices and guidelines for the use of persuasive applications. In addition, the course will host several expert guest speakers (practitioners, researchers, etc.) who will share their latest findings. PSYCH 322 -‐-‐ Interpersonal Processes (Spring, 4 units) This course, designated as writing-‐intensive, will encourage students to develop an understanding of (and appreciation for) issues involved in the study of close relationships through exploring a variety of conceptual issues, through evaluating newly published empirical articles, and through conducting original research during the semester. Simultaneously, the course will allow students to sharpen their writing skills by providing detailed, critical (yet constructive) feedback during the initial, intermediate, and final stages of the manuscript-‐writing process. PSYCH 320 -‐-‐ Attitudes and Social Influence (Fall, 4 units) This course will provide a broad introduction to theories, experimental, and quasi-‐experimental research on social influence. PSYCH 350ff -‐-‐ Health Promotion (Spring, 4 units) This course focuses on message features, modes of delivery, and contexts applicable to behavioral health interventions. The course will first review general communication processes then explore specific contexts such as: mass media, community outreach, schools and work-‐sites. Students will review studies utilizing the message types, communication channels, and contexts discussed. PSYCH 350GG -‐-‐ Seminar in Applied Attitude Change (Spring, 4 units) Students will explore current research on attitudes and develop and carry out research projects. 33 Concentration in Neurocognitive Sciences CGH 396 -‐-‐ Special Topics in Community & Global Health: Seminar in Prevention Neuroscience (Spring, 4 units) This course provides an opportunity for students to explore, apply and critique neuroscience with respect to health behaviors and to learn more about applications to prevention science. Many areas of health promotion (HP) have not yet taken advantage of consistently documented, relevant findings in neuroscience. Yet, many of these findings are quite applicable to prevention interventions and increasing the understanding of prevention effects and health behavior. Some neuroscience approaches lead to dramatically different theories of prevention, intervention strategy, and interpretations than prevailing approaches in HP. Basic research from neuroscience is ripe for application to many HP issues, including obesity, physical activity and diet, tobacco, alcohol, and other drug abuse, HIV risk reduction, prescription adherence, and processes underlying health disparities. Neuroscience is also important for understanding processes and developing interventions concerning developmental changes that strongly affect health behavior decisions and habit acquisition, particularly in adolescence through young adulthood when frontal maturation is still taking place. Prevention is in need of new ideas in the attempt to create stronger, longer lasting effects on a variety of health behaviors and disease outcomes. One of the most promising routes for application of new ideas is through the timely translation of basic neuroscience research findings into preventive interventions in HP. This course will provide training in this arena and help students to critically think about applying neuroscience toward improving prevention effects. TNDY 402M -‐-‐ Evolution, Economics, and the Brain (Spring, 4 units) A transdisciplinary and integrative overview of evolutionary theory, evolutionary economics, and neuroscience: The history and science of evolutionary theory shall include: the pre-‐Darwinian evolutionists, the influence of Paley, Malthus, Lamarck, and Lyell on Darwin, how natural selection was discovered (and how Darwin and Wallace differed in their theories), the scientific debate at the turn of the 20th century, the modern synthesis and the rise of Neo-‐Darwinism, the genetic revolution, and current theoretical controversies; the 19th-‐century "problem of the species" and what Darwin's theory was meant to explain, gradualism and punctuated equilibrium, contingency and necessity in the evolution of diversity, evo-‐devo and evolutionary restraints on development, the evolution of evolvability, adaptation and exaptation, ontogeny, phylogeny and historical constraints on evolutionary development, and extrapolationism from microevolution to macroevolution. The application of evolutionary theory will be considered in its integration into psychology, anthropology, medicine, ethics, and economics. Controversies over and challenges to the application of evolutionary theory to society, most notably the telling of "just so" stories not backed by scientific evidence will also be considered. Finally, the implications of evolutionary theory for the debate over the relationship of science and religion as evidenced in the recent rise of Intelligent Design will be reviewed and discussed. This course also includes an introduction to behavioral neuroscience. The course will focus on teaching students how new findings in the brain sciences can inform their work in the social sciences and humanities. For example: How reward acquisition is affected by risk; Why humans are typically risk-‐averse and when they are not; Hyperbolic discounting of future rewards; How interpersonal trust is built and maintained; Gender differences in risk and reward; Competitiveness; How "rational" vs. "irrational" decisions are made; The basis for cooperation and noncooperation; The reason people punish others; The role of genetics and childhood experiences in decision-‐making; The sources of individual variation in decisions in the same environment; Addiction; The role of hormones in decisions; How socially strategic decisions are made; Quid pro quo decisions; Life and death decisions; The basis for social norms or ethics; The sense of justice; The basis for love and hate and how these affect decisions. SPE 301 -‐-‐ The Behavioral Neuroscience of Decision-‐making (Spring, 4 units) This course is an introduction to behavioral neuroscience. It is designed to be “neuroscience for non-‐ neuroscientists” in that I presume that most students have little or no previous exposure to neuroscience. The course will focus on teaching students how new findings in the brain sciences can inform their work in the social sciences and humanities. This will consist of more than reading 34 interesting literature, though. Our goal is to understand the methods through which applied neuroscience research is done in order to understand and critique the literature. We will study various measurement modalities, and have a “field trip” to observe and participate in experiments. The final exam consists of students each designing their own brain imaging study. Why take this course? There are numerous “open” issues in the social sciences and humanities on which little progress has made using the traditional theorizing, model-‐building, and empirical testing. This method is essentially guess and verify. The problem with this approach is that for complicated issues (e.g. human social behaviors) there are a large number of possible models that fit the data. Further, many of these issues are associated with polarized rhetoric between “camps” that slows down those seeking to understand a phenomenon. Using neuroscientific techniques gets away from (some) of this. A partial list of open issues in the social sciences and humanities that neuroscientific approaches can illuminate include: How reward acquisition is affected by risk; Why humans are typically risk-‐averse and when they are not; Hyperbolic discounting of future rewards; How interpersonal trust is built and maintained; Gender differences in risk and reward; Competitiveness; How “rational” vs. “irrational” decisions are made; The basis for cooperation and noncooperation; Why are we susceptible to advertising? The basis for moral behaviors; The reason people punish others; The role of genetics and childhood experiences in decision-‐making; The sources of individual variation in decisions in the same environment; Addiction; The role of hormones in decisions; Aggression, How socially strategic decisions are made; Quid pro quo decisions; Life and death decisions; Why we usually stick to one political party our whole lives; The basis for social norms or ethics; The sense of justice; The basis for love and hate and how these affect decisions; Why people vote; Altruism; Parental behaviors; Emotional decisions; Stress and decisions; Intelligence; Consciousness; and the list can go on. PSYCH 282/PSYC 180J -‐-‐ Seminar in Language, Memory, & Brain (Varies, 4 units) This course features current research on the interaction between brain and behavior in cognition. The course will change from year to year to allow focus on current topics in cognitive science. This year’s focus is on emotion, its effect on cognition and its neural substrate. The course includes reviews of both neuroimaging and cognitive behavior research that investigates the nature of emotion and how it affects attention, memory and language. The course also includes analysis of how aging and brain damage change emotional responses and the interaction of cognition and emotion. 35 Student Advising & Degree Progress -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Academic Advising Academic advising and mentoring for the PhD program in Health Promotion Sciences are an extension of our mentorship model in which each student works in close collaboration with two faculty members in the School of Community and Global Health (a) the faculty academic advisor and (b) the student’s research mentor to design a program of study. Advising and mentoring include multiple elements such as course sequencing and degree requirements, issues of professional development and definition of career goals, guidance on the completion of directed research requirements, and advising on the completion of non-‐coursework requirements including the empirical paper, qualifying examination, and dissertation. Delineation of course sequencing and advising on curriculum issues will primarily be done through meetings with the faculty academic advisor. Guidance on research and on completion of the non-‐coursework requirements will be provided by the student’s mentor. The training sequence involves substantial coursework in the first two years with students gradually assuming more responsibility as independent researchers and completing their non-‐coursework requirements in the last two years. Academic advising is typically initiated after admission and prior to a student’s arrival at CGU by the graduate program advisor. Students are initially assigned a research mentor based on the best match of student interests to faculty mentors and ongoing meetings with the research mentor typically begin after the student arrives at CGU although communications prior to arrival are encouraged. Students are also encouraged to work with multiple faculty members through directed research to gain the range of experience and skills needed for a career in health promotion sciences. Annual Reviews As a routine part of our PhD program, SCGH faculty conducts an annual review with each doctoral student to discuss progress towards completion of PhD degree requirements and plans for the upcoming year. The review lasts approximately one hour and is intended to be a positive and productive engagement between students and faculty that will help the student to establish goals for the upcoming year and develop plans to attain career goals. To prepare for the meeting, the student should submit to each member of the review committee a dossier comprised of the following documents organized in a binder with dividers: 1. A transcript of work completed in the doctoral program 2. A current curriculum vita (CV) 3. Copies of any manuscripts written while a student in the PhD program 4. A summary of progress made in the program during the past year and organized around the set of student learning outcomes listed below 5. A statement of your goals for the coming year also organized around the student learning objectives Dossiers should be distributed to the two faculty members attending the annual review at least one week in advance of the review meeting date. Scheduling of the meeting will typically be the responsibility of the student working in collaboration with their faculty research mentor. The review should be completed no sooner than April and no later than the end of May each year. The review committee should include the student, the faculty research mentor and at least one additional faculty member familiar with the students work. The faculty research mentor should speak with the student about the most appropriate second member for the annual review. 36 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 special fee. Students enrolled in at least 12 units in the same semester may take up to 4 audit units at no extra charge. If a continuing student wants to audit a class(es) and will not be enrolled in unit-‐earning classes, the student must also be enrolled in Continuous Registration. Please note that while in Continuous Registration, a student may audit one class for free. Course Changes (Add /Drop) Students wishing to add or drop a course after registration (including tutorials, seminars, and research) must either make the change on the student portal or submit a Change In Registration (Add/Drop) Request Form to their academic department for processing. All procedural information on making changes to registration are on the web at www.cgu.edu/register.Changes must be processed within the semester in which they occur and by the deadline dates shown in the academic calendar. Any changes made past the deadline dates will incur a fee. Students are responsible for additional tuition charges that may result from adding courses. If dropped courses result in lower tuition charges, refunds will be made in accordance with the University’s refund policy Students are advised to consider the effect adding or dropping units may have on financial aid eligibility or immigration status and to consult with the appropriate university administrators prior to making any changes. 37 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. 38 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. 39 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. 40 Extensions of Time The normal time limit for a master’s degree student to complete the requirements for a degree is no more than five years from the date of initial enrollment. These limits may vary based on the program, leaves of absence, and any transfer credit accepted. Students who find it necessary to exceed the time limits will observe the following procedure: Students must complete the Extension of Time to Degree form (available at www.cgu.edu/registrar) and secure the approval of the faculty advisor and the Dean of the School in which they are enrolled. The academic department will then submit the signed form to the Office of Admission and Records for processing. The first such extension will be granted for a period of up to one year to students enrolled in a master’s program. Any subsequent extensions sought and granted will be for a period of one year and must carry the approval of the faculty advisor and dean of the school. Standards of Academic Honesty All students at Claremont Graduate University are expected to adhere to the highest standards of academic honesty in the performance of all academic work. A student shall be subject to discipline for any form of academic dishonesty, including (but not limited to) cheating, plagiarism, forgery, and the use of materials prepared by another (whether published or not, including commercially prepared materials) without appropriately crediting the source. The University will follow procedures that provide the student with safeguards appropriate to the nature of the alleged violation and the potential penalty. Disciplinary sanctions may range from an official warning to the expulsion of the student from Claremont Graduate University. A description of procedures is available in the “Academic Honesty” section of the Bulletin and on the webpage of the vice president for student services and the dean of students. Satisfactory Academic Progress All students are expected to maintain a minimum grade point average of 3.000 in all coursework taken at Claremont Graduate University with no more than two incomplete courses at any time. In addition, doctoral students must show satisfactory progress in research and examinations as judged by the faculty in their academic program, and must make timely progress toward the degree as defined in the university’s “time requirements/time limit” policy as described in the Bulletin. Failure to maintain the applicable minimum standard (3.000) will result in the student being placed on academic probation for the following semester. Students placed on probation who have not met the minimum standard by the end of the next semester are subject to dismissal from the university. Use of Computer Resources The University expects that all students will adhere to the policies and procedures governing the use of computer and electronic-‐based information resources. Copies of student user rights and obligations are available in the institutional handbook on the CGU web page (www.cgu.edu/handbook). Users are responsible for being familiar with these conditions. Completion of Degree Requirements All students must be registered during the semester in which they intend for their degree to be granted. The student must submit the Intent to Receive a Degree form and Degree Completion Survey (www.cgu.edu/registrar) to the Office of Admission and Records by the deadline stated in the academic calendar. Additionally, the student must meet all deadlines in order for the degree to be 41 considered completed and be granted. The Intent form is valid only for the semester in which it was originally filed. In the event that a student does not meet the deadlines within the semester he or she anticipated receiving a degree, the original Intent form that was filed is no longer valid. The student must submit a new Intent to Receive a Degree form for the next intended semester in which all degree requirements will be completed. Note: if all academic and institutional degree requirements, including the removal of Incompletes, are finished prior to the first day of classes for that next semester, the student need not register for that next semester even though the degree will be granted during that term. Exceptions A student requesting an exception to a degree requirement must submit an Academic Petition Form (available at www.cgu.edu/registrar) and supporting documents that must have the endorsement of the student’s faculty advisor and dean of the school. Upon academic approval, the student must then submit the form(s) to the vice president for student services and dean of students for administrative approval and processing well in advance of the deadline for the requirement. Student Grievances A grievance is defined as “a statement by a student that he/she has been wronged by either a failure to follow, or a breach, by Claremont Graduate University of its established policies and practices, which includes, but is not limited to: discrimination on the basis of race, color, creed, place of national origin, gender, sexual orientation, age, or disability. A “student” is anyone who was properly enrolled in Claremont Graduate University at the time the perceived wrong occurred. Complaints regarding faculty judgment of academic performance, which do not allege discrimination on any basis listed above, are not subject to a grievance procedure. A formal complaint must be filed by the student within six months of the occurrence of the event deemed to be a grievance. A “complaint” is a formal statement of his/her grievance that a student files with the dean of students. Inquiries regarding policy and procedures of the Graduate University, policy and procedures relating to The Claremont Colleges, and filing are to be directed to: Vice President for Student Services and Dean of Students Harper East, (909) 621-‐8965 42 Student Rights and Responsibilities -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Individuals who become students at Claremont Graduate University (CGU) are guaranteed specific rights and, in turn, expected to adhere to certain responsibilities in their relationship to the University. Policies and procedures are published in the CGU website, in the CGU Bulletin, and in individual department publications. It is important to remember that the rights and responsibilities that arise therefrom are determined and intended not only to ensure institutional efficiency, but also to comply with federal, state, accreditation, and other regulations. All new and continuing students are expected to be cognizant of and abide by the interrelated rights and responsibilities summarized below. Privacy The privacy of a student's education records are regulated by the federal Family Educational Rights and Privacy Act (FERPA). Disclosure of these rights is available on the Student Privacy (FERPA) page of this website. Accuracy of Records The accuracy of student records is a responsibility of both the institution and its students. Unless otherwise disputed before the end of the semester, all records are considered complete, accurate, and permanent. CGU policies and procedures are provided in the CGU Bulletin, the institution's website, and in various web and paper publications regarding CGU's academic programs and student services. Because policies and procedures are subject to change at any time, it is important that students be receptive to all official communications and announcements from CGU. Student responsibilities in regard to the accuracy of student records entail the following requirements. • CGU E-‐Mail: Communications from CGU. Official University communications are distributed via the student's cgu.edu e-‐mail address. Therefore, students should check cgu.edu e-‐mail regularly. If you use another e-‐mail service provider, check your cgu.edu mail regularly for important administrative notices. Non-‐receipt of CGU e-‐mail due to full mailboxes is not an excuse for ignorance of CGU policy communications. Note that a number of student processes are methodically being converted to provide automatic notification when transactions have been completed. • CGU E-‐Mail: Communications with CGU. All communications with the University regarding student services should also be conducted via the cgu.edu e-‐mail to ensure authentication of your identity, your right to information, and your ability to authorize student transactions. E-‐mail received from non-‐CGU service providers may not be accepted. • Student Portal. The CGU student portal provides access to extensive student information maintained by the University. Students receive unique logons and passwords to protect the privacy of their individual information. Students should verify this data regularly, especially during the registration and grading periods, to ensure that student records are complete and accurate. Concerns should be reported immediately to the academic program coordinator. At the end of the semester, student information is considered complete, accurate, and permanent. 43 • • CGU Bulletin. The CGU Bulletin is the primary reference point for all policies and procedures for the University. For academic requirements, students are held to the department specifications published in the academic year of the student's admission to a program. Registrar Website. In addition to various University communications, CGU policy and procedural changes are reflected on the registrar's website. Students should consult the website regularly to verify upcoming deadlines and information spotlighted in the What's New? (For Students) page. Timeliness Deadlines exist not only to ensure the efficiency of University operations, but to comply with the various federal, state, and accreditation regulations that oversee government reporting, the distribution of financial aid, eligibility for federal funding, the integrity of CGU's academic programs, and other educational concerns. Student responsibilities include the following. • Consult the Academic Calendar for relevant and important deadlines. Because some processes require extensive time for completion, be sure to begin fulfilling expectations early. • The Student Accounts website provides information about tuition and fees, as well as announces deadlines for enrollment transactions and defines the percentage of refunds. • Transactions that affect student records are only accepted within the semester to which the transaction applies. Forms, including processing instructions, for specific student transactions are available from links on the registrar's website. Integrity To ensure accuracy, appropriate documentation, and student privacy, all official communications should be affected in writing, preferably through the cgu.edu e-‐mail platform. The cgu.edu e-‐mail requires a two-‐factor authentication process that adequately guarantees the identification of the communicating parties. Communications that are not performed on the cgu.edu e-‐mail platform should be transacted in writing via US Mail. Transactions involving changes to student records or requesting the release of information from student records cannot be completed by phone. CGU reserves the right to require identification for all transactions, including those requested in person. A CGU ID Card, driver's license, passport, or other method of official government-‐issued identification may be required. Communication For almost all transactions, students should consult with their academic program coordinators for policy and procedure. Some transactions are guided by the academic department. Other transactions are governed by CGU policy and procedures to ensure compliance with government and accreditation rules and regulations. For these transactions, program coordinators will initiate the transaction, although official completion of requests is done through centralized student services. Former students and members of the general public should direct their inquiries to the Registrar's Office, either by e-‐mail to student.records@cgu.edu or by calling (909) 621-‐8285. 44 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. 45

Document 14574897

Related documents

Products

Support

Document 14574897

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib