GRADUATE STUDENT MANUAL
MASTER OF PUBLIC HEALTH
IN COMMUNITY HEALTH EDUCATION
GRADUATE STUDENT MANUAL
MASTER OF PUBLIC HEALTH
IN COMMUNITY HEALTH EDUCATION
DEPARTMENT OF HEALTH EDUCATION
College of Health and Human Services
San Francisco State University
1600 Holloway Avenue, HSS 326
San Francisco, California 94132
Tel: (415) 338-1413 Fax: (415) 338-0570
Email: hed@sfsu.edu
Website: http://www.sfsu.edu/~hed/
2006-2007
San Francisco
State University
Department of Health Education
Dear New MPH Student,
Welcome to the Master in Public Health program at San Francisco State University. We are very
excited to begin a three-year journey with you as you learn the professional and personal skills
required to be a leader in Public Health Education. The faculty thank you in advance for the hard work
and personal sacrifices you will make to earn this degree. We know your commitment over the next
three years will prepare you to take your place among community health educators working to promote
health and social justice in various communities in California.
The Mission of the Health Education Department is to promote health and justice in urban
communities. Central to this vision is the development of diverse leadership that advances individual,
social and ecological health. To fulfill our mission, student centered approaches engage students
through innovative pedagogy integrating theory and practice. The ultimate aim is to develop culturally
competent professionals able to apply systems theory to prevent disease and promote the health of the
public.
Students who graduate with a Master’s in Public Health from SFSU demonstrate high levels of
competence in:
1. Master’s level competency in public health knowledge and skills as established by the National
Task Force on Preparation and Practice of Health Educators as master’s level knowledge/skills
for Community Health Educators; and
2. Leadership skills; team building; cultural competence; and written and oral communication
skills.
The faculty in the Department of Health Education is committed to your success in our program. This
manual will be a valuable resource for you over the next three years as it explains how the curriculum
at SFSU unfolds as well as many of your responsibilities as a student in the MPH at SFSU. We also
encourage you to get involved with the Public Health Organization of Graduate Students (PHOGS).
Here you will find equally committed students who can help guide and shepherd you through this
degree program.
Welcome again, are we look forward to getting to know you through our work together over the next
three years.
Warmly,
Mary Beth Love, Ph.D.
Professor and Chair
2
TABLE OF CONTENTS
PAGE #
Master of Public Health in Community Health Education SFSU:
5-6
Mission, Program Design & Goals
MPH Principles to Achieve Health Equity & Cultural Competence
7-8
History of the MPH at SFSU
9
Health Education Faculty & Staff Directory
10
SFSU MPH Faculty & Courses
11
SFSU MPH Faculty: Biographies & Research Interests
12-17
Faculty – MPH Student Advising
18-19
MPH Student Cohorts’ Email Directory
20-28
Student Leadership: Membership in Professional Associations
29
• Public Health Organization of Graduate Students (PHOGS)
30-32
• Northern California Professional Organizations
33
• National Professional Organizations
34
• Code of Ethics for the Health Education Profession
35-38
SFSU Campus Resources
39-44
Graduate Essay Test (GET) – The SFSU Literacy Requirement
45
SFSU MPH Department of Health Education Instructions for Preparing a Paper
46
SFSU MPH Department of Health Education Plagiarism and Academic Honesty
47
SFSU Registration, Enrollment & Course Waivers
48
MPH-SFSU Grading
49-51
SFSU MPH Curriculum
52
• SFSU MPH Course Descriptions
53-63
• HED 811: Electronic Portfolio Format Guidelines for SFSU MPH Candidates
64-99
• MPH Reflective Seminars HED 890.01, 890.02, 890.03
100
• Responsibilities & Competencies for MPH Courses
101-111
3
Practice-Conjoined Courses (Practicum)
112
• Roles & Responsibilities:
113-114
Community Adjunct Faculty (CAF) & Practice Coordinator
• Table 1: Sample MPH Practice Sites, CAFs, & Project Descriptions
HED 892: MPH Summer Internship
115-116
117
• HED 892: MPH Summer Internship Guidelines
118-119
• Table 2: Sample HED 892 Internship Projects & Preceptors
120-121
HED 895: Culminating Experience (CE); Important Resources and Websites
122-141
Graduation: Preparation & Completion of Application for the Master’s Degree
142
Appendices
143
U.S. Schools of Public Health and other MS and MPH Programs
144-147
Professional Websites
148-149
Request for Independent Student Travel Funding Guidelines
150
4
MASTERS OF PUBLIC HEALTH IN COMMUNITY HEALTH EDUCATION
SAN FRANCISCO STATE UNIVERSITY
MISSION STATEMENT
The Mission of the MPH in Community Health Education at San Francisco State
University is to promote health and social justice in urban communities. Central to this vision is
an emphasis on a community-based approach that builds diverse, collaborative leadership and
recognizes the importance of understanding the multiple determinants of health to design
effective, comprehensive solutions. To fulfill our mission, we engage students through contextual
and participatory teaching approaches integrating theory and practice, with an emphasis on
developing team, leadership and communication skills in our graduates. The ultimate aim is to
develop culturally and professionally competent leaders in public health able to work with
communities to apply systems theory to prevent disease and promote the health of the public.
PROGRAM DESIGN & GOALS
The curriculum for the MPH is designed as a three-year sequence in which collaborative
learning and problem solving are fostered. The three years include practice courses in semesters
2-4, a summer internship after year two, and a creative culminating research project in the last
semester. Students move through the entire program as a cohort learning community for the entire
three years. Upon graduation our students demonstrate mastery of the responsibilities and
competencies for Community Health Educators, adapted from those developed by the Society for
Public Health Education (SOPHE) and the American Association of Health Education (AAHE).
Every MPH student develops a portfolio with examples of deliverables reflecting mastery of
responsibilities I-X, competencies and professional skills.
Responsibility I:
Assessing Individual and Community Needs for Community Health Education
Responsibility II:
Planning Effective Community Health Education Programs
Responsibility III:
Implementing Community Health Education Programs
Responsibility IV:
Evaluating Effectiveness of Community health Education Programs
Responsibility V:
Coordinating Provision of Community Health Education Services
Responsibility VI:
Acting as a Resource Person in Community Health Education
Responsibility VII:
Communicating Health and Community Health Ed. Needs, Concerns, & Resources
Responsibility VIII:
Apply Appropriate Research Principles and Methods in Community Health Education
Responsibility IX:
Administering Community Health Education Programs
Responsibility X:
Advancing the Profession of Community Health Education
5
SFSU’s MPH curriculum embraces an ecological approach, emphasizing the importance of
addressing determinants of health at the individual, interpersonal, organizational, community and
policy levels. MPH courses provide students with the theoretical foundations and skills necessary
to develop, implement and evaluate comprehensive, multi-sectoral programs. Upon graduation,
our students demonstrate an ability to identify and analyze and address public health problems
from a multi-level perspective. They demonstrate knowledge of the political, economic, social
and cultural environments in which they are working, and are able to apply that knowledge to
understanding and solving complex health problems of diverse, urban populations. To summarize,
the SFSU MPH curriculum is distinct in the following ways:
1.
The learning community model fosters team work and collaborative leadership as well as
providing social and peer academic support to MPH students.
2. The curriculum integrates three semesters of practice-conjoined courses, beyond the
normal summer internship experience. In the practice-conjoined courses, students spend a
minimum of 5 hours per week in the community practicing the core skills of assessment,
planning and evaluation. These three core public health competency courses (HED 820,
830, 840) include a community-based practice component (HED 821, 831, 841) with
Community Adjunct Faculty (CAF) as preceptors and a summer internship (HED 892).
These placements provide hands-on experience for the students in the application of public
health theory and competence in practice.
3. Pedagogy within the classroom emphasizes the use of active student learning and casebased instruction. This approach utilizes the principles of adult learning theories that
requiring students to think critically about complex problems in the context of diverse
communities. Team and leadership skills are honed through the development of a learning
community for each MPH cohort. This provides students with a living lab to learn how to
delegate work, resolve conflict and problem solve collaboratively.
4. Students spend 15 hours in a one-unit reflective seminar (HED 890) offered each semester
designed to nurture self care, identifying as a learner and developing leadership and build
community skills. Students also discuss ethics, understand group dynamics, practice
conflict resolution and explore issues of power and cultural competence.
5. Students develop a skills portfolio (HED 811) and a culminating experience project (HED
895) that illustrates the synthesis and knowledge integration of the theory and principles of
community health education in public health practice.
6. Formal presentations to local public health leaders and funders as well as other forms of
professional contributions are encouraged.
6
MPH PRINCIPLES TO ACHIEVE HEALTH EQUITY & CULTURAL COMPETENCE1
Masters in Public Health (MPH) students and faculty have developed a set of principles to achieve health
equity as well as address discrimination and other forms of oppression/societal privilege in our
curriculum. The following six principles apply to the entire program – not just to the content of a
particular course. They address outreach, recruitment and retention as well as cross cohort activities,
faculty-student relations and learning across the curriculum.
Cultural competence emphasizes the ability to function effectively with members of different groups
through cultural awareness and sensitivity. Cultural competence is a developmental process that evolves
over an extended period. MPH students and faculty have various levels of awareness, knowledge and
skills along a cultural competence continuum. Nonetheless, we are united by our departmental mission
and committed to taking the steps necessary for addressing injustices at the personal and community
levels.
1. The MPH faculty will speak to our mission statement in the classroom and/or syllabus by identifying
how the principles are operationalized and manifested throughout their class.
The Mission of the MPH in Community Health Education at SFSU focuses on promoting health
and social justice in urban communities. Central to this vision is an emphasis on a
community-based training approach that builds diverse, collaborative leadership and
recognizes the importance of understanding the multiple determinants of health to design
effective, comprehensive solutions.
2. The MPH program will pro-actively reach out to, recruit and retain students from the communities
where health disparities manifest. The Health Education Department will identify steps to address the
lack of diversity in the public health workforce on an on-going basis.
3. The theme of health equity, cultural competence and power dynamics will be taught across the
curriculum. The Health Education Department and its faculty recognize that achieving health equity
is a long-term process. It takes time and commitment to social justice to build relationships of trust
and evolve cultural competencies in service to achieving social justice.
4. The department will assist students and faculty in organizing learning opportunities where
experiences of oppression, power imbalance, and societal privilege are discussed. Emphasis will
be on developing exchanges of ideas where people feel safe to speak their mind – including
expressing any internal fears or feelings of inadequacy that exists within individuals and/or
organizations. Respect is always the cornerstone of this discussion.
5. Faculty will have on-going training opportunities that address issues of health equity and cultural
competency issues, with special attention on techniques for proactively identifying and engaging
cultural diversity and power dynamics within the classroom.
1
Adopted at the MPH retreat on August 26, 2005.
7
6. Faculty/students will actively seek teaching moments regarding how oppression, power imbalance,
and societal privilege express themselves constructively/destructively in the classroom and
community. In service to these teachable moments, they will:
A) Identify personal value systems as well as positions of power, oppression and societal
privilege relevant to working on improving health equity.
B) Identify techniques for working effectively in cross-cultural settings – including
practicum and classroom group projects, acknowledging diversity within and between
racial/ethnic groups.
C) Develop an in-depth understanding of the present-day existence related to health equity.
Develop an in-depth understanding of the impacts of institutionalized/structural,
personally mediated and internalized racism that emphasizes the “intersectionality” of
race, gender, age, disability, sexual orientation, and class as well as forms of
oppression, power imbalance and societal privilege.
D) Define cultural competency within an organizational setting. Discuss culturally appropriate
public health interventions locally, nationally and internationally.
E) Identify the role of political, economic, cultural, societal and behavioral factors in
determining disease, as well as supporting disease prevention and health promotion
behavior, and medical service delivery.
8
HISTORY OF THE MASTERS IN PUBLIC HEALTH PROGRAM AT SFSU
This first memo of intention to begin planning for a new degree was written in 1993. During the next
year a group of 30 leaders in public health in the Bay Area were engaged as members of an advisory board to
help in the development of the mission and curriculum for the program. In spring of 1995, the Department
undertook an extensive labor market survey to assess the employment prospects for MPH graduates and to
ascertain the competencies most desired from an employers perspective.
Of hiring factors deemed most important to 519 prospective employers of masters level health
educators, multicultural competence, knowledge of health problems important to the clientele, and health
education experiences were ranked most important in hiring decisions. These same three factors were deemed
to be the areas of greatest weakness among current staff and also the factors most difficult to find when hiring
new staff. About a third of all respondents reported that Latinos, African-Americans, and Asians were
underrepresented in their current health education staff.
In academic year 95-96, the MPH received approval from the SFSU Curriculum Review Board and the
Faculty Senate. We also gained approval by the chancellor’s office to be placed on the CSU Master plan. In
1997, we were very busy with our final proposal to the California Postsecondary Education Commission
(CPEC) which was submitted in April, 1997. Nine months later, in January 1998, CPEC approved the MPH at
SFSU.
With the support of an external grant from the Fund for the Improvement of Post Secondary Education
(FIPSE), a new MPH degree was launched in Community Health Education at SFSU. FIPSE supported the
innovations in the MPH degree which included: practice based course development where students applied in
community-based settings what they learned in their coursework; reflective seminars where leadership and team
work could be nurtured; ecological thinking using innovative contextual learning; and learning communities
where students work and study with a cohort of fellow students over three years and 53 academic units.
The first group of 20 students were admitted to the MPH at SFSU in the fall of 1998 and graduated in
the spring of 2001. In the Spring of 2003, the MPH degree was accredited by the Council on Education for
Public Health (CEPH).
9
HEALTH EDUCATION FACULTY & STAFF DIRECTORY
Department of Health Education
Main Office: HSS 326
1600 Holloway Avenue
San Francisco, CA 94132
Tel: (415) 338-1413 Fax: (415) 338-0570
Email: hed@sfsu.edu
Website: http://www.sfsu.edu/~hed/
FACULTY
TELEPHONE
E-MAIL
OFFICE
POSITION
Ramon Castellblanch
(415) 405-2151
ramonc@sfsu.edu
HSS 318
Assistant Professor
Vivian Chavez
(415) 338-1307
vchavez@sfsu.edu
HSS 314
Assistant Professor
Zoe Clayson
(415) 338-2318
zoeclay@sfsu.edu
HSS 314
Professor
John P. Elia
(415) 338-7568
jpelia@sfsu.edu
HSS 321
Associate Professor & Chair
and MPH Co-Coordinator
Roma Guy
(415) 338-1938
romaguy@sfsu.edu
HSS 319
Clinical Faculty
Rick Harvey
(415) 338-3478
rharvey@sfsu.edu
HSS 318
Assistant Professor
Mary Beth Love
(415) 338-2708
love@sfsu.edu
HSS 323
Chair and Professor
Mia Luluquisen
(415) 893-4152
esminia@aol.com
HSS 319
Lecturer/Consultant
Lisa Moore
(415) 338-2109
lisadee@sfsu.edu
HSS 315
Associate Professor
Juliana van Olphen
(415) 405-2149
jvo@sfsu.edu
HSS 312
Assistant Professor and MPH
Co-Coordinator
Victoria Quijano
(415) 405-2416
vquijano@sbcglobal.net
HSS 319
Lecturer
Jose Ramon
Fernandez-Pena
(415) 405-0488
jrfp@sfsu.edu
HSS 303
Associate Professor
Emma Sanchez
(415) 338-1413
emmav@sfsu.edu
HSS 315
Assistant Professor
Jessica Wolin
(415) 405-2415
jessicawolin@yahoo.com
HSS 319
Lecturer
HEALTH EDUCATION SUPPORT STAFF
STAFF
TELEPHONE
E-MAIL
OFFICE
Atina Delfino
(415) 338-1413
atinas@sfsu.edu
HSS 326
Academic Office Coordinator
Mari Fong
(415) 338-1413
hed@sfsu.edu
HSS 326
Administrative Support Assistant
Lesa Gerhard
(415) 338-6954
sfsumph@sfsu.edu
HSS 319
Graduate Assistant
10
POSITION
SFSU Masters in Public Health Faculty & Courses
Ramon Castellblanch
John P. Elia
Assistant Professor
HED 835: Public Health Policy
HED 850: Health Administration and Management
HED 895: Culminating Experience
Associate Professor/Associate Chair
HED 845: Training and Educational Processes
HED 895: Culminating Experience
Vivian Chávez
Jessica Wolin
Assistant Professor
HED 810: Public Health and Principles of Community
Organizing
HED 895: Culminating Experience
Lecturer
HED 830: Program Planning for Community Change
Zoe Cardoza Clayson
Mary Beth Love
Professor
HED 840: Program Evaluation Design and Research
HED 855: Environmental Health
HED 895: Culminating Experience
Professor/Chair
HED 811: HED Skills Portfolio
HED 890: MPH Seminar
HED 895: Culminating Experience
Lisa Moore
Juliana van Olphen
Associate Professor
HED 815: Theories of Social Behavioral Change in
Community Health Education
HED 895: Culminating Experience
Assistant Professor
HED 815: Theories of Social Behavioral Change in Community
Health Education
HED 895: Culminating Experience
Roma Guy
Victoria Quijano
Clinical Faculty
HED 821: Community Health Assessment Planning
HED 831: Community Health Assessment Implementation
Practicum
HED 841: Program Planning & Evaluation Design
Practicum
HED 895: Culminating Experience
Lecturer
HED 815: Theories of Social Behavioral Change in Community
Health Education
HED 830: Program Planning for Community Change
HED 840: Program, Evaluation Design and Research
HED 845: Training and Educational Processes
HED 892: Supervised Field Internship
Emma Sanchez
José Ramón Fernández-Peña
Assistant Professor
HED 829: Biostatistics
HED 895: Culminating Experience
Assistant Professor
HED 895: Culminating Experience
Rick Harvey
Mia Luluquisen
Assistant Professor
HED 895: Culminating Experience
Lecturer/Consultant
HED 830: Program Planning for Community Change
11
SFSU Master in Public Health Faculty:
Biographies and Research Interests
Ramon Castellblanch, PhD
Education:
A.A., Merritt College (Labor & Urban Studies)
A.B., University of California at Berkeley (Economics)
Master in Public Policy, Harvard University
Ph.D., The Johns Hopkins University (Health Policy & Management)
Dr. Castellblanch’s research focuses on the politics of health policy. He had two articles on the
politics of prescription drug prices published in the Journal of Health Politics, Policy & Law in 2003. He
also writes on health administration and has a peer-reviewed book chapter on how managers can take a
preventative approach to racism. He is conducted focus groups of people with mental disabilities on their
attitudes toward US mental health care under a grant from the National Institute of Mental Health; the
results were published in Professional Psychology. He served on the Section Council of the Medical Care
Section of the American Public Health Association and as chair of the Health Equity & Public Hospital
Caucus of the APHA. He is an op-ed columnist for the Progressive Media Project syndicated through
Knight-Ridder and a guest op-ed columnist for the Sacramento Bee. Dr. Castellblanch is lobbying the state
capitol on prescription drug policy on behalf of Senior Action Network. He is coordinating a 2005
California conference that will bring together state policy makers concerned about state legislation
promoting access to prescription drugs. At SFSU Ramón is faculty advisor for PHOGS, the Public Health
Organization of Graduate Students, and serves on the Committee for the Protection of Human Subjects.
Prior to earning his doctorate, he served as the California health policy lobbyist for the Service Employees
International Union and as national political action director for the Bazelon Center for Mental Health Law.
Vivian Chávez, DrPH, MPH
Education:
B.A., Universidad Complutense - Madrid, Spain (Spanish Philology)
B.A., San Francisco State University (La Raza Studies, Behavioral and Social Sciences)
M.P.H., University of California at Berkeley (Community Health Education)
Dr PH., University of California at Berkeley (Community Health Education; International Health
Specialty; Designated Emphasis: Women, Gender and Sexuality)
Dr. Chávez’s dissertation research titled: Violence in the Lives of Young Women in Urban
Environments, was a qualitative study focused on female perspectives and language about youth violence.
Her research interests are in community organization, collaborative leadership, youth development,
violence prevention and multimedia evaluation. Chávez serves on the American Public Health
Association’s Health Education Health Promotion section as governing councilor; she also serves on the W.
K. Kellogg Foundation National Advisory Committee for the Community Health Scholars Program. She
produced A Bridge between Communities a 32-minute documentary video on the research partnership
between community-based organizations in Detroit, the Center’s for Disease Control and the University of
Michigan. At SFSU Vivian is faculty advisor for HESA, the Health Education Student Association. Soon
she will be working with the San Francisco Department of Public Health as lead evaluator on their new
youth violence prevention project targeting Latina and Asian “newcomer” high school students.
12
Zoe Cardoza Clayson, ScD
Education:
B.A., California State Hayward (Political Science)
Sc.D., The John Hopkins University School of Hygiene and Public Health (Health Policy and
Management)
Dr. Clayson has directed numerous projects, policy analyses and program evaluations in the areas of
women’s health, children’s services, community economic development, and occupational and environmental
health. She has been instrumental in developing new prototypes for evaluating interventions that seek to
improve the overall health and well-being of communities; and, she has crafted innovative approaches to public
health education using problem-based learning and multi-media methods. She has extensive experience working
with low income, diverse ethnic communities as well as with small community organizations, large public
agencies, statewide coalitions, international non-governmental organizations (NGO’s), policymakers and
foundation executives. Her current research projects include evaluation studies of the David and Lucile Packard
Foundation’s Communities 2000 Initiative and the National Economic Development and Law Center’s Family
Support Initiative.
John P. Elia, Ph. D.
Education:
B.A., San Francisco State University (Physical Education) (1986)
B.A., San Francisco State University (History) (1986)
M.A., San Francisco State University (History) (1989)
Advanced Study, San Francisco State University (1991)
Ph.D., University of California, Davis (Education) (1997)
Dr. Elia, Associate Professor of Health Education, has been on the faculty at San Francisco State
University for nearly two decades. Besides teaching over a dozen courses on the undergraduate and graduate
levels, he has served as Interim Chair and Associate Chair of the Department of Health Education, and is CoGraduate Coordinator of the Masters of Public Health Program. His recent scholarship has focused on
democracy and sexuality education in public schools, and he has published numerous articles and book reviews
in The Educational Forum, The Journal of Sex Education and Therapy, the Journal of the History of Sexuality,
and the Journal of Homosexuality. The books he has co-edited include: Sex and Relationships, 2nd edition
(2005), Readings in Contemporary Sexuality, 2nd edition (2005), Queer Theory and Communication: From
Disciplining the Queers to Queering the Disciplines (2003), and If You Seduce a Straight Person Can You Make
Him Gay?: Issues in Biological Essentialism and Social Constructionism in Gay and Lesbian Identities (1993).
Currently, he is co-editing two books. One of them deals with the contested terrain of queer theory and gay,
lesbian, bisexual, and transgender studies, and the other volume is on sexual minority youth and school culture.
Recently, he was interviewed as an expert on school-based sexuality education for a PBS video series on
sociology. Most recently, he has authored encyclopedia entries on homophobia and sexuality education for The
International Encyclopedia of [Homo] sexualities, Education, and Cultures (2005), as well as serving on the
international advisory board of this publication. His areas of expertise are: school-based sexuality education,
school health education, health promotion of sexual minority youth, youth development, history and philosophy
of American education, critical pedagogy, and queer studies. He is on the editorial boards of two international
peer reviewed journals, The Educational Forum and the Journal of Gay and Lesbian Issues in Education.
Additionally, after many years, he continues to serve as the Associate Editor and Book Review Editor of the
Journal of Homosexuality, an internationally renowned peer-reviewed journal.
13
Roma Guy, MSW
Education:
B.S., University of Maine (Major History, Minor Sociology; Teaching Credential)
M.S.W., Wayne State University (Major Community Organizing, Concentration Urban Planning)
Roma Guy is the practice coordinator for the internships and team placements in the MPH conjoined
and sequence courses. Ms. Guy has developed innovative courses and approaches to distance learning,
problem-based learning and community service learning courses on health, homeless and public policy as well
as a course that focus on wealth/poverty/health and justice. Ms. Guy has supervised undergraduates and
graduate students in Health Education, Social Work and Women's Studies both on and off-campus in the
disciplines of health and human services, community organizing, policy and program planning. A long-time
community activist in San Francisco and the Bay Area, Ms. Guy maintains her involvement with advocacy and
non-profit organizations. She is a community activist for women, girls, disabled and sexuality rights; issues
related to universal health care and access, multiculturalism and the civil rights of poor and disenfranchised
related to race and immigrant/refugee status. She is a founder of the Women’s Building, the Women’s
Foundation and California Women’s Agenda and other community based projects. She currently serves on two
policy governing boards: Health Commission, City and County of San Francisco and the Local Homeless
Board.
Richard Harvey, PhD
Education:
B.A., University of California at Santa Cruz (Psychology)
M.A., San Francisco State University (Research Psychology)
Ph.D., University of California at Irvine (Health Psychology)
Dr. Harvey specializes in applied health psychology. He worked as a Maternal, Child and
Adolescent Health (MCAH) Epidemiologist for the Orange County Health Care Agency before joining the
faculty at San Francisco State University. During his graduate career training, he worked for five years
encouraging high-risk high school student to stay in school during a difficult transition to college. During
that time, he also worked at the UC Irvine Counseling Center running the Stress Management Program and,
was a research fellow at a national Transdisciplinary Tobacco Use Research Center (TTTURC). There, he
authored several papers related to factors affecting successful collaboration between university and
community health officers working to reduce adolescent susceptibility to tobacco use. He is currently
focusing on developing interventions for encouraging high-risk students to have the courage to stay in
school and improve their health.
14
Mary Beth Love, PhD
Education:
B.A., The Pennsylvania State University, (Psychology)
M.S., University of South Carolina, (Community Health Education)
Ph.D., University of Massachusetts, Amherst (Community Health Education)
As Department Chair, Dr. Love manages both a Master in Public Health and a Bachelor of Science
in Community Health Education as well as a minor in Holistic Health. Dr. Love has been integrally
involved in numerous projects aimed at diversifying the public health workforce. She has been honored
three times with highly competitive grants from the US Department of Education, Fund for the
Improvement of Post Secondary Education (FIPSE) to develop innovative curriculum that strengthens
public health practice skills and addresses the issue of diversifying the workforce. She was pivotal in the
development of the Master of Public Health Program at SFSU now in its fifth year and is the founder of
Community Health Works the first academic preparation program for Community Health Workers in the
country. Dr. Love is the Principal Investigator of a statewide initiative to integrate foreign trained health
care providers into health and public health professions in the US. Dr. Love is the Co-Principal
Investigator of a new 12 million dollar statewide prevention (TCE) initiative to reduce asthma triggers to
prevent childhood asthma.
Mia Luluquisen, DrPH, MPH, RN
Education:
B.S., University of San Francisco (Nursing)
M.P.H., University of California, Berkeley (Health Policy and Administration)
Dr.P.H. University of California, Berkeley (Community Health Education)
Mia Luluquisen has over 30 years of working in communities focusing on social justice. She was born
in the Philippines and moved to Oakland as a child. Throughout college and early adulthood, Mia became
acutely aware of social and economic differences among people based on their race, ethnicity, education and
other factors. In the mid-1970?s while employed as a nurse, she became very active in health care organizing
and community activism around issues facing people of color and women. She helped to create and nurture the
early years of the San Antonio Neighborhood Health Center (SANHC), now part of La Clinica de la Raza on
International Boulevard. Throughout the late 1970’s and early 1980’s, Mia taught classes and workshops on
eliminating racism and internalized oppression throughout the Bay Area, Hawaii, other parts of the U.S. and
Canada Currently, Mia works with Alameda County Public Health as a Senior Program Specialist, focusing on
the department's community capacity building efforts, as a planner, evaluator/researcher, and trainer/educator.
Since 2002, Mia has been a part-time faculty member with San Francisco State University's MPH program,
teaching community assessment, program planning and evaluation courses Additionally, Mia continues to work
on national and international social justice issues and serves on the Board of Directors for the Community
Health Academy, the Native American Community Board and Sariling Gawa Youth Council, Inc.
Lisa Dorothy Moore, DrPH
Education:
B.A., University of California at Berkeley (Health Arts and Sciences);
B.A., University of California at Berkeley (Physiology);
M.P.H., University of California at Berkeley (Community Health Education);
Dr. P.H., University of California at Berkeley (Community Health Education)
Dr. Moore has directed research projects in the areas of HIV epidemiology, qualitative and
quantitative evaluations of harm reduction services, tuberculosis prevention evaluation and needs
assessment and process evaluations associated with the Treatment on Demand initiative in San Francisco.
She has experience working with diverse racial/ethnic and sexual communities and indigent drug user
communities. She has worked to develop a national agency of harm reduction education as well as on local
level interventions and policies. Her current research projects include a needs assessment of occupational
health and harm reduction workers, and a continuing process evaluation of Treatment on Demand, funded
by CSAT.
15
Juliana van Olphen, PhD, MPH
Education:
B.A., University of California at Berkeley (Anthropology)
M.P.H., University of California at Los Angeles (Population & Family)
Ph.D., University of Michigan School of Public Health at Ann Arbor (Health Behavior and Health
Education)
Dr. van Olphen has extensive experience in the design, implementation and evaluation of
intervention projects guided by a community-based participatory research (CBPR) approach. She has
developed expertise in the application of CBPR principles to applied mixed method (quantitative and
qualitative) research projects implemented in diverse, urban communities. Her research interests include
social inequalities in health, policy analysis and development, community reintegration of ex-offenders,
and community development and social capital for health. With co-authors, she developed a model to
enhance understanding of the linkages between social capital and health, and is currently developing
innovative strategies to build social capital for health. Most recently, she was involved in the design and
implementation of a community-based policy intervention to enhance the community reintegration of
substance users leaving jail in New York City, and she continues to work on parallel issues in the San
Francisco Bay Area.
José Ramón Fernández-Peña, MD, MPA
Education:
M.P.A., New York University (Health Policy and Management)
MD, National Autonomous University of Mexico (Medicine)
José Ramón Fernández-Peña, MD, MPA is an associate professor of Health Education at San Francisco
State University and the director of the Welcome Back Initiative, a statewide demonstration project developed to
assist internationally trained health professionals, residing in California, in the process of re-entering the health
workforce. He is also the co-director of Community Health Works of San Francisco, a partnership program
between at San Francisco State University’s Department of Health Education and City College of San
Francisco’s Health Sciences Dept. Previously, he was director of Health Education at Mission Neighborhood
Health Center in San Francisco, where he oversaw the health education activities of the Center. Before coming
to California, Dr. Fernández-Peña worked with the New York City Health and Hospitals Corporation in the
areas of Quality Management, Medical Affairs, and Planning. His areas of expertise include the development
and implementation of programs to diversify the health workforce and to improve cross cultural communication
in health.
Victoria Quijano, MPH
Education:
B.S., San Francisco State University (Community Health Education)
M.P.H., San Jose State University (Community Health Education)
Victoria Quijano has experience working closely and collaboratively with community-based
organizations that serve culturally, linguistically, and economically diverse populations. A Filipino-Russian
American, former welfare recipient, and SFSU Health Education alumni, Ms. Quijano is intimately familiar with
and committed to working with diverse and underrepresented populations. As an independent consultant in the
field for over 7 years, most of her work focuses on evaluating programs that serve women on welfare
particularly those who wish to pursue a college degree. Ms. Quijano has extensive experience in the areas of
evaluation, program planning, and curriculum development. Most recently, she was involved in the evaluation
of a three-year, wage-based welfare-to-work pilot program through the San Francisco Department of Health and
Human Services.
16
Emma V. Sanchez, PhD, MPH
Education:
Masters in Public Health, San Francisco State University
Sc.D., Harvard University, School of Public Health
Dr. Sanchez’ research interests include etiological research on social inequalities in health,
methodological issues in the assessment and understanding of social disparities in health and disease outcomes
pertaining to race/ethnicity, immigrant status and social class, investigating geographic variation of health
inequalities and integrating qualitative and quantitative methodologies to produce sound theoretical and
empirical research for the purposes of guiding program planning, implementing health evaluations and
informing public health policies. As part of her dissertation, Ms. Sanchez’ research involves examining social
inequalities in overweight and obesity in relation to race/ethnicity, socioeconomic status, and the role of place,
migration and integration factors. Ms. Sanchez has extensive public health experience working across settings,
including academic institutions, community based organizations and government entities. Prior to starting her
doctoral studies, she served on a national blue ribbon panel put together by the Centers for Disease Control and
Prevention to work on developing a guide for evaluating the efforts of community based programs working to
eliminate racial/ethnic disparities in health.
Jessica S. Wolin, MPH, MCP
Education:
B.A., Vassar College (Science, Technology and Society)
Masters in Public Health, UC Berkeley (Health Policy and Admin)
Henrik Blum Award for Social Action, UC Berkeley 1996
Masters in City and Regional Planning, UC Berkeley (Community Development)
Jessica Wolin has over a decade of experience in planning and implementing public health programs in
the Bay Area. She has served in leadership and consulting positions at the San Francisco Public Health
Department, Alameda County Public Health Department and numerous local non-profits working on community
health issues. Along with several clinicians, Jessica Wolin founded the Women's Community Clinic, the only
free clinic for women in San Francisco. Currently, JessicaWolin is the Associate Director, Community Support
at the Marin Institute where she directs the organizations efforts to support communities as they engage in
environmental prevention of alcohol problems.
17
FACULTY – MPH STUDENT ADVISING
Beyond general advising and career counseling, the nature of advising varies according to
where students are in the MPH curriculum. Students are assigned a Faculty Advisor in the first
semester at SFSU and work closely with the Practice Coordinator for specific academic and career
guidance throughout their graduate experience. It is expected that students will initiate advising
appointments, develop a professional relationship with their assigned advisor, and seek advice
when difficulties occur. Advisors and the Practice Coordinator facilitate intellectual, professional,
and personal development, and are committed to work in collaboration with students each
semester. By initiating regular advising meetings, students insure professional success and
enhance academic performance.
In general, student and advisor roles and responsibilities are delineated as follow:
Student roles and responsibilities include:
• Pre-registering for all courses during the SFSU touch tone timeline prior to each semester;
• Meeting program deadlines for internship, culminating experience and field practicum ;
• Meeting SFSU Graduate Division deadlines for internship, culminating experience, and
graduation;
• Meeting course deadlines to complete requirements, follow program sequence and
maintain grade point average of 3.0;
• Consulting early with advisor and graduate coordinator to resolve personal and community
difficulties;
• Consulting early with instructors about difficulties related to coursework; and
• Notifying Health Education Department and SFSU Registrar of change of
address/telephone/e-mail.
Advisor roles and responsibilities include:
• Holding introductory meeting with advisee;
• Ensuring that all advisees have passed the Graduate Essay Test (GET);
• Reviewing field internships (HED 892);
• Approving culminating experience (HED 895);
• Approving independent study (HED 899) or electives;
• Serving as chair of culminating experience (HED 895) committee; and
• Filing ‘Report of Completion’ for Culminating Experience Approval of application for graduation.
While much of the advising occurs in the context of the faculty advisor relationships, all
the Faculty, as well as the Practice Coordinator, play a role in supporting the advising process.
For example, at end of each semester at an MPH Faculty meeting, the Faculty participates in a
discussion related to individual student status and any particular challenges that need to be
addressed. This discussion serves to enhance on-going advising by providing each Advisor with
an opportunity to gain a more comprehensive understanding of her/his advisee by hearing the
perspectives of the other Faculty members in contact with the particular student.
18
ADVISING TASKS BY YEAR IN THE PROGRAM
YEAR 1
The MPH student meets her/his advisor during the first semester orientation session
scheduled the day before the first day of classes. This is an informal and brief opportunity to get
acquainted; students can learn about their advisor’s research and service expertise as well as
teaching philosophy, and the advisor can learn about the student’s work experience, along with
reviewing statement of purpose and long term goals. Students are urged to schedule subsequent
meetings as necessary.
YEAR 2
In addition to ongoing advising, Year 2 includes discussion and guidance for students’
summer internship placement. The MPH student initiates a meeting with her/his advisor to
discuss goals and competencies wish to practice at potential internship sites. The Practice
Coordinator facilitates a discussion of site selection during one of the Reflective Seminars in the
fall semester. Students pursue final site selection in the spring semester. Advisor listens and asks
questions about the student’s preferences in terms of: (1) public health issue/topic area of
interest; (2) local, statewide, national, international site location; (3) private non-profit,
government, business, hospital, research, academic sector; and (4) specific preceptor or agency
of interest. Students are invited to schedule subsequent meetings as necessary to discuss the
relationship between the internship and a potential culminating experience project.
YEAR 3
The MPH student initiates a meeting with her/his advisor to discuss culminating
experience possibilities and to debrief about the internship experience. In the beginning of the
Fall semester, a culminating experience committee is formed with the student advisor as chair.
Exceptions are made for students to work with faculty with specific experiences in their topic of
interest. The advisor reviews the proposed culminating experience project and arranges an
appointment with the student to review the drafts of human subjects protocol before submission.
The advisor and graduate coordinator meet with the students in the spring semester to
guide the culminating experience project. A minimum of three meetings are scheduled with
students to advise completion of the project and prepare them to present it in written and oral
format. Career options are discussed and letters of reference are completed upon request.
19
MPH STUDENT COHORTS’ EMAIL DIRECTORY
Y E A R 1 STUDENT COHORT: Class of 2001 ALUMNI
Name
1. Noelle Blick
2. Drina Boban
3. Francis Chang
4. Viva Delgado
5. Celia Graterol
6. Debra Howell
7. Melissa Jones
8. Sheila Lancaster
9. Yvonne Littleton
10. Linda Mack-Burch
11. Curtis Moore
12. Nieu Nguyen
13. Thi Pham
14. Greg Rojas
15. Emma Sanchez
Email
firstnb@onebox.com
Ivab3@pacbell.net
moon_yueh@yahoo.com
vivaire@yahoo.com
celiag@sfsu.edu
DHowell366@aol.com
mit33zi@aol.com
sl40mph@aol.com
healer2@earthlink.net
lmackburch@hotmail.com
allthemoore@hotmail.com
lnn1@pge.com
thi_pham@earthlink.net
greginthestro@aol.com
esanchez@hsph.harvard.edu
Cohort of 2001
20
YEAR 2
STUDENT COHORT: Class of 2002 ALUMNI
Name
Email
1. Jesse Troy Boone
jtboone@sfsu.edu
2. Sandra Carrillo
sandracarrillo_2000@yahoo.com
3. Monica Dea
mdea@psg.ucsf.edu
4. Cindy Evangelista
cindy22@prodigy.net
5. Ayanna Kiburi
alkiburi@dhs.ca.gov
6. Anne King
ajking2@hotmail.com
7. Alice Lee
alice_l_lee@dph.sf.ca.us
8. Jennifer Lorvick
jbo@itsa.ucsf.edu
9. Monica McLemore
mmclemo9@itsa.ucsf.edu
10. Kelley Mullin
kelleymul@hotmail.com
11. James Rapues
jrapues@hotmail.com
12. Martin Rios
mcrios@emailservice.com
13. Kevin Roe
ktroe@sfsu.edu
14. Mary Schroeder
schroedermary@hotmail.com
15. Jacqueline Siller
jtmcc9@yahoo.com
16. Shannon Singleton-Banks
Shanb9699@cs.com
17. Judith Snead
jgsnead@earthlink.net
18. Susana Torres
susana.torres@astrazeneca.com
19. Keisha Tyler
keishatyler@yahoo.com
20. Rosalind Wright
rosalindwright@aol.com
21. Judith Young
jyoung465@yahoo.com
21
YEAR 3
STUDENT COHORT: Class of 2003 ALUMNI
Name
Email
1. Nicholas Alvarado
hogbone@earthlink.net
2. Kym Dorman
kdorman@harderco.com
3. Jessica Finney
jessfinney@yahoo.com
4. Shadia Merukeb
smerukeb@aol.com
5. Karla Rodriguez
rodriguezmk@hotmail.com
6. Sharon Turner
sharonhaifa@yahoo.com
Cohort of 2003 and friends
22
YEAR 4
STUDENT COHORT: Class of 2004 ALUMNI
Name
1. Sabrina Aldama
2. Meron Bekele
3. Carrie Brogoitti
4. Barbara Clifton
5. Sage Foster
6. Rachel Gacula
7. Emily Galpern
8. Amanda Goldberg
9. Cassandra Hernandez-Vives
10. Andrea Japhet
11. Chauncey Johnson
12. Paul Koch
13. Regina A. Lagman
14. Melinda Martin
15. Kim Nguyen
16. Queenette Nsima
17. Julia Rinaldi
18. Pearlie Ruiz
19. Melinda Shott
20. Cristina Ugaitafa
21. Nathaniel VerGow
22. Katie Vu-Ng
Email
illsabri@hotmail.com
meronb@aol.com
carrie@sfsu.edu
bclifton@marinchild.org
sbfoster2004@yahoo.com
racheljoyce@sbcglobal.net
emilygalpern@sbcglobal.net
arg@sfsu.edu
exovia@aol.com
Vampira94122@yahoo.com
cjdiamond@hotmail.com
paul_joc@msn.com
regman5@yahoo.com
mdm1974@hotmail.com
meipingwu@hotmail.com
queenette@lycos.com
julesmarie23@yahoo.com
pbruiz@yahoo.com
melinda.torres@kp.org
cristinacu@hotmail.com
nvergow@hotmail.com
brunothechef@rcn.com
Cohort of 2004
23
YEAR 5
Name
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
STUDENT COHORT: Class of 2005 ALUMNI
Email
aalee@sfsu.edu
kpahmed@sfsu.edu
jesbowen@sfsu.edu
scott.brown@kp.org
missoakland@att.net
tamra@sfsu.edu
jenlee@sfsu.edu
rpoulain@sfsu.edu
estelles@sfsu.edu
chiclet@earthlink.net
vaudrey@sfsu.edu
willmott@sfsu.edu
belindaw@sfsu.edu
zuzunaga@sfsu.edu
Alita Alee
Kris Popplewell Ahmed
Jessica Bowen
Scott Brown
Meghan Clouse
Tamra Groode
Jennifer Lee
Rachel Poulain
Estelle Schneider
Catherine Swanson
Jason Vaudrey
Donna Willmott
Belinda Wong
Mariana Zuzunaga
Cohort of 2005
24
YEAR 6
STUDENT COHORT: Class of 2006 ALUMNI
Name
1. Nabil Alsoufi
2. John Banagan
3. Katherine Brown
4. Mylene A. Cahambing
5. Sahru Cowans
6. Amanda Cue
7. Linda Dewitt
8. Katherine Hawksworth
9. Jen Hult
10. Maurissa Koide
11. Norma Lisenko
12. Catherine Magee
13. Shelby McMillan
14. Ingrid Ochoa
15. Juan Carlos Palacios
16. Lisa Fujie-Parks
17. Alberto Perez Rendon
18. Ana Maria Espinosa Rydman
19. Ruby-Asuncion Turalba
20. Shawna Whitney
Email
nabilals@sfsu.edu
jbanagan@sfsu.edu
katbrown@sfsu.edu
smylene1@sfsu.edu
sahru@sfsu.edu
acue@sfsu.edu
ldewitt@sfsu.edu
kjh@sfsu.edu
jenhult@sfsu.edu
maurissa@sfsu.edu
nlisenko@sfsu.edu
cmagee@sfsu.edu
shelbym@sfsu.edu
iochoa@sfsu.edu
jcpc@sfsu.edu
lfparks@sfsu.edu
aprendon@sfsu.edu
amrydman@sfsu.edu
ruby2006@sfsu.edu
swhitney@sfsu.edu
Class of FALL 2003 HED 810 Introduction to Public Health
(Includes Cohort of 2006 and other graduate students)
25
YEAR7
STUDENT COHORT: Class of 2007
Name
1. Naomi Akers
2. Victoria Aldaz
3. Pedro Arista
4. Jessica Cremin
5. Kanwarpal Dhaliwal
6. Morgan Fitzpatrick
7. Lesa Gerhard
8. Jason Lim
9. Shireen Malekafzali
10. Savita Malik
11. Josiane Mengue
12. Denise Gallegos-Milosevich
13. Anisha Moore
14. Liliana Ramirez
15. Caroline Sison
16. Kristina Spurgeon
17. Brad Vanderbilt
18. Craig Wingate
19. Cotys Winston
20. Rheena Yangson
Email
naykay@sfsu.edu
vaaldaz@sfsu.edu
pedro@sfsu.edu
jcremin@sfsu.edu
kkd@sfsu.edu
morgfitz@sfsu.edu
lesa@sfsu.edu
jyslim@sfsu.edu
shireen@sfsu.edu
smalik@sfsu.edu
josimar@sfsu.edu
dmilosev@sfsu.edu
anisha@sfsu.edu
lilianar@sfsu.edu
csison@sfsu.edu
spurgeon@sfsu.edu
bradv@sfsu.edu
cwingate@sfsu.edu
laff@sfsu.edu
ryangson@sfsu.edu
Spring 2005: HED 820 - Needs Assessment in Community Health
Cohort of 2007 and Friends
26
YEAR 8
STUDENT COHORT: Class of 2008
Name
Email
1. Jolly Bugari
jbugari@comcast.net
2. Patrice Chamberlain
patricetc@earthlink.net
3. Danice Cook
danice79@hotmail.com
4. Paulina Flint de Castro
pflint@scu.edu
5. Eva Gabel
e_gabel@hotmail.com
6. Raymond Hernandez
hernandezr@smccd.net
7. Joanna Laffey
joanna.laffey@ucsfmedctr.org
8. Erika Linden
erlinden@yahoo.com
9. Rosalyn Moya
rosalyn_moya@yahoo.com
10. Maricela Pina
mpina@sfsu.edu
11. Charles Romillo
cramilo@sfsu.edu
12. Paul Rueckhaus
paweluszek@yahoo.com
13. Teresa Shartel
tshartel@sbcglobal.net
14. Jamila Shipp
shippjamila@hotmail.com
15. Jill Tregor
jtregor@sbcglobal.net
16. Nyisha Underwood
woodycakes1@yahoo.com
17. Ann Whidden
whiddy@earthlink.net
18. Javarre Wilson
javarre@aol.com
27
YEAR 9
STUDENT COHORT: Class of 2009
Name
Email
1. Jennifer Awa
jenniferawa@tarcsf.org
2. Jeane Bosch
jeanebosch@yahoo.com
3. Sara Cahill
caktuus@yahoo.com
4. Judy Cervantes-Connell
jpattuti@yahoo.com
5. Evelyn Chan
evchan96@yahoo.com
6. Pedro Contreras-Torres
pcontrer@ucla.edu
7. Deborah Craig
dcraig@lmi.net
8. Erin DeMicco
erinmdemicco@yahoo.com
9. Cristy Dieterich
cristymd7@yahoo.com
10. Henry Ekwoge
henryekwoge@yahoo.com
11. Vicky Gomez
vic_gmz@yahoo.com
12. Jeffery Grantham
j44cg@hotmail.com
13. Elizabeth Greenblatt
elizabeth_greenblatt@hotmail.com
14. Ming Hu
karo99_cn@yahoo.com
15. Xiao Ting Huang
hicarrie@sfsu.edu
16. Rachel Kradin
rachel@crcmendocino.org
17. Laura Millar
laurammillar@yahoo.com
18. Grace Neequaye
gnneequaye@yahoo.com
19. Heather Rodriguez
hrodriguez_113@hotmail.com
20. Suzanne Ryan
sryan@accfb.org
21. Nishat Nishat
nishat26@hotmail.com
22. Poroshat Shekarloo
pshekar2@yahoo.com
23. Rebecca Wildman-Tobriner becky.wt@gmail.com
28
STUDENT LEADERSHIP:
MEMBERSHIP IN PROFESSIONAL ASSOCIATIONS
29
PHOGS
PUBLIC HEALTH ORGANIZATION OF GRADUATE STUDENTS
SAN FRANCISCO STATE UNIVERSITY
THE MISSION of the San Francisco State University Public Health Organization of Graduate
Students (PHOGS) is to support individual academic and professional development, promote
student governance of the Masters of Public Health in Community Health Education (MPH)
program, and coordinate the collective activities of MPH students to advance the MPH program's
mission of social justice.
GOALS 1. To provide a diverse network for social and professional development
2. To coordinate cross-cohort activities, including graduation and an annual spring event.
3. To provide opportunities for students to practice skills learned in class
4. To ensure student participation in student and faculty selection and input on program
content
5. To create a strategy for funding PHOGS activities
6. To promote a healthy environment for respecting and learning about diversity
7. Ensure active participation in PHOGS by providing continuity from cohort to cohort
8. To facilitate communication between department, faculty and MPH students
BENEFITS OF PARTICIPATING IN THE MPH STUDENT ORGANIZATION •
•
•
•
•
Get to know your fellow MPH Students
Develop your professional skills
Expand your network of public health professionals and organizations
Stay abreast of current training and public health events in the Bay Area and beyond
Participate in the ongoing development of the MPH program
MPH Student Participation
It is an expectation of the MPH program for all students to participate at some level in PHOGS
activities as a vehicle for developing leadership within the cohorts. In order to best serve
students’ needs, PHOGS needs participation from all students.
30
PHOGS STRUCTURE: Cohort Liaisons:
Each cohort will select two students each semester to serve as cohort liaisons to represent their
cohort at monthly PHOGS meetings and to facilitate communication between the department and
cohorts.
Cohort
Cohort of 2007
Cohort of 2008
PHOGS Advisor
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
Liaisons
Savita Malik
Lesa Gerhard
Rosalyn Moya
Nyisha Underwood
Ramon Castellblanch
Email
smalik@sfsu.edu
sfsumph@sfsu.edu
rtmoya@sfsu.edu
woodycakes1@yahoo.com
ramonc@sfsu.edu
Description of duties for Cohort Liaisons:
Get updates from cohorts and special projects about their activities and bring to PHOGS
general meeting
Coordinate representation at faculty meetings and PHOGS meetings (and other meeting
that need student representation)
Communicate with the appropriate cohort
Coordinate with faculty advisor, Ramon Castellblanch
(faculty advisor will coordinate liaisons and put together agenda from student
suggestions)
Attend liaison coordination meetings, minimum of 2 times per semester
Gather students’ suggestions to put together agenda for PHOGS meetings
Rotate coordinating facilitation and note taking for PHOGS meetings
Current PHOGS Activities:
1. Professional Development
• Speakers planned for monthly PHOGS meetings
• Planning Fall and Spring Cross-cohort Seminars
2.
•
•
•
Departmental Role
Student representation at faculty retreat
Participation in new student information sessions
Student representatives on Admissions Committee
3. Communications
• PHOGSzette annual newsletter. Contact phogsnewsletter@yahoo.com
• Maintain Yahoo Groups list
4.
•
•
•
Social
Implement Buddy System
Plan Social Events
Graduation
31
Other Possible Activities for PHOGS:
•
•
•
•
•
Fall Picnic/Social Event
Social Justice Activism
Creating Links with HESA
Improved ties with SFSU MPH alumni
Maintain MPH bulletin board. Visit http://groups.yahoo.com/group/sfsumphstudents/
32
NORTHERN CALIFORNIA PROFESSIONAL ORGANIZATIONS
The Northern California Chapter of the Society for Public Health Education, Inc.
1230 Market Street - Box 245
San Francisco, CA 94102-4801
Email: ncsophe@ncsophe.org
Website: http://www.ncsophe.org/
The Northern California Chapter of the Society for Public Health Education, Inc. (NCSOPHE) is a
professional organization for health educators. Individuals who are actively engaged in health education,
students, and emeriti comprise the membership of NCSOPHE. Assuming a broad range of responsibilities
in a variety of settings, members share a common goal: to promote, encourage, and contribute to the
advancement of the health of all people through the practice of health education.
Mission Statement
We, the members of the Northern California Chapter of the Society for Public Health Education, Inc.
(NCSOPHE), are committed to improving the health of all people and their communities. We achieve
this by supporting health education and contributing to the professional preparation and practice of
health educators. In the spirit of professional camaraderie, we offer quality leadership and
professional development opportunities. The tenets of our practice include passionately striving for
advocacy, collaboration, community participation, coordination, education, and environmental and
social change. We believe a diverse membership promotes the achievement of our goals for public
policy and ensures professional and ethical standards of practice.
The California Public Health Association - North (CPHA-N)
Post Office Box 934, Berkeley, CA 94701
Email: office@cphan.org
Website: http://www.cphan.org/
As the No California affiliate of the American Public Health Association, we take part in the national
public health policy discussion. CPHA-N sponsors continuing education opportunities through
conferences & seminars which promote dialogue with prominent public policy thinkers.
Mission Statement
The California Public Health Association - North (CPHA-N) will provide leadership in public health
in California by studying and becoming familiar with public health needs and problems, and by
initiating and supporting action to meet needs or remedy problems including education and
legislation. CPHA-N will provide an opportunity for persons actively engaged or interested in the
broad field of public health to share knowledge and experiences in order to achieve the primary goal
of protecting and promoting public, environmental and personal health. CPHA-N will also function
actively as an affiliate of the American Public Health Association by supporting and contributing to
the work of the national organization.
CPHA-N offers a free student membership program where membership fees are waived for those
enrolled in graduate degree programs. Current CPHA-N policy provides for 3 years of free student
membership: Two years in a graduate studies program and one year after graduation. To join: Provide
Name, Address, Phone, Email, Fax, etc., Name of University and Graduate Program, Special Areas of
Interest and send it back along with a copy of your current student ID. Send information to above address,
ATTN: Student Memberships.
33
NATIONAL PROFESSIONAL ORGANIZATIONS
Society for Public Health Education (SOPHE)
750 First St. NE, Suite 910, Washington, DC 20002-4242
Phone: (202) 408-9804
Email: info@sophe.org
Website: http://www.sophe.org
SOPHE is an independent, international professional association made up of a diverse membership of
health education professionals and students. The Society promotes healthy behaviors, healthy
communities, and healthy environments through its membership, its network of local chapters, and its
numerous partnerships with other organizations. With its primary focus on public health education,
SOPHE provides leadership through a code of ethics, standard for professional preparation, research, and
practice; professional development; and public outreach.
Mission Statement
The Society for Public Health Education (SOPHE) mission is to provide leadership to the profession
of health education and health promotion to contribute to the health of all people through advances
in health education theory and research, excellence in health education practice, and the promotion
of public policies conducive to health.
American Public Health Association (APHA)
800 I. Street, NW, Washington, DC 20001-3710
Phone: (202) 777-APHA (2742)
Email: comments@apha.org
Website: http://www.apha.org
The American Public Health Association (APHA) is the oldest and largest organization of public health
professionals in the world, representing more than 50,000 members from over 50 occupations of public
health. APHA brings together researchers, health service providers, administrators, teachers, and other
health workers in a unique, multidisciplinary environment of professional exchange, study, and action. It
is concerned with a broad set of issues affecting personal and environmental health, including federal and
state funding for health programs, pollution control, programs and policies related to chronic and
infectious diseases, a smoke-free society, and professional education in public health. APHA actively
serves the public, its members, and the public health profession through its scientific and practice
programs, publications, annual meeting, awards program, educational services and advocacy efforts.
The American Alliance for Health, Physical Education, Recreation & Dance
1900 Association Drive, Reston, VA 20192-1598
Phone: 1-800-213-7193 Website: http://www.aahperd.org/
THE AMERICAN ALLIANCE FOR HEALTH, PHYSICAL EDUCATION, RECREATION & DANCE
(AEHPERD) is an alliance of six national organizations designed to support practitioners to improve their
skills and further the health and well-being of the public. The American Association for Health
Education (AAHE) is one of the six organizations that compose AEHPERD. It serves health educators
and other professionals who promote health by encouraging, supporting and assisting health professionals
through education and other systematic strategies.
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CODE OF ETHICS FOR THE HEALTH EDUCATION PROFESSION
Designed by The American Association for Health Education (AAHE)
Preamble
The Health Education Profession is dedicated to excellence in the practice of promoting individual, family,
organizational, and community health. Guided by common ideals, Health Educators are responsible for
upholding the integrity and ethics of the profession as they face the daily challenges of making decisions.
By acknowledging the value of diversity in society and embracing a cross-cultural approach, Health
Educators support the worth, dignity, potential, and uniqueness of all people.
The Code of Ethics provides a framework of shared values within which Health Education is practiced.
The Code of Ethics is grounded in fundamental ethical principles that underlie all health care services:
respect for autonomy, promotion of social justice, active promotion of good, and avoidance of harm. The
responsibility of each Health Educator is to aspire to the highest possible standards of conduct and to
encourage the ethical behavior of all those with whom they work.
Regardless of job title, professional affiliation, work setting, or population served, Health Educators abide
by these guidelines when making professional decisions.
Article I: Responsibility to the Public
A Health Educator's ultimate responsibility is to educate people for the purpose of promoting,
maintaining, and improving individual, family, and community health. When a conflict of issues arises
among individuals, groups, organizations, agencies, or institutions, health educators must consider all
issues and give priority to those that promote wellness and quality of living through principles of selfdetermination and freedom of choice for the individual.
Section 1: Health Educators support the right of individuals to make informed decisions regarding health,
as long as such decisions pose no threat to the health of others.
Section 2: Health Educators encourage actions and social policies that support and facilitate the best
balance of benefits over harm for all affected parties.
Section 3: Health Educators accurately communicate the potential benefits and consequences of the
services and programs with which they are associated.
Section 4: Health Educators accept the responsibility to act on issues that can adversely affect the health
of individuals, families, and communities.
Section 5: Health Educators are truthful about their qualifications and the limitations of their expertise
and provide services consistent with their competencies.
Section 6: Health Educators protect the privacy and dignity of individuals.
Section 7: Health Educators actively involve individuals, groups, and communities in the entire
educational process so that all aspects of the process are clearly understood by those who may be affected.
Section 8: Health Educators respect and acknowledge the rights of others to hold diverse values,
attitudes, and opinions.
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Section 9: Health Educators provide services equitably to all people.
Article II: Responsibility to the Profession
Health Educators are responsible for their professional behavior, for the reputation of their profession, and
for promoting ethical conduct amount their colleagues.
Section 1: Health Educators maintain, improve, and expand their professional competence through
continued study and education; membership, participation, and leadership in professional organizations;
and involvement in issues related to the health of the public.
Section 2: Health Educators model and encourage nondiscriminatory standards of behavior in their
interactions with others.
Section 3: Health Educators encourage and accept responsible critical discourse to protect and enhance
the profession.
Section 4: Health Educators contribute to the development of the profession by sharing the processes and
outcomes of their work.
Section 5: Health Educators are aware of possible professional conflicts of interest, exercise integrity in
conflict situations, and do not manipulate or violate the rights of others.
Section 6: Health Educators give appropriate recognition to others for their professional contributions and
achievements.
Article III: Responsibility to Employers
Health Educators recognize the boundaries of their professional competence and are accountable for their
professional activities and actions.
Section 1: Health Educators accurately represent their qualifications and the qualifications of others
whom they recommend.
Section 2: Health Educators use appropriate standards, theories, and guidelines as criteria when carrying
out their professional responsibilities.
Section 3: Health Educators accurately represent potential service and program outcomes to employers.
Section 4: Health Educators anticipate and disclose competing commitments, conflicts of interest, and
endorsement of products.
Section 5: Health Educators openly communicate to employers, expectations of job-related assignments
that conflict with their professional ethics.
Section 6: Health Educators maintain competence in their areas of professional practice.
Article IV: Responsibility in the Delivery of Health Education
Health Educators promote integrity in the delivery of health education. They respect the rights, dignity,
confidentiality, and worth of all people by adapting strategies and methods to meet the needs of diverse
populations and communities.
36
Section 1: Health Educators are sensitive to social and cultural diversity and are in accord with the law,
when planning and implementing programs..
Section 2: Health Educators are informed of the latest advances in theory, research, and practice, and use
strategies and methods that are grounded in and contribute to development of professional standards,
theories, guidelines, statistics, and experience.
Section 3: Health Educators are committed to rigorous evaluation of both program effectiveness and the
methods used to achieve results.
Section 4: Health Educators empower individuals to adopt healthy lifestyles through informed choice
rather than by coercion or intimidation.
Section 5: Health Educators communicate the potential outcomes of proposed services, strategies, and
pending decisions to all individuals who will be affected.
Article V: Responsibility in Research and Evaluation
Health Educators contribute to the health of the population and to the profession through research and
evaluation activities. When planning and conducting research or evaluation, health educators do so in
accordance with federal and state laws and regulations, organizational and institutional policies, and
professional standards.
Section 1: Health Educators support principles and practices of research and evaluation that do no harm
to individuals, groups, society, or the environment.
Section 2: Health Educators ensure that participation in research is voluntary and is based upon the
informed consent of the participants.
Section 3: Health Educators respect the privacy, rights, and dignity of research participants, and honor
commitments made to those participants.
Section 4: Health Educators treat all information obtained from participants as confidential unless
otherwise required by law.
Section 5: Health Educators take credit, including authorship, only for work they have actually performed
and give credit to the contributions of others.
Section 6: Health Educators who serve as research or evaluation consultants discuss their results only
with those to whom they are providing service, unless maintaining such confidentiality would jeopardize
the health or safety of others.
Section 7: Health Educators report the results of their research and evaluation objectively, accurately and
in a timely fashion.
Article VI: Responsibility in Professional Preparation
Those involved in the preparation and training of Health Educators have an obligation to accord learners
the same respect and treatment given other groups by providing quality education that benefits the
profession and the public.
Section 1: Health Educators select students for professional preparation programs based upon equal
opportunity for all, and the individual's academic performance, abilities, and potential contribution to the
profession and the public's health.
37
Section 2: Health Educators strive to make the educational environment and culture conducive to the
health of all involved, and free from sexual harassment and all forms of discrimination.
Section 3: Health Educators involved in professional preparation and professional development engage in
careful preparation; present material that is accurate, up-to-date, and timely; provide reasonable and
timely feedback; state clear and reasonable expectations; and conduct fair assessments and evaluations of
learners.
Section 4: Health Educators provide objective and accurate counseling to learners about career
opportunities, development, and advancement, and assist learners to secure professional employment.
Section 5: Health Educators provide adequate supervision and meaningful opportunities for the
professional development of learners.
38
SFSU CAMPUS RESOURCES
SFSU BULLETIN:
It is strongly recommended that every MPH student purchase the SFSU Bulletin where s/he can
find more information regarding campus resources. The following policies and practices of the MPH
program presented here are based on the guidelines and foundations set by San Francisco State
University. The SFSU Bulletin serves as a contract between students and the university on policies,
practices and program requirements. If at any time a student encounters circumstances that may lead to
any change of commitment to course enrollment or program, reviewing the Graduate Studies section of
the SFSU Bulletin will serve as the best tool to resolve academic issues and to proceed successfully
through the program.
STUDENT I.D. ONE CARD:
An official student photo ID card is required within 15 days of the start of the semester. The ID
will provide access to all SFSU Library and other services. To obtain the ID, bring the necessary
information from your registration packet to the Student Services Building, Room 103 for a photograph.
Telephone: (415) 338-3619
PAC (PERSONAL ACCESS CODE):
A PAC is a four digit number designed to keep your personal information private. If you have
never selected a PAC, use the PAC initialization service (accessible at
http://www.sfsu.edu/online/troubletips.htm#pacinfo) or call the SFSU Touch Tone system at (415) 3387000. You will be asked to enter your birth date, using two digits each for month, day and year. For
example, if you were born on December 15, 1975, enter 121575.You will then be asked to select a fourdigit PAC. Choose a number you will remember. You will need this number to get information about
registration for classes, grades, to pay your fees, and your financial aid application status. If you are an
employee or CEL student you can try using the day and year of your birth date, entered as a four-digit
number. For example, the personal access code for students born on June 8, 1973, is 0873.
MySFSU:
In order to sign in and register for classes, access your grades, class schedule, unofficial transcript, test
score report, financial statement and more, use your SFSU ID and PAC to login at
https://www.sfsu.edu/online/login.htm
EMAIL:
As a new student at SFSU, if you do not have an active email account, it is important that you
immediately establish an email address at SFSU by September 1st. This may be accomplished simply by
visiting the SFSU Computing Center in ADM 102. Staff at the center can also advise you about how to
access your SFSU email address from your home computer.
You may also go online to set up your sfsu.edu email account:
http://www.sfsu.edu/~helpdesk/webmail/using-webmail.htm.
39
If you have a personal or work email that you plan on checking much more regularly than your
sfsu account, it is imperative that you arrange to have email addressed to your SFSU account forwarded to
this account. To do this, please visit the following URL:
http://www.sfsu.edu/~doit/account.htm#forward. Note that you must have an SFSU ID # (see above) and
a PAC that you plan to keep as your regular account, it is very important that you Those of you who do
not have access to a computer at home or at a work site, computers are available at the SFSU library on a
24-hour basis. MPH students are expected to check email communication regularly. While e-mail may
be used to communicate with MPH faculty and fellow students, course assignments and required
proposals will not be accepted as email attachments or as a FAX.
For SFSU ID, PAC and LOGIN Assistance, please visit: http://www.sfsu.edu/online/troubletips.htm
TRANSCRIPTS:
Official and unofficial transcripts are issued only with the permission of the student concerned.
Following the first semester of enrollment, it is helpful for students to obtain a copy of the most recent
transcript of SFSU coursework completed and bring it to all advising sessions. Unofficial transcripts are
easily available by students from one of several kiosks located in the SFSU Library, Cesar Chavez
Center, or Student Services Center. Students can also access transcripts online by accessing
https://www.sfsu.edu/online/login.htm. For official transcripts, follow procedures set by the SFSU
Registrar for request and fees. Transcripts from prior universities and colleges attended are not available
from the SFSU Registrar.
SFSU CAMPUS STUDENT RESOURCE CENTER (SRC) http://www.sfsu.edu/~srcenter
Within the College of Health & Human Services, the advisors at the Student Resource Center are
available to assist students with comprehensive support to achieve academic success. Staff members are
available to recommend university resources to facilitate life on campus. The SRC is located at: HSS,
Room 236. Telephone: (415) 405-3533. E-mail: srcenter@sfsu.edu.
CENTER FOR TEACHING AND FACULTY DEVELOPMENT (CTFD)
The CTFD (accessible at http://www.cet.sfsu.edu) offers a variety of student learning resources,
including some highly relevant online tutorials. These include: Working in Groups: There is
No “I” In Group Work; Class Participation: More than Just Raising Your Hand; The Citation
Challenge: Demystifying APA and MLA; Using Someone Else’s Words: Quote, Summarize and
Paraphrase; and Presentation Skills: More than just Powerpoint. Access the tutorials at the
following URL: http://cet.sfsu.edu/index.cfm?section=etl&content=studentsupport/modules. It
is highly recommended that MPH students complete tutorials in the areas where they feel they
need to strengthen their skills.
J. PAUL LEONARD LIBRARY: http://www.library.sfsu.edu
•
•
•
Campus library resources for students and faculty include:
Media Access Center – non-print materials including videotapes, discs, film, compact discs,
audiotapes, pictures and computer software; audio-visual equipment and production equipment
for analog and digital video editing.
24-hour computer laboratory with internet, printing and scanning equipment for Macintosh and
PC access
Government Publications Department – depository for federal, state, international and local
government catalogs
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•
•
Rapid Copy Center –copying on demand and course readers; direct article ordering from
CARLUnCover; direct ordering of books through Link+, a search catalog
Self-guided audio orientation library tour and workshops devoted to database searching in a
variety of subject areas
Key library resources are available at:
24-Hour Computer Lab
(415) 338-1490
Media Access Center Computer Lab
(415) 338-2997
Book Renewal-by telephone
(415) 338-6460
Periodicals/Microforms
(415) 338-1128
Cataloging Services
(415) 338-1828
Rapid Copy
(415) 338-2120
Information Desk
(415) 338-1854
Reference Desk
(415) 338-1391
Library Service hours
(415) 338-1841
Reserve Book Room
(415) 338-1881
CAMPUS COMPUTER LABS
• Econ Lab-Open Hours: http://bss.sfsu.edu/economics/openlab.htm
• SFSU Division of Information Technology Computer Labs:
http://www.sfsu.edu/~doit/labs/24hour.htm
• SFSU Computer Facility – John F. True Computer Lab- 24-hour lab Main Floor - J.
Paul Leonard Library, 415.338.1490 http://www.sfsu.edu/~doit/labs/24hour.htm 24
• MAC (Media Access Center): 3rd Floor Library, 415.338.2991
http://www.library.sfsu.edu/servcoll/mac.html
• Computer Lab – College of Education (Cahill):
http://www.sfsu.edu/~educ/coe/supportservices/cahilllab.htm
• Computer Lab – College of Education (COE): 214 Burk Hall, 415.338.6364
http://www.sfsu.edu/~educ/coe/supportservices/coelab.htm
OTHER CAMPUS COMPUTING FACILITIES are available.
Note: Restricted facilities are for use by a specific audience - call the facility for details.
CESAR CHAVEZ STUDENT CENTER: Information Desk (415)338-1112; http://sfsustudentcenter.com/
BOOKSTORE: (415) 338-2023 http://sfsubookstore.com/catalog/
FOOD SERVICES: http://sfsustudentcenter.com/foodservices/
DISABILITY RESOURCE CENTER (DRC): http://www.sfsu.edu/~dprc/
41
The DRC is available to promote and provide equal access to the classroom and to campus-related
activities. Students are provided assistance in coordinating a full range of support services for students to
achieve a successful academic program. The DRC serves students with mobility, hearing, visual,
communication, and with conditions of functional challenges such as HIV/AIDS, psychological,
environmental illness and learning disabilities.
DRC support services for enrolled students include:
• Admission assistance
• Note-taking assistance
• On-campus shuttle
• Sign language interpreters
• Assistive listening devices
• Large Print & Braille transcription
•
•
•
•
•
•
Priority registration
Parking
Orientation & Mobility
Real-time captioning
Books on tape
Lab assistance
DRC provides eligible students with help understanding and managing:
• DRC services
• Access campus-wide
• Attitudinal barriers
• General campus resources
• Disability civil rights
A number of computer workstations are designed to meet the needs of students with various disabilities.
Access to these workstations is based on disability-related need. The DRC is located at: Student Services
Building, Room 110; Monday – Friday, 9:00 a.m. to 4:00 p.m. (415) 338-2472 (voice/TDD).
THE STUDENT HEALTH CENTER: http://www.sfsu.edu/~shs/
The mission of the SHS at SFSU is the provision of high quality medical care to promote an
optimal state of health, to stimulate better health awareness, and to carry out education of high standards
of therapeutic and preventive care for all registered students of SFSU. As part of an institution of higher
learning, the SHS participates in the educational process by increasing students’ knowledge and
supporting students’ positive health behaviors to promote health and prevent disease. Our primary goal is
to serve SFSU students to the best of the Student Health Service’s capabilities and capacity.
Appointments
Appointments may be made in person at the Student Health Center or by telephone (415) 338-1719.
Some same-day appointments may be available.
Important Phone Numbers
Emergency 24 hr. (415) 338-2222
Advice Nurse (415) 338-2754
Clinic A (415) 338-2018.
Clinic C (415) 338-2431
Lab (415) 338-1223
SHS Cashier (415) 338-1416
TTY (415) 338-2564
SHS Information Line (415) 338-1251
HIV Information Line (415) 338-1013
Health Promotion Inf. Line (415) 338-1714
Parenting Resource Center (415) 338-2574
Cancellation Line (415) 338-1251
THE LEARNING CENTER (LAC): http://www.sfsu.edu/~lac/
42
The LAC supports SFSU students in becoming independent and successful learners by providing
skills-based tutoring and academic support referrals. The LAC is located at: HSS 348; Monday –
Thursday, 9:00 a.m. to 4:00 p.m. and Friday, 9:00 a.m. to 12:00 p.m. (415) 338-1993
•
Learning Center Student Support at SFSU:
http://cet.sfsu.edu/index.cfm?section=etl&content=studentsupport/faculty&menu=1
•
Writing link to the Learning Assistance Center (LAC) and location on campus for each
tutoring interest: http://www.sfsu.edu/~lac/ Select "writing" identify your need or
http://www.sfsu.edu/~lac/writing.htm
•
Tutoring at LAC: schedule appointment or drop-in tutoring, HSS 348. Phone at 338 1993
OFFICE OF INTERNATIONAL PROGRAMS (OIP): http://www.sfsu.edu/~oip/
At the beginning of each semester, OIP conducts a one-week orientation for new international
students arriving at SFSU. The OIP provides advice concerning immigration and visa matters, cultural
adjustment, academic matters, personal and financial counseling and employment regulations. Workshops
during the academic years are provided on topics of special interest to international students. The OIP also
organizes a variety of social, cultural, educational and recreational activities designed to help students adjust
with life in the United States and California. The OIP is located at: Administration Building, Room 450.
FINANCIAL AID/SCHOLARSHIPS:
http://www.sfsu.edu/~finaid/scholarships/
Student expenses to attend the university cover a broad variety of needs, including tuition, processing
fees, books, supplies, transportation, meals and lodging. Financial aid is available to supplement student
resources. Types of financial aid include: Grants, Scholarships, Work-Study & Loans. To qualify for
financial aid, the first step is to apply with a Free Application for Federal Student Aid (FAFSA).
Applications are available January with a post-mark due date of March 1 prior to the upcoming academic
year. SFSU will notify students to submit verification documents if necessary. Documentation may
include IRS tax forms and verification of household size. Check eligibility criteria regarding satisfactory
academic progress, residency, citizenship, graduate & undergraduate aid, and minimum unit enrollment.
Visit the Office of Student Financial Aid. Counselors are available to respond to inquiries or provide
individual help. OSFA is located at: Student Services Building, Room 302, and One Stop Counter
Monday – Friday, 8:30 a.m. 5:00 p.m. (extended hours on some designated days)
(415) 338-0200
(415) 338-2437 Scholarships
(415) 338-7000 Financial Aid Voice Response System [FAVoRS]
PARKING AND TRANSPORTATION: http://www.sfsu.edu/~parking/
Cost
$1 per hour, $5.00 per day
Where and When Can I Park?
Lot 20 Garage (see campus map in Appendices section) is general paid public, visitor/guest, student
parking. Open 24-hours, 7 days a week. Pay stations will accept quarter, $1, $5 and $10 bills as well as
prepaid debit cards. $20 and $50 prepaid debit cards are available at the One Stop Shop in the Student
Service Building. Debit cards are NOT available at the Parking Office.
Note: Roof level is restricted to staff and faculty between 7a.m. and 5p.m. Monday - Friday.
43
Alternate Transportation
The San Francisco State Transportation Department provides free shuttle service to the campus
community. Services include, Daly City BART, Bay Bridge, Golden Gate Bridge, and shuttle stops
around the campus. (415) 338-2744.
44
GRADUATE ESSAY TEST (GET) – SFSU LITERACY REQUIREMENT
Upon admission to SFSU, all graduate students are expected to meet two levels of
literacy competence. For the MPH program, students may demonstrate competence as follows:
LEVEL I:
Graduate students are expected to be able to use correct grammar, syntax, spelling and
punctuation and to present concepts and information in a logically organized and coherent form
appropriate for initial study in the graduate level field. The exam takes two hours and is offered
at the beginning of each semester. Papers are evaluated for organization and content, as well as
for usage, mechanics, sentence structure and mastery of basic idioms. The purpose of this test is
to identify writing deficiencies early in the program and provide assistance to students before
encountering more complex requirements in the program.
Students successfully demonstrate proficiency by passing the Graduate Essay Test
(GET). The GET must be taken prior to enrollment for the first semester. The SFSU
Testing Center provides the GET prior to the start of each semester for a $25 fee (can be paid
online: http://www.sfsu.edu/~testing). Students who pass this test have met the minimum
writing and composition standards expected of students in graduate study at SFSU.
Results will be available in the health education department by the Advising Day
following the test. Students who do not receive passing scores should make an appointment
immediately with their adviser, who will recommend placement in an appropriate writing course,
either Business 514 or Education 614 or a preliminary course in English writing skills or another
alternative. Students who take an alternative course will be required to take Business 514 or
Education 614 at a later date or register and pay to take the GET again, in order to satisfy the
graduate writing requirement. Students who wish to appeal their initial score on the GET should
consult with their department advisors. A student who is enrolled in a designated remedial writing
course, and completes the mid-term or the final examination successfully, will have met the Level
I literacy requirement.
SFSU Testing Center: (415) 338-2271, (415) 338-0589 (fax), via e-mail: testing@sfsu.edu,
WWW: http://www.sfsu.edu/~testing/get.html.
Office: Administration Building 152
Office hours: M-F 8:30AM-5:00PM,
Tuesdays and Wednesdays 5:00PM-7:00PM.
LEVEL II:
Graduate students are expected to demonstrate writing skills, which exemplify scholarly
style in the chosen discipline. Students will demonstrate skills in the use of quotation,
paraphrase, integrate quotations and rephrasing with original ideas, cite sources, and prepare
manuscripts or other works in accordance with accepted scholarly style in the field of study.
Students successfully demonstrate proficiency of the second level of literacy by satisfactory
completion of a final paper for the culminating experience in HED 895.
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SFSU – MPH DEPARTMENT OF HEALTH EDUCATION
INSTRUCTIONS FOR PREPARING A PAPER
Writing is a skill that improves with practice, reading, observation, and feedback. It is a
skill that is developed. Writing is also personal. The guidelines below were adapted from the:
Publication Manual of the American Psychological Association (5th ed.). Washington, DC:
American Psychological Association. http:www.apa.org/journals/faq.html
1. All papers are to be word processed on one side of standard-sized (8 x 11 in), heavy white bond
paper. Do not use erasable or colored paper.
2. Typeface should be a 12 point-font, using a standard, business font. Acceptable fonts are: Times
New Roman, Palatino, or Courier. The type on the paper should be dark (black) and readable.
3. All papers are to be double-spaced, unless otherwise specified.
4. Margins should be set uniformly, with one inch on all sides-no less.
5. All papers are to be free of grammar, punctuation, spelling, and usage errors.
6. Papers should be written in a style that is appropriate for the assignment. That is, subjective,
process papers are appropriately written in the first person, whereas research papers or reports
should be written in a more formal tone-typically in the third person.
7. References should be cited using American Psychological Association (APA) format. Any paper
using information that is not common knowledge must cite the source of that information. The
absence of citations and a reference list may result in an ‘F’ grade as well as disciplinary action.
8. Plagiarism is a form of cheating or fraud; it occurs when a student misrepresents the work of
another as his or her own. Plagiarism may consist of using the ideas, sentences, paragraphs, or the
whole text of another without appropriate acknowledgment, but it also includes employing or
allowing another person to write or substantially alter work that a student then submits as his or
her own. Any assignment found to be plagiarized will be given an "F" grade. All instances of
plagiarism in the Department of Health Education, College of Health and Human Services
(CHHS) will be reported to the Chair of the Department and may be reported to the Dean of the
College and the University Judicial Affairs Officer for further action. For more information
please refer to website: http://www.sfsu.edu/~collhum/plagiarism.html
Other writing resources:
The following are resources used to compose papers. These books may have had more recent
updates, so look for the latest edition. Of course this list is not, by any means, exhaustive.
1)_ Ellsworth, B & Higgins, J. (1994). English simplified (7th ed.). New York: Harper Collins College
Publishers.
2) Markman, R., Markman, P.T., Waddell, M.L. (2001) Ten Steps in Writing the Research Paper.
Barrons Educational Series Inc.: Hauppauge, NY.
3) Miles, R., Bertonasco, M. & Karns, W. (1991). Prose style: A contemporary guide (2nd ed.).
Englewood Cliffs, NJ: Prentice Hall.
4) Zinzer, Z. (1990). On writing well (4th ed.). New York: Harper Perennial.
Through dialogue, the teacher-of-the-students and the students-of-theteacher cease to exist and a new term emerges…they become jointly
responsible for a process in which all grow. -Paulo Freire
46
SFSU – MPH DEPARTMENT OF HEALTH EDUCATION
PLAGIARISM AND ACADEMIC HONESTY
Plagiarism is using someone else’s words or ideas without clearly acknowledging the source of that
information. The best way to avoid plagiarism is to learn what it is and how to avoid it. Knowing how to
cite someone else’s work within your own work is a very important skill and something that all graduate
students should be able to do. With the growing popularity of the World Wide Web as a source of
information, it can be even more difficult avoid plagiarism. The following web resource “Plagiarism:
What it Is and How to Recognize and Avoid It” at
http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml provides a good overview of plagiarism,
sharing examples of both acceptable and unacceptable paraphrases and strategies to avoid plagiarism.
Other helpful online resources can be found at the following URLs:
Plagiarism, the Dos and Don’ts
http://online.sfsu.edu/~rone/StudentHelp/Plagiarism.html
SFSU Department of Computer Science Policy on Cheating and Plagiarism
http://cs.sfsu.edu/plagarism.html
CET Online Tutorials: Using Someone Else’s Words and The Citation Challenge
http://www.cet.sfsu.edu/index.cfm?section=etl&content=studentsupport/students&menu=7#online_tutori
als
The Department of Health Education expects students to understand what plagiarism is and how to avoid
it. Acts of plagiarism are considered very serious breaches of academic honesty and integrity and will be
handled appropriately. The Department of Health Education currently follows the San Francisco State
University Policy on Academic Honesty (see below for this policy).
POLICY ON PLAGIARISM: SFSU BULLETIN: EXPLUSION, SUSPENSION, PROBATION (FROM
HTTP://CET.SFSU.EDU/INDEX.CFM?SECTION=ETL&CONTENT=INTEGRITY/BULLETIN&MENU=7)
"Students or applicants for admission who display inappropriate conduct, including cheating and
plagiarism, may be subject to disciplinary action as provided in Title 5, California Code of Regulations.
Any student may be expelled, suspended, placed on probation, or given a lesser sanction for discipline
problems. The Student Discipline Officer, housed in the Dean of Students Office, is responsible for
administering the Student Disciplinary Procedures for the California State University and should be
contacted for further information.
Inappropriate conduct by students or by applicants for admission is subject to discipline as provided in
Sections 41301 through 41304 of Title 5, California Code of Regulations. These sections are as follows:
41301. Expulsion, Suspension, and Probation of Students. Following procedures consonant with due
process established pursuant to Section 41304, any student of a campus may be expelled, suspended,
placed on probation, or given a lesser sanction for one or more of the following causes which must be
campus related:
a. Cheating or plagiarism in connection with an academic program at a campus.
b. Forgery, alteration, or misuse of campus documents, records, or identification or knowingly furnishing
false information to a campus.
c. Misrepresentation of oneself or of an organization to be an agent of a campus. ..."
For more information, please review the SFSU Student Code of Conduct available in the SFSU Bulletin
or online at http://www.sfsu.edu/~bulletin/current/supp-reg.htm
47
SFSU MPH: REGISTRATION, ENROLLMENT & COURSE WAIVERS
Course Registration:
All students in the MPH program are expected to pre-register prior to each semester
within the regularly scheduled timeline provided for SFSU touch-tone registration. Failure to
register jeopardizes continuation of a course for the given semester. You can register during any
Open Registration Period (check registration schedule online) after your Priority Appointment
time. Registration procedures are mailed to all students, published online at:
http://www.sfsu.edu/~admisrec/reg/ttreg.html
Also, available in the Class Schedule which may be purchased at the campus bookstore or view
online at http://www.sfsu.edu/online/clssch.htm .
All holds must be cleared and your fees paid. Registration is complete only when all fees are
paid directly or through financial aid. For the fall 2004 semester, the cost of graduate
registration fees to the university is $1683 plus an average cost of $250 for books and supplies.
Late Adds: (Adding Courses after Initial Touch Tone)
If the student has paid sufficient fees and has instructor approval, s/he may add courses
via Touch Tone with instructor assigned permit stickers during the first two weeks of the
semester.
Students are advised to check their own class list at: https://www.sfsu.edu/online/clslst.html.
The student is responsible for ensuring timely enrollment. Late adding after the 2nd week is
permitted by exception only. You must add using an instructor authorized late permit number.
Adding after the 4th week is NOT PERMITTED, NO EXCEPTIONS.
Waivers or substitutions:
The MPH program requires students to follow a prescribed sequence of coursework
throughout the three-year program. Practice conjoined courses (HED 820, 830 & 840) foster a
team collaborative approach to professional development. Waivers or substitutions are not
considered in these courses. Waivers or substitutions may be considered where coursework is
measured on an individual basis. Petitions are considered and approved by the advisor and
department chairperson. Consideration for waivers or substitutions requires documented proof of
experience, or a course description with a transcript for proof of coursework.
Continuing Enrollment:
Students admitted to the MPH program as a classified graduate maintain matriculated
status by continuous enrollment in coursework each semester following admission. For a
master’s degree, the State of California validates coursework completed within a seven-year
limit. Interruptions to continuous enrollment may derail a student in making satisfactory progress with
her or his peers. An interruption of a semester or longer from the prescribed 3-year MPH program may
only be considered for compelling reasons.
Students who interrupt their course work for one semester may continue in the program.
Students who interrupt their course work for two consecutive semesters must reapply to the
university in order to continue in the MPH program. Additionally, because of the cohort nature
of the MPH curriculum, if a student needs to withdraw for a semester, re-entry into the program
is possible only in the fall semester of the next academic year with a new cohort of students.
48
SFSU MPH GRADING
Satisfactory academic progress demonstrates that a student has met the professional, personal,
scholastic and other standards prescribed by the program. Along with self-assessment, student
performance in coursework and practice will be measured by grading standards and practices set by the
university. It is the responsibility of the instructor to describe and define expectations and requirements
for each course. When course outlines are distributed to the class, students are encouraged to ask for
explanation of any grading practices. An instructor will evaluate and measure student performance for a
final grade on the basis of a variety of factors. Variables may include, but are not limited to, class
attendance, written assignments, in-class participation, meeting deadlines, etc. Each course outline will
define a measurable percentage of course requirements and a final grade will be issued on the basis of
student performance.
Grade Point Average:
To remain a classified graduate student in good standing, a student must maintain a grade point
average of 3.0 or better. If a student experiences difficulty in completing coursework successfully with a
letter grade of “B” or better, consultation with the instructor and the program advisor is important to
resolve difficulties and avoid academic probation. The following summarizes the SFSU Bulletin grading
policy and academic standards. Only grades of A, A-, B+, B, B-, C+, C and CR are acceptable in courses
reflected on the Graduate Approved Program. Classified students whose performance, academic
progress, or conduct in a graduate program is judged to be unsatisfactory may be required to withdraw
from the program.
• Good standing: maintain a cumulative grade point average of 3.0 (B) or better in any term.
• Probation: subject when cumulative grade point average falls below 3.0 (B) or better in any term.
• Disqualification: subject to discontinuance in graduate degree programs and from further enrollment
in the university, if during the semester of probation, the student fails to achieve the minimum
cumulative grade point average of 3.0 (B).
Class Attendance:
Students are expected to attend classes weekly throughout the semester. Attendance is necessary
and important to learning and attaining the educational objectives of the program. Failure to attend
classes will impact grading. For absence due to valid reasons such as illness, accidents or participation in
officially approved program activities, students are responsible for communicating with instructor to
arrange for make-up of assignments and class work.
The College of Health and Human Services Withdrawal from Course Policy:
You must touch-tone drop classes by the fourth week of the semester. Withdrawal from a course
indicates that that student was permitted to drop the course after the 4th week of instruction with the
approval of the instructor, the department chairperson and the college dean. Prior to considering this
option, students are encouraged to meet with the instructor and their advisor to assist in this decision.
Withdrawal from a course in the last three weeks of the semester is permissible only when serious or
compelling reasons where the cause of withdrawal are due to circumstances clearly beyond the student’s
control, and where the assignment of an incomplete is not practicable. All requests for withdrawal during
this period must be made in writing on the appropriate petition and must be verifiable. IF YOU
49
REQUEST A WITHDRAWAL AFTER THE 4TH WEEK, CONTINUE ATTENDING CLASS UNTIL
YOU KNOW THAT YOUR WITHDRAWAL REQUEST HAS BEEN GRANTED.
Incomplete Grade:
An instructor may consider incomplete performance in coursework for compelling reasons when
the student has encountered circumstances beyond their control. At the time an incomplete may be
considered, the student has been performing satisfactorily in the course and there is a possibility that the
student will earn credit within the time allowed. Completion of course requirements resulting from an
incomplete grade must be accomplished within one year following enrollment in the course, or the
instructor and student may negotiate a reasonable time for requirements to be completed prior to the one
year allowed by the university.
When an instructor approves a grade of incomplete, it is understood that s/he is agreeing to work
with a student beyond the contracted period of the course in which the student was enrolled, will be
available to the student beyond the semester of enrollment, and will evaluate the coursework for a final
grade within the one-year timeline or earlier. Students are not encouraged to use this option unless
absolutely necessary. Students who leave a course without officially withdrawing from their enrollment
commitments are subject to a failing grade in the course, or a grade of “U”, unauthorized incomplete,
which is equivalent to an “F” grade point factor.
Grade Changes:
Grades are not convertible to other letter grades except in cases of instructor or administrative
error. Grade changes for the improvement of a grade by way of extra credit work may be considered only
if the extra credit option is made to all students in the course at the time of enrollment and measured with
the grading criteria provided in the course outline. All grade changes are by petition to the instructor and
approval by the department chairperson. A student wishing to request a retroactive grade change or
withdrawal must initiate the request during the semester in attendance immediately following the
semester when the original grade was assigned. Retroactive grade changes are subject to review by the
Board of Appeals and Review. Grade changes are not permitted after the award of a degree.
Grade Reports:
Students may obtain grade results approximately two weeks of the grade report deadline. Visit
SFSU Student Information Service at https://www.sfsu.edu/online/login.htm. Enter Student ID and
Personal Access Code (PAC) and select “Grades” or “Unofficial Transcript.” Grades can also be obtained
over the phone by calling: (415) 338-7000.
Academic Disqualification and Probation:
Once in the MPH program, a student will be placed on academic probation if her or his overall
GPA falls below a 3.0 (B average). The student’s name will be reported to the Graduate Studies’ Division
and the Health Education Department indicating the student’s academic probation status. Essentially
what this means is that a student on probation will need to raise her or his grades in future courses to a
3.0. As long as progress is made to this end, a student will be fine and eventually taken off of probation.
For more clarity on this, please see the University Bulletin (2005-2006) p. 144 under the heading
“GRADUATE CLASSIFIED, GRADUATE CONDITIONALLY CLASSIFIED, and POSTBACCALAURETTE CLASSIFIED (up in the right-hand corner of the page).
50
A student may be declassified/dropped from a graduate program for a range of reasons including,
but not restricted to:
• Deficient grade point average for graduate degree
• Unprofessional conduct
• Professional judgment of the faculty of the program that the student is incapable of completing
the degree requirements
• Withdrawal from all or a substantial portion of program coursework unless directly related to
chronic or recurring disability or its treatment
• Repeated failure to progress toward the stated degree and program objective when such failure
appears to be due to circumstances within the control of the student
• Failure to comply, after due notice, with an academic requirement or regulation which is routine
for all students within the defined program
Readmission to the program is subject to petition to the program faculty and department
chairperson. If an interruption of enrollment for one semester or more in the program becomes necessary,
consult the SFSU Bulletin for criteria regarding re-entry. SFSU provides a grievance and appeal process
for students. Students with problems arising from disqualification may appeal first with a program
advisor, then follow with the department chairperson, the graduate coordinator, and the college dean, in
that order. Once all informal procedures for grievance and appeal are exhausted, the student may initiate
formal petition procedures with the Dean of the Graduate Division.
51
MPH CURRICULUM AT SAN FRANCISCO STATE UNIVERSITY
53 UNITS: 3 YEAR PROGRAM
Year One
Fall
Spring
Year Two
Fall
Course
HED 810
Description
Public Health and Principles of Community Organizing
Theories of Social Behavioral Change in Community Health
HED 815
Education
HED 829
Biostatistics
HED 890.01 MPH Seminar
Units
3
3
3
1
HED 820
HED 821
HED 825
HED 890.01
Needs Assessment in Community Health Education
Needs Assessment Practicum
Epidemiology
MPH Seminar
3
1
3
1
HED 830
HED 831
Program Planning for Community Change
Community Health Assessment Practicum
3
3
Spring
HED 840
Program Evaluation Design and Research
HED 841
Program Planning and Evaluation Design Practicum
HED 890.02 MPH Seminar
3
3
1
Summer
HED 892
4
Year Three
Fall
Spring
Supervised Field Internship
HED 890.03 MPH Seminar
HED 811
Health Education Skills Portfolio
1
1
HED 895
Applied Research Project in Health (Culminating Experience)
HED 890.03 MPH Seminar
3
1
Non-Sequenced Courses
(MUST be taken prior to enrolling in HED 895)
HED 835
HED 845
HED 850
HED 855
Public Health Policy
Training and Educational Processes
Health Administration and Management
Environmental Health
Total Degree Units:
3
3
3
3
53
52
SFSU MPH COURSE DESCRIPTIONS
The primary goal of the MPH curriculum is to provide hands-on learning opportunities
and contextual learning through the emphasis on practice, and team work developed in the
innovations in our curriculum. Course descriptions are listed by the semester and year they are to
be completed. MPH courses in the Community Health program at SFSU are also listed by the
responsibilities and sub-competencies for Master level preparation in Community Health
Education. This list was developed by the MPH committee in the fall of 2000 and revised most
recently Fall of 2002. The responsibilities and competency requirements for MPH courses were
adapted from those developed by the Society for Public Health Education (SOPHE) and the
American Association of Health Education (AAHE).
FALL – Year 1
HED 810: INTRO TO PUBLIC HEALTH & PRINCIPLES OF COMMUNITY ORGANIZING
Course Description:
HED 810 is a gateway course to professional socialization in the Masters in Public Health
program at SFSU. The purpose of this class is to provide basic knowledge and understanding of
the principles and practice of Community-Based Public Health (CBPH). CBPH is an approach
explicitly grounded in cultural competency. It unites community residents, academic
institutions, local public health agencies and community-based organizations in sharedleadership partnerships for health. The trilogy of race/ethnicity, racism and privilege are
underscored not because they are more important than other dimensions, such as social class or
gender, but because they are often neglected areas of study.
Learning Objectives:
By the end of the semester, students will be able to carry out a Community-Based Public Health
analysis of a health/social issue and apply concepts relating to the:
1. Mission and political nature of community-based public health;
2. History and foundations of non-violent social action community organizing;
3. Impact of social support and social networks on individual and community health;
4. Power analysis of social and economic determinants of the public’s health;
5. Ethical dilemmas in Health Education practice and research;
6. Methodology of community diagnosis, community mapping and stakeholder analysis;
7. Media literacy & media advocacy applications of community-based public health; and
8. Globalization and international CBPH efforts that build solidarity across geography,
difference and diversity.
In addition students will achieve the following cultural competencies:
1. Identify student’s own value systems and styles of creative expression as well as those of
other cultural groups;
2. Understand and develop the “cultural competency” necessary for effective interpersonal and
intercultural group interactions; and
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3. Recognize concerns regarding cultural stereotypes and address them. Develop multiple
socio-cultural participation skills in order to be effective in multicultural communities
locally, nationally and internationally.
HED 811: ELECTRONIC PORTFOLIO
Course Description:
MPH students are required to prepare an electronic portfolio, or Efolio, during the MPH program
as their professional public health portfolio. This Efolio will demonstrate competence in
Community Health Education through evidence from academic classes and practice courses, as
well as the internship and culminating experience project. Students work on their Efolio
throughout the MPH experience and seek to create a site that reflects the professional health
education competencies as defined by the Health Education Department.
Learning Objectives:
The objectives of the MPH Efolio are to:
1.
Engage students in a process of reflection and evaluation of:
-Responsibilities, competencies & sub competencies required for a master level
health education professional; and
-Leadership, team, and communication skills gained from the MPH program.
2. Assess HED graduate students' ability to apply these core competencies and varied skills
in the practice of public health;
3. Provide students with a dynamic electronic portfolio to demonstrate professional
competencies and support future employment opportunities.
4. Assess the overall effectiveness of the MPH program in developing the master level core
competencies in community health education.
Please see the Efolio Handbook chapter of this manual for details on the Efolio process.
HED 815: THEORIES OF SOCIAL AND BEHAVIORAL CHANGE IN CHE
Course Description:
HED 815 introduces theories relevant to health education practice to students. This is
accomplished by having students critically analyze theories and their development. Students
are required to contextualize theory and provide practical applications. Health educators
need to be skillful at using theory, if they are to plan, implement and evaluate programs that
are effective and have a solid foundation. Health educators must be able to critically analyze
theory. They must know who defined the problem, who is seen as having the problem and
who created the problem. They must understand systematically created oppressions (racism,
sexism, etc.), hegemony and how ideology is produced and reproduced.
Learning Objectives:
Specific objectives for this course are that, by the end of the semester, each class participant will;
1. Be able to identify the strengths and weaknesses of selected theories and conceptual
frameworks as guides to health education practice;
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2. Assess and strengthen the rationale for health education practice by making the assumptions
about the change process explicit and by linking these assumptions to theories in social science;
3. Be able to apply multiple theoretical perspectives in analyzing the educational dimensions of
health problems and in designing and justifying educational approaches to these problems;
4. Distinguish between behaviors that foster and those that hinder well-being;
5. Interpret concepts, purposes, and theories of Health Education;
6. Predict the impact of societal value systems on Health Education programs;
7. Select a variety of communication methods and techniques in providing health information;
8. Provide a critical analysis of current and future needs in Health Education; and
9. Apply ethical principles as they relate to the practice of Health Education.
HED 829: BIOSTATISTICS
Course Description:
This class provides an overview of the types of quantitative analysis commonly used in public
health programs and related research. Students gain an understanding of the underlying concepts
of biostatistical tests; are able to perform basic biostatistical calculations and procedures; and
thus are able to understand and use biostatistical data encountered in the public health workplace.
Learning Objectives
By the end of the semester, each class participant will:
1. Gain an understanding of the underlying concepts as well as the procedures involved in
biostatistical techniques that graduates are likely to encounter in their professions;
2. Provide the necessary background to enable graduates to understand statistical reports,
including policy reports and program evaluations that they will encounter in their work;
3. Acquire a level of statistical literacy that enables graduates to work with statistical
consultants in their workplaces and "know the questions to ask;"
4. Be able to judiciously read statistical findings as reported in the scientific literature that is
relevant to their field;
5. Gain a familiarity with vital statistics (e.g., rates, life tables) and with the types of data
collected via large national probability samples (such as NHIS and NHANES);
6. Become aware of the many ways to visually depict data, to become careful interpreters of
visual depictions of data, and to be able to contribute to decisions about visual representation
of summary data in reports that are generated within the workplace;
7. Gain a fundamental understanding of probability and probability distributions, and to see how
those concepts form the basis for making statistical inference from sample to population.
8. Clearly understand how correlation is an aspect of causation, but to also clearly understand
that correlation does not imply causation. To understand the requirements of causal
modeling; and
9. Learn several techniques that are appropriate for small samples and for data that are not
normally distributed.
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HED 890.01: REFLECTIVE SEMINAR
Course Description:
The role of the MPH Reflective Seminars is to deepen students' understanding of self care,
collaborative leadership and to reinforce your group skills and understanding of group process.
The focus will be on developing student ability to demonstrate collaborative leadership both in
your practice groups and in your cohort. Ongoing work on the MPH portfolio is part of the work
in the seminar each semester. Reflective time is devoted to understanding the portfolio and its
presentation. HED 890 is a year long course designed to strengthen cohort cohesion. Towards
this end, exercises and activities that build ties are incorporated.
Learning Objectives:
1. Understand the mission and values of the MPH program at SFSU;
2. Understand student roles and responsibilities as members of the MPH community at SFSU;
3. Develop an understanding of collaborative leadership and its value for diversity;
4. Understand the importance of self care skills in leadership;
5. Establish a self care plan;
6. Learn good interpersonal communication skills;
7. Develop an understanding of group dynamics and team skills;
8. Understand the elements of effective conflict resolution;
9. Understand the role and responsibility of citizenship in the MPH program and their cohort
through participation in PHOGS and activities designed to strengthen cohort cohesion;
10. Understand the MPH expectations beyond course work that must be completed in the second
year of the program; and
11. Create a process to creatively problem solve cohort issues that arise in the course of the first
year.
SPRING – Year 1
HED 825: EPIDEMIOLOGY
Course Description:
This course is designed to provide students with an introductory and comprehensive survey of
epidemiological principles and methods. A history and overview of the field, including
contemporary case studies will be covered along with an examination of the methods used to
study disease distributions in diverse human populations. Readings and assignments will
emphasize concepts of risk, disease etiology, transmission, and prevention.
Learning Objectives:
1. Analyze and understand biological, social, cultural, economic and political factors that
impact health;
2. Understand factors that shape distributions of disease among diverse populations;
3. Understand descriptive and observational epidemiological approaches for analyzing health data;
4. Evaluate the research design, methodology, and findings from the epidemiological literature;
and
5. Acquire and analyze survey information using standard epidemiological methods and calculations.
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HED 820: COMMUNITY ASSESSMENT
Course Description
This course focuses on assessment processes using applied research methods which empower
communities to create programs that respond to their health challenges, concerns, and strengths.
Learning Objectives:
By the end of the course, students will be able to:
1. Identify the different purposes, scopes and methodologies of conducting community health
assessment;
2. Apply skills of data collection, data management, analysis and reporting related to
community health assessments;
3. Identify appropriate uses of the various assessment methods and contrast their strengths and
limitations for describing and analyzing a community's health; and
4. Work in a group to write a community health assessment plan that address the intent and
purpose; description of the community to be assessed; relevant questions on issues to be
assessed; methods of assessment and plan for analysis.
HED 821: COMMUNITY ASSESSMENT PRACTICUM
Course Description:
HED 821 is a practice conjoined course with HED 820 designed to strengthen the link between
theory and practice in three skills-based research methods course. Students are assigned to public
health or community based organizations in teams of 3-4 members. Student teams develop a
community health assessment plan under the supervision of the Community Adjunct Faculty
(CAF). Students practice development and leadership principles, use knowledge and skills from
the previous semester and from conjoined class HED 820. Each team—in meetings with CAF
and the HED 821 instructor as well as through input from class discussions-- writes a research
plan for implementation their next semester in HED 831 Advanced Community Assessment
Practice.
Learning Objectives:
By the end of the course, students will be able to
1. Identify individual strengths; delineate roles responsibilities and obstacles in team building;
2. Establish an ongoing team structure and plan to accomplish tasks, address and resolve
obstacles that inhibit individual contributions and team objectives;
3. Assess community health needs and select appropriate needs assessment tools; and
4. Write a team report and present a summary of the report describing site (agency and
community context) and the rationale for selection of the community health assessment tool.
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FALL – Year 2
HED 830: PROGRAM PLANNING FOR COMMUNITY CHANGE
Course Description:
HED 830 is the first component of a one-year approach to mastering program planning and
evaluation. This semester provides students with the fundamentals and skills necessary to design
and implement public health programs to prevent disease and promote health and well-being. In
this course, students apply the ecological model to program planning, analyzing the individual,
interpersonal, community, organizational, and policy determinants of health to design a multilevel program targeting these determinants.
Learning Objectives:
Upon successful completion of this course, students will be able to:
1. Identify the essential phases of program planning and describe their functions;
2. Understand and apply the basic principles and processes of program planning to the design of
a health promotion program;
3. Understand and apply theory in the development and implementation of health promotion
programs and its relationship to health and social justice;
4. Develop a logic model and implementation plan for a health promotion program; and
5. Design a multi-level comprehensive health education program consistent with specified
program objectives.
HED 831: ADVANCED COMMUNITY ASSESSMENT PRACTICUM
Course Description:
HED 831 is the sequenced practice course following HED 821. The goal of HED 831 is to
successfully implement the community assessment design and plan developed with CAF
preceptor in HED 820/821. Implementation will reflect the strengths of the linking theory,
knowledge and practice in one or more of the three skilled-based methods in public health
community assessments taught in HED 820.
Learning Objectives:
By the end of the semester MPH students will
1. Understand and practice conducting a community assessment; and
2. Gain skills in the following three skills practiced: (1) focus groups, (2) key informant
interviews, and (3) surveys.
HED 890.02: SECOND YEAR REFLECTIVE SEMINAR
Course Description:
This is a two part year long seminar (Fall and Spring semester) for students in the second year of
the MPH program. The role of the MPH Reflective Seminars during year 2 is to deepen
students' understanding of self care, collaborative leadership and to reinforce group skills and
understanding of group process. The focus will be on developing your ability to demonstrate
collaborative leadership both in practice groups and in the cohort. Ongoing work on the MPH
58
portfolio is part of the work in the seminar each semester. Reflective time will be devoted to
understanding the portfolio and its presentation.
Learning Objectives:
The students in the second year of the MPH program:
1. Deepen their understanding of collaborative leadership;
2. Practice team and conflict resolution skills;
3. Understand and assume the role of leadership coach with fellow classmates;
4. Understand the role and responsibility of citizenship in the MPH program and their cohort
through participation in PHOGS and activities designed to strengthen cohort cohesion;
5. Understand the MPH expectations beyond course work that must be completed in the second
year of the program;
6. Reflect on the competencies they have developed thus far in the MPH and reflect this
understanding in their MPH portfolio;
7. Create a process to problem solve cohort issues that arise in the course of the second year;
8. Develop a cohort mission statement; and
9. Develop a personal mission statement.
SPRING – Year 2
HED 840: PROGRAM EVALUATION DESIGN AND RESEARCH
Course Description:
HED 840 is the second half of a one year course designed to provide students with a basic
mastery of program planning, evaluation, grant writing, and strategic planning. The student
teams will focus on transforming the program plan produced last semester (HED 830/831) into a
fundable grant proposal.
Learning Objectives
By the end of the course students will have achieved the following learning objectives:
1. Mastered the basic evaluation format presented using the PRECEDE/PROCEED and other
frameworks;
2. Developed a grant proposal from the plan developed last semester;
3. Critically assessed evaluation research published in peer-reviewed journals;
4. Understood the strengths and weaknesses of various theoretical approaches to program evaluation;
5. Identified the issues involved in communicating results and utilizing evaluation findings with diverse
audiences; and
6. Mastered the basic skills necessary to evaluate the effectiveness of community health education
programs.
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HED 841: PROGRAM PLANNING AND EVALUATION PRACTICUM
Course Description:
The practicum component this semester will focus on transforming the program plan produced
last semester into a fundable grant proposal. This task will be followed by more advanced level
inquiry in evaluation theories, methodologies, and designs including fine-tuning student’s
abilities to critically review public health evaluation studies. Evaluation practitioners will present
their work during this period.
Learning Objectives
By the end of the course students will have achieved the following learning objectives:
1. Mastered the basic evaluation format presented using the PRECEDE/PROCEED and other
frameworks;
2. Developed a grant proposal from the plan developed last semester;
3. Critically assessed evaluations published in peer-reviewed journals;
4. Understood the strengths and weaknesses of various theoretical approaches to program evaluation;
5. Identified the issues involved in communicating results and utilizing evaluation findings with diverse
audiences; and
6. Mastered the basic skills necessary to evaluate the effectiveness of community health education
programs.
SUMMER Year 2
HED 892: MPH SUMMER FIELD INTERNSHIP
Course Description:
HED 892 is an opportunity for students to demonstrate and further refine core knowledge and
skills in community health assessment, program planning and evaluation design. Students are
expected to integrate into the internship experience, the knowledge and principles of theory,
principles of public health and community organizing, epidemiology, statistics and leadership
from the previous four semesters. Emphasis is placed on each student’s initiative and career
goals to design and develop a summer internship proposal. Once a site has been determined, the
student’s proposal becomes a contractual agreement that each student monitors by developing a
200 hour work plan (mid-term report and final report).
Learning Objectives
By the end of the internships students will have:
1. Developed a proposal with a purpose, work plan, time line and expected outcomes;
2. Conducted a literature search;
3. Organized and facilitated a site visit with course instructor, site supervisor and other relevant
staff/community partners;
4. Implemented the proposed praxis and write a report in which the goals, objectives, methods
will be described and assessed (reviewed and comments from site supervisor); and
5. Developed two preliminary culminating project (HED 895) concepts: purpose, goal,
objective(s), methods.
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FALL – Year 3
HED 890.03: THIRD YEAR REFLECTIVE SEMINAR
Course Description:
This is a two part year long seminar (Fall and Spring semester) for students in the third year of
the MPH program. The role of the MPH Reflective Seminars is to deepen understanding of self
care, collaborative leadership and to reinforce students' group skills and understanding of group
process. Preparation for the culminating experience is emphasized
Learning Objectives
1. Develop a process to decide the content objectives for their cohort for the third year
reflective seminar of the MPH program;
2. Provide both instrumental and emotional support for the completion of the culminating
experience;
3. Understand the roles and responsibilities for advancing the Health Education and Public
Health profession.
4. Understand the role and responsibility of citizenship in the MPH program and their cohort
through participation in PHOGS and activities designed to strengthen cohort cohesion;
5. Understand the MPH expectations beyond course work that must be completed in the third
year of the program;
6. Reflect on the competencies they have developed thus far in the MPH and reflect this
understanding in their MPH portfolio; and
7. Create a process to problem solve cohort issues that arise in the course of the third year.
SPRING – Year 3
HED 895: APPLIED RESEARCH PROJECT IN HEALTH EDUCATION
Course Description:
This capstone course in the MPH program is the culminating experience requirement. It requires
that students synthesize and integrate the knowledge they have acquired in their coursework and
apply the theory and principles of community health education in public health practice.
Learning Objectives:
1. Students will demonstrate the ability to design, implement and evaluate a communitybased project in Community Health Education;
2. Students will demonstrate the ability to develop an informed consent and study
protocol for human subjects approval;
3. Students will demonstrate the ability to write an abstract of a community-based
project;
4. Students will demonstrate the ability to develop a professional presentation of the
results of community based research;
5. Students will demonstrate the ability to identify the health education competencies
applied in their community based research project; and
6. Students will demonstrate the ability to write a report documenting the elements of a
good, applied community based research project and its results.
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DESCRIPTION OF NON-SEQUENCED COURSES
HED 845: TRAINING AND EDUCATIONAL PROCESS
Course Description:
This class is designed to expose students to various approaches to health education trainings,
with a special emphasis placed on educating culturally diverse populations. This will be
accomplished, in part, by exposing students to a wide variety of readings covering everything
from traditional learning theories to critical pedagogy and popular education. Additionally, this
class will include: discussions, activities, group projects (conceptualizing, developing and
carrying out health education training), guest speakers, and a critical analysis of a health
education training of the students’ choice. By the conclusion of the course, students will be able
to plan, implement, and evaluate health education trainings.
Learning Objectives
Upon successful completion of this course, students will be able to:
1. Do an educational needs assessment, design, and plan educational programs for a variety of
health professionals (e.g., for teachers, volunteers, and other interested personnel) in a
variety of settings;
2. Assess individual learning styles while taking into account the broader learning environment;
3. Employ a wide range of educational methods and techniques to best communicate health and
community health education information;
4. Critically analyze the pros and cons of various educational technologies and be able to select
appropriate media for health trainings while fully taking into account the needs and learning
styles of diverse populations;
5. Consult with those requesting assistance (i.e., health education training) and work with these
individuals while also utilizing a professional network to create an optimal training for her or
his personnel; and
6. Evaluate the effectiveness of health education trainings/educational interventions.
HED 835: HEALTH POLICY
Course Description:
This course is designed to help students better understand the political environment in which
public health operates and how to work within it. It features discussions on ethics as applied to
public health, politics and media advocacy.
Learning Objectives:
By the end of the semester students will:
1. Better understand the relationship between ethics and public health politics;
2. Be better able to analyze how social, economic, and political factors influence health in the US;
3. Be able to outline how each branch of government affects public health;
4. Be able to analyze how interest groups operate in a political environment;
5. Have an improved understanding of how community health education can affect policy
formation;
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6.
7.
Obtain an introduction to the literature about the changing political climate affecting the
goals of public health programs; and
Review media advocacy principles and techniques to achieve program goals.
HED 850: HEALTH ADMINISTRATION AND MANAGEMENT
Course Description
This course is designed to help students better understand management skills as they apply to
strategic planning, working with staff, and collaborating with leaders of other organizations.
Developing mission statements and financing are outlined. Motivating and respecting staff is
discussed. The course relies primarily on the case study method for learning. Where skills can,
to a greater extent be imparted through lecture, e.g., a basic understanding of how private
insurance works, students will learn about them through lectures.
Learning Objectives
1. Students will have improved skill in collaborating with health professionals in administering
public health programs;
2. Students will develop knowledge of key labor laws affecting health administration;
3. Students will receive an introduction to the concepts of Peter Drucker on selecting,
developing, and motivating non-profit staff;
4. Students will develop an understanding of an approach to queuing problems in managing
human resources;
5. Students will have an overview of sources of revenue for public health; and
6. Students will receive practice in the development of mission-based planning objectives.
HED 855: ENVIRONMENTAL HEALTH
Course Description
This graduate-level seminar is focused on engaging students in critically thinking about
environmental health issues. A common thread throughout the course will be the incorporation
of a global perspective with environmental justice principles and community organizing. There
will be two overarching themes: 1) the Politics of Health in a Toxic Culture (three modules on
Perspectives on Human Health and the Environment; Shaping Consciousness; and Communities
Speak Out), and; 2) Poverty, Food Production and Distribution.
Learning Objectives
By the end of the course students will have achieved the following learning objectives:
1. Demonstrated knowledge in major areas of environmental health;
2. Understood and used scientific and socio-political frameworks to interpret environmental
health information and data;
3. Critically assessed environmental health issues appearing in scholarly publications and the
popular press; and
4. Accessed environmental health data from multiple sources.
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EFOLIO HANDBOOK
By Catherine Magee, MPH & Ruth Cox, Ph.D
TABLE OF CONTENTS
1. INTRODUCTION & OVERVIEW
2. TIMELINE
3. EFOLIO ORGANIZATION/NAVIGATION
4. EFOLIO CONTENT REQUIREMENTS
5. TECHNICAL ASSISTANCE
6. EFOLIO EVALUATION & GRADING
a. PEER REVIEW PROCESS
b. FINAL GRADING PROCESS
7. RESOURCES
a. TIPS & TRICKS FOR BUILDING YOUR EFOLIO
b. TIPS FOR CREATING A STELLAR ELECTRONIC PORTFOLIO
c. EFOLIO SITE MANAGEMENT GUIDE
d. ALUMNI EFOLIO SITES
e. USEFUL WEBSITES
f. LITERATURE ON EFOLIOS
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1. INTRODUCTION & OVERVIEW
What is this “Efolio,” anyway?
For many years, health education departments in colleges and universities have employed the use
of professional portfolios as a means of assessing the level of skill graduates have achieved in a
particular program. Typically paper-based, these portfolios presented evidence of students’
knowledge of responsibilities and competencies as public health practitioners. With constant
innovation in technology, professional portfolios are swiftly moving to web-based formats,
allowing for a more dynamic presentation of student and faculty work through the creation of
individual websites.
Now, SFSU MPH students have the opportunity to
create an electronic portfolio, or Efolio, as their
professional public health portfolio. This Efolio will
demonstrate your competence in Community Health
Education through evidence from academic classes and
practice courses, as well as the internship and
culminating experience project. You will work on their
Efolio throughout the MPH experience and seek to
create a site that reflects the professional health
education competencies as defined by the SFSU Health
Education Department.
Shelby McMillan’s (2006) Home Page
What’s its Purpose?
Creating your Efolio is designed to engage you in a process of reflection and evaluation of: 1)
responsibilities, competencies & sub competencies required for a master level health education
professional; and 2) leadership, team, and communication skills gained from the MPH program.
It is also meant to assess your ability to apply these core competencies and varied skills in the
practice of public health.
In building your Efolio site, you will have the chance to document and reflect upon the valuable
work you undertake in the MPH program and develop the ability to integrate technology into
your professional work. Furthermore, as a student, the digital format of the Efolio is a powerful
tool for demonstrating your passion for public health and your creativity as a health educator as
you enter the job market as a public health professional.
Within the SFSU MPH program, the Efolio will serve as both a formative and summative
evaluation tool for students. As a formative evaluation tool, the Efolio can be used to cultivate
relationships between students and their advisors and other faculty members, providing a
foundation for students’ academic and professional development during the program. Once the
Efolio is completed in the final year of the MPH program, it will serve as a summative tool to
evaluate your overall mastery of the health education competencies.
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What’s the Process?
Building an Efolio is a reflective learning process in which you will engage in collecting,
selecting, building, and publishing your work using electronic technology as the container.
These steps have been described this way:
• Collection: The portfolio’s purpose, audience, and future use of the artifacts will
determine what artifacts to collect.
• Selection: Selection criteria for materials to include should reflect the learning objectives
established for the portfolio. These should follow from associated evaluation rubrics or
performance indicators and national, state, or local standards when relevant.
• Reflection: Students enter into a reflection on artifacts in the portfolio and an overall
reflection. Research indicates that students become more actively involved in assessing
their own learning when using portfolios as they reflect on coursework, special projects,
and life experiences.
• Projection (or Direction): Reviewing reflections on learning, portfolios can be used to
look ahead, set goals for the future, supporting professional development and career
bridging.
The creative challenge of assembling the Efolio strengthens the learning process by helping
students become critical thinkers, and provides a structured opportunity to reflect on the
experience of the MPH program. Without the reflective element, portfolios merely become an
enhanced electronic resume, web page, or a digital scrapbook. The power of reflection turns the
collection into evidence of a deeper learning experience.
So where do I start?
You’ll be introduced to the Efolio in the first semester of the MPH program through a training
seminar. Periodic trainings will occur throughout the three years of the program. These trainings
will cover both the content requirements of the Efolio and the technical aspects of the Efolio
software program.
The Efolio is your opportunity to reflect on the
experience of the MPH program. It’s a chance to
spend some time away from skill-based classes,
away from teamwork, away from lit reviews, and
to get reacquainted with the passion you bring to
your work—to reflect on what drives you forward,
what invigorates you, what brings meaning and
purpose to your work.
The task may seem daunting—so many
competencies, so many sections to complete. Take
them one at a time. Use time away from the
computer to write and plan. Think about how you
want to present yourself to the public. Use this site
to distill your work into a clear and powerful
illustration of your skills, abilities, and convictions.
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Rachel Poulain’s (2005) Home Page
This is your opportunity to create a unique site. The basic structure is there, but the flexibility
and freedom you have to make it your own is endless. As you start to plan your site, think about
how you want to present yourself. What do you want people to come away with after viewing
your Efolio? What do you want to showcase?
Perhaps think about a theme to tie much of your site together—for Donna Willmott, it was her
prison advocacy work; for Rachel Poulain, it was her experience working in Haiti. What is it for
you? Your connection to art? Your passion for women’s health? Your work with indigenous
communities?
This is your site. Personalize, make it your own. Make it relevant, compelling and authentic to
who you are and what you are most passionate about.
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2. TIMELINE
The following outlines the timeline for the Efolio process. It includes both the training sessions
and the different milestones for completing sections of the Efolio. Please see the following page
for a more narrative description of the Efolio process across the three years of the MPH program.
YEAR 1
Introduce Efolio concept
at Cross Cohort seminar
YEAR 2
Advisor Meeting
• Students provide
advisor with URL
• Review Efolio
progress and content
• Discuss options for
summer internship
Ongoing work: Continue to
save work to site and rework
content
YEAR 3
Advisor Meeting
CE meeting and Efolio
feedback session
Efolio Refresher Seminar
Complete sections:
• Community Based
Experience
• Leadership Skills
• Embracing Diversity
• Resume
E-folio Introduction
Seminar:
• Students are assigned
sites
• Students participate
in hands-on training
session
E-folio Refresher Seminar
• Images
• PDFs
• Formatting
• Site content &
requirements for the
fall
Ongoing work: Continue to
save work to site and rework
content
Completion of Sites:
• Finish remaining
competency sections
• Complete Culminating
Experience section
• Revise, refine and
finalize site
Peer Review (early
February)
Final Efolio worksession
seminar (mid-March)
Final Efolio Due Date (midApril; one week after DRAFT
CE is due))
Program Review Process—
internal & external review of
Efolios
Semester 1
Semester 2
Summer
Begin working on the
Complete the following
following Efolio sections:
sections (by fall of Year 3):
• Introduction
• Introduction
• Mission Statement
• Mission Statement
• Research Principles
• Community
& Methods (informed
Assessment
by HED 825)
• Program Planning
• Embracing Diversity
• Program Evaluation
(informed by HED
• Implementing HED
810)
Programs (HED 845)
• Leadership Skills
• ONE other
competency
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Year 1
During the first year of the MPH program, you will be introduced to the Efolio during your MPH
orientation session. Then, in the second semester, you will participate in a hands-on introductory
training seminar in the computer lab to learn the basics of the Efolio software and the overall
process of creating your website.
As illustrated in the table on the preceding page, the Efolio is an iterative process. That is, you
will gain the basic skills during Year 1 and will then practice those skills over the course of three
years, continuously revising and reworking the various sections of your site.
As soon as you are introduced to the software during the second semester of Year 1, it is highly
recommended that you start to work on your Efolio. The Efolio should be used as a place to
continuously collect your work and reflect on its significance. During the summer of your first
year, you should begin work on the following sections:
•
•
•
•
Introduction
Mission Statement
Competencies:
o Research Principles & Methods
o Embracing Diversity
Leadership Skills
In working on the Competencies, focus on the requirements for the Reflective Statement. This is
a critical piece of the Efolio content. For details, please see the Responsibilities &
Competencies Requirements for MPH Courses in the MPH manual. Refer to the recommended
alumni sites for examples.
Year 2
When you return to school in the fall of Year 2, you should schedule a meeting with your
advisor. At this meeting, you will discuss the work you have done on your Efolio and plan for
the upcoming year. Be sure to email your Efolio URL to your advisor at least two weeks prior
to the meeting and request that they review it before you meet.
During Year 2, you will have the chance to work in the computer lab again for a refresher
seminar. Typically, this seminar will take place during the second semester. You should
continue to work on your site during that semester and the summer months. By the fall of Year
3, you should have the following sections fully completed:
•
•
•
Introduction
Mission Statement
Competencies:
o Community Assessment
o Program Planning
o Program Evaluation
o Implementing HED Programs
o At LEAST one additional competency
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Though this may seem like a lot to accomplish, the sooner you can work on your site, the better
off you will be entering Year 3. The demands of the Culminating Experience project will create
a crunch for you if you wait to work on this site until Year 3. The sooner you can start collecting
and reflecting, the more time you will have to truly select the best work to put forth in your
Efolio.
Year 3
This is a busy year for the Efolio! In the fall of this year, you should meet with your advisor
once again to discuss your Efolio and your Culminating Experience project. You will also
participate in one final training session during the first semester. Over the winter break, you
should complete the following sections:
•
•
•
•
Community Based Experience
Leadership Skills
Embracing Diversity
Resume
In the second semester, in early February, you will participate in the Peer Review process for the
Efolio. At this point, your Efolio should be nearly completed. It is important that you go into
the Peer Review process with a substantial portion of your site finished so that you can get
substantive feedback to help you finalize your Efolio. Please see the Evaluation & Grading
section of the Efolio handbook for details on this process. There will be an optional computer
lab work session provided during the spring semester and individual assistance if required.
The FINAL due date for the EFolio will be in mid-April, one week after the DRAFT CE
paper is due. Please make a note of this, and plan ahead!
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3. EFOLIO ORGANIZATION/NAVIGATION
The following outline reflects the organization of sections and subsections in the Efolio template.
1. Introduction
2. Professional Mission Statement
3. Competencies in Public Health
a. Community Assessment2
i. Evidence of Competence
ii. Relevant Coursework3
b. Program Planning
c. Implementing Community HED Programs
d. Evaluating Community HED Programs
e. Coordinating HED Services
f. Consulting & Resource Skills
g. Advocacy & Communication
h. Research Principles & Methods
i. Administration Skills
j. Professional Leadership
k. Embracing Diversity
4. Culminating MPH Project
a. Evidence of Competence
b. Project Reflection
c. Relevant Coursework
5. Leadership Skills
a. Professional Presentations & Papers
b. Civic Engagement
c. Personal Strengths & Abilities
6. Community Based Experience
a. Evidence of Competence
b. Relevant Coursework
7. Resume
a. Contact Information
b. Career Objectives
c. Employment History
d. Educational Achievements
e. Volunteer Activities
f. Honors & Awards
g. Printable Resume
8. SFSU MPH Overview4
2
Please note that all competencies in the Efolio have these two sections: Evidence of Competence & Relevant Coursework
All Relevant Coursework sections are preformatted for students and therefore require no additional content except for
Embracing Diversity and the Culminating Experience sections.
4
This section is preformatted by the Health Education Department. Students should not change the content of this section.
3
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4. EFOLIO CONTENT REQUIREMENTS
This section will give you some guidelines about the content requirements for the Efolio content.
Most main sections in the Efolio are reflected here.
I. Introduction (Home Page) (100-150 words)
This is the first page people will see when they arrive at your site. It is an opportunity for
people to get to know you and what you’re about. In creating the introduction, think about
the connections that run in your professional and, perhaps, personal life. Are you focused
on one issue? Are you more interested in strategies and policies? Does a theoretical
foundation drive you?
This section should be brief but descriptive. It should set the tone for your site and provide
users with a quick view into the content/philosophy of your public health work.
II. Professional Mission Statement (50-75 words)
This mission statement should be brief, concise and direct. It should be connected to your
introduction in some manner. Refer to alumni sites for examples of these statements.
III. Competencies
You will be required to complete 7 of the 11 competencies. The following
competencies are required:
•
Community Assessment
•
Program Planning
•
Implementing Community HED Programs
•
Evaluating Community HED Programs
•
Embracing Diversity
The remaining 2 competencies can be TWO of your choice.
There are three main sections within each competency:
a. Competency landing/home page
This section is what people will see when they click on a competency. This page
should contain two sections: 1) Reflective Statement and 2) Practical Experience.
i. Reflective Statement (100-150 words)
The Reflective Statement should be a personal reflection on your own
understanding of a particular competency—what it is, how it’s used, and
its role/value in the field. The statement should illustrate your personal
understanding of a competency and perhaps your deeper philosophy
around that competency. For instance, if community participation is what
drives your program planning work, use this space as an opportunity to
describe that belief, how it applies to program planning and what its value
is to public health.
Some suggestions:
1) Do some free writing about the competency.
Step away from the computer and just write for a while about what you
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know and believe about a competency;
2) Draw on your process papers for content. Use these documents to help
you reflect on the work you have done.
3) Get a feel for what is expected by looking at some exemplary alumni
sites. These sites will help you with ideas and may answer some of your
questions:
Shelby McMillan (2006): http://shelbymcmillan.sfsu.myefolio.com
Ingrid Ochoa (2006): http://ingridochoa.sfsu.myefolio.com
Linda DeWitt (2006): http://lindadewitt.sfsu.myefolio.com
Catie Magee (2006): http://catherinemagee.sfsu.myefolio.com
ii. Practical Experience & Project Reflection (75-100 words)
Following the Reflective Statement, use this section to connect your
reflection to your practical experience in the competency. Write a very
brief description of work you have done in a particular area (i.e.,
community assessment, program planning, evaluation, etc.). This section
will be a brief description of what you will more fully discuss in the
evidence section. Create a link here to the evidence section of the
competency.
You can also use this section to briefly reflect on your learning from the
project—how the experience informed your perspective on the particular
competency. This should be a more specific reflection on the project itself.
b. Evidence of Competence (300-350 words)
This is your opportunity to elaborate on the practical experience you described on
the Competency Landing Page. This section should describe the project in brief
form. Sections to include are:
i. Background/Overview of Project
This might include pieces of information from a literature review and/or a
brief overview of the project.
ii. Methods
iii. Findings
iv. Recommendations
v. Next Steps
If applicable, this section would describe the next step in the project’s life.
For example, with your community assessment within the conjoined
courses, this section could mention the program plan that was developed
out of the assessment, with a link to program plan section.
Be sure to explicitly connect your evidence to your coursework. That is, describe
how the project is connected to a particular course to show the integration of
practice with classroom experience. For example, within community assessment,
you could briefly describe the Practicum Experience and thread this through both
73
program planning and evaluation.
BE SURE to include all relevant documents in your evidence sections. You
will attach these documents so that they will appear at the bottom of each
Evidence page.
c. Relevant Coursework & Competencies
This section is preformatted and requires no additional content.
IV. Culminating Experience: Efolio Guidelines
This section contains three subsections: 1) Evidence; 2) Project Reflection; and 3) Relevant
Coursework.
a. Evidence Guidelines (300-350 words)
Include a project description based on the guidelines for the competencies. This
section should describe the project in brief form. Sections to include are:
i. Background/Overview of Project
ii. Methods
iii. Findings
iv. Recommendations
v. Next Steps
If applicable, this section would describe the next step in the project’s life.
b. Project Reflective Statement Guidelines (250-300 words)
Please reflect on the following questions:
i. How did your project meet the objectives of the CE course as described
below?
ii. What challenges emerged in this project?
iii. What is the value/benefit of the project to the field of public health?
c. Course Description
This capstone course in the MPH program is the culminating experience
requirement. It requires that students synthesize and integrate the knowledge they
have acquired in their coursework and apply the theory and principles of
community health education in public health practice.
d. Learning Objectives
i. Students will demonstrate the ability to design, implement and evaluate a
community-based project in Community Health Education;
ii. Students will demonstrate the ability to develop an informed consent and
study protocol for human subjects approval;
iii. Students will demonstrate the ability to write an abstract of a communitybased project;
iv. Students will demonstrate the ability to develop a professional
presentation of the results of community based research;
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v. Students will demonstrate the ability to identify the health education
competencies applied in their community based research project; and
vi. Students will demonstrate the ability to write a report documenting the
elements of a good, applied community based research project and its
results.
V. Community Based Experience
This section is one of the most flexible content sections in the Efolio. Though many
students choose to showcase their summer internship projects here, it can be used to
contain other community-based work as well. For students who have engaged deeply in a
community through a multitude of projects, this section is a perfect place to highlight that
work. Be creative with this part of your site. Take a look at alumni sites to see the many
unique presentations of community based experience.
Though you are free to choose what content to include in this section, please follow the
guidelines for the “Competency Landing Page” and “Evidence of Competence (Sections 3a
& 3b0 for instructions on how to present the content you choose for this section.
If you decide to include any work in this section or any other part of your Efolio that is
unrelated to your MPH academic experience, this work: 1) must be relevant to public
health and community health education; and 2) must have been conducted during your time
as a student in the MPH program.
VI. Embracing Diversity
This section is similar to the other competency sections. Please feel free to be creative with
this section—include your reflections on health equity and cultural competence within your
role as a public health practitioner. Review alumni sites for ideas.
a. Embracing Diversity Landing Page
The landing page should contain two sections: a) Reflective Statement and b)
Practical Experience.
i. Reflective Statement (100-150 words)
The Reflective Statement should be a personal reflection on your own
understanding “Embracing Diversity.” Review the “MPH Principles to
Achieve Health Equity & Cultural Competence” found below for your
reflection. How do cultural competence and health equity relate to each
other? What is their place in public health?
ii. Practical Experience & Project Reflection (75-100 words)
Following the Reflective Statement, use this section to connect your
reflection to your practical experience with “Embracing Diversity.” Write
a very brief description of how your public health experience demonstrates
the integration of this principle into your work. If applicable, use this
section to briefly reflect on your learnings from the project you will
discuss in the “Evidence” subsection—how your experience informed
your perspective on “Embracing Diversity.”
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b. Evidence of Competence (300-350 words)
This is your opportunity to elaborate on the practical experience you described on
the Embracing Diversity Landing Page. This section should describe the project in
brief form. Feel free to be creative wit this section. If there is more than one
project that illustrates your commitment to “Embracing Diversity,” use this
section to describe your overall involvement in work that exemplifies the
competency. Sections to include are:
BE SURE to include all relevant documents in your evidence sections.
c. MPH Principles to Achieve Health Equity & Cultural Competence
i. Masters in Public Health (MPH) students and faculty have developed a set
of principles to support cultural competence, achieve health equity, and
address discrimination and other forms of oppression/societal privilege in
our curriculum. The following six principles apply not only to the content
of individual courses but to the program as a whole.
ii. The MPH faculty will speak to our mission statement in the classroom
and/or syllabus by identifying how its principles are operationalized and
manifested throughout a course.
iii. The MPH program will proactively recruit and retain students from the
communities where health disparities manifest while continually
identifying opportunities to address the lack of diversity in the public
health field as whole.
iv. The theme of health equity, cultural competence and power dynamics will
be taught across the curriculum.
v. The department will promote learning opportunities that allow for the
discussion of oppression, power imbalance, and societal privilege in an
atmosphere of honesty and respect.
vi. Faculty will be provided with on-going training opportunities that address
health equity and cultural competency, with special attention to techniques
for identifying and engaging cultural diversity and power dynamics within
the classroom.
vii. Faculty and students will actively seek teaching moments that illustrate the
ways in which oppression, power imbalance, and societal privilege
manifest constructively and destructively in the classroom and community
by:
a. Identifying personal value systems related to power, oppression,
and societal privilege relevant to improving health equity.
b. Identifying techniques for working effectively in cross-cultural
settings.
c. Developing a consciousness about the impacts of
institutional/structural, personally mediated, and internalized
racism in a framework that emphasizes the “intersectionality” of
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race, gender, age, disability, sexual orientation, and class as well as
other forms of oppression, power imbalance, and societal privilege.
d. Defining cultural competency within an organizational setting and
its relevance to public health interventions.
e. Identifying the role of political, economic, cultural, societal, and
behavioral determinants of health.
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5. TECHNICAL ASSISTANCE
The Efolio site has many different technical assistance resources. You can access the “Help”
feature directly through the “Admin” page of your Efolio site. When you click on the “Help”
tab, you’ll find a wide range of resources such as FAQs, “Quick Tips,” and even online tutorials
to learn about the software.
To get to the Help site, visit http://help.myefolio.com/. Direct support from Avenet staff can be
accessed via email at support@avenet.net. Please see the Useful Sites section of this handbook
under Resources.
Efolio Training Session: Building a Section
The following is an example of an Efolio training session process. This information will be
provided to you during your training sessions, but you can use this for reference as you start to
get a feel for the software.
Getting started
• You should download the Firefox web browser to work on your Efolio
(www.mozilla.com). This is the best browser for the EFolio software. It’s the only one
that works for the MAC, and it’s the best option of the PC
• Keep your ID and password somewhere SAFE. You’ll need this information for
reference.
• Bookmark your URL (http://yourname.sfsu.myefolio.com/admin)
Working on your site
• It’s helpful to have two browsers open at the same time. Log in to your administrative
account for Efolio and then open up a second window with the admin site. Click on the
“Live Site” tab in the upper right hand corner of the page.
• The GREEN Finish button is your best friend! Don’t forget to click this when finished
editing.
• The RESET button is NOT your friend! Be careful with this button—clicking it will
clear the page you have been working on.
Competencies: Community Health Assessment
1. Navigating in Site Administration
a. Make sure you’re in the Content Tools tab.
b. Click on the +/- next to the Competencies in Public Health section title to open up
the section.
c. Click on the +/- next to the Community Assessment section to open it up.
d. Please note that each competency has two sections within it: Evidence of
Competence & Relevant Coursework. You are ONLY responsible for the Evidence
page
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2. Editing Competency Introduction Page
Community Assessment Introduction
a. Click on SECTION TITLE (e.g., 1. Community Assessment) to edit the section.
This is the INTRODUCTION page, or LANDING page, for this section. (Clicking
on the SECTION TITLE will get you into the editing tools for that page in your
site.)
b. Section Navigation: Reordering the Subsections
1) You will need to reorder the Subsections in each of the competencies.
2) Click on “Sort Subsections” in Section Tools
3) Click on “Evidence”, move it UP and click the GREEN finished button.
c. There are two editing areas in each of the sections in your site:
Section Introduction
Items
You can put all your content in the Section Introduction, or you can use the Items
editing tools to add your content in different sections. For example, for each
competency, you would make one item “Reflective Statement” and the other
“Practical Experience” for the Section Page.
o
o
One thing to note with the Items editing tool is that you cannot change the order of
the items once you’ve entered them. Each item that is added will appear BEFORE
the item that you added last.
d. Formatting text
1) Click on the Section Introduction title (e.g., Community Assessment
2) The editing toolbar above the textbox will help you format headers and body
text.
3) A sans serif font such as Verdana or Arial is recommended. Serif fonts like
Times are difficult to read onscreen.
4) Size “2” text seems to work for body text and size “3” for headers.
5) Cutting and pasting from word, PPT, etc. can sometime be an issue. If you find
that your text can’t be formatted once you cut and paste, try using an interim
step to get rid of all formatting. You can use a text document to help you
o Open a text document on your desktop
o Copy and paste the test you want to use into it
o Then copy the text in the text document and paste it into your editing box in
the site.
e. Images
1) To add images to your page, click on “Images” in the left hand toolbar.
2) Images MUST be .jpg or .gif files
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3) You can add captions to the images.
4) Be sure to indicate how you want the images positioned (left, right or
alternating).
f. Sidebars
Promote, promote, promote! Use the sidebars for quotes you love, comments
professors or your CAFs have made about your work, presentations your have
made, awards your have won, etc.
1) Click on the “Sidebar” tool in the left hand side toolbar
2) You can give your sidebar a title if you want, but you don’t have to.
3) Enter and format text in the editing box.
4) To add an image click on “Manage Images”
5) Browse for your image and upload it
g. Adding links
1) You can link to pages within your site OR to outside sites.
2) There are three different places you can add links in your site:
o Within the text (body of a page or a sidebar)
ƒ Highlight the word or words you want to people to click on to link to a
particular site.
ƒ Click on the
GLOBE ICON w/ Paperclip in the text editing toolbar
ƒ Find the page you want to link to and copy the web address
ƒ Click back in the box to add the web address, delete the http:// that
appears and paste the web address you want.
o Images (main page or sidebar)
ƒ When you upload an image either to the body of a page or to a sidebar,
you will be able to add a link to the image if you choose to.
ƒ Find the page you want to link to and copy the web address.
ƒ Add the web address to the “Link” section under the image.
ƒ Be sure to choose the “Target” you want—do you want to have the link
open in a new window or in the same one you’re in. Often it’s better to
have a new window open so people don’t lose their place in your site
while they look at another site. This option is ONLY available with
images. Linking in the text will only open the link in the same window.
If you know HTML, you can change this in the code.
o “Related Links” in the left hand side toolbar (links will appear at the
bottom of the page)
ƒ Click on the “Related Links” tool in the left hand toolbar.
ƒ Add a link
ƒ Input the relevant information
ƒ Link will appear at the bottom of the page.
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h. Making PDFs
1) Most Microsoft Office programs will give you an option to save your
documents (.doc, .ppt, .xls) as PDFs. To do this, go to “File” then “Save As”
PDF. Often there is an icon on the toolbar (the Adobe PDF symbol) that will
allow you to directly convert your document to a PDF.
2) If your software does not have either of these options, you can download a free
PDF converter software from www.pdf995.com. Please see the Useful Sites
section of this handbook under Resources.
i. Adding documents
1) Word, PDFs, PPT
o Click on the “Manage Document” tool in the left hand toolbar
o Browse for and upload your document
o Add title and description
2) Audio
o Audio files can ONLY be added to the bottom of the page.
o The ideal file for audio is an .mp3 file because it is the smallest file type
o Click on the “Audio” tool in the left hand toolbar
o Browse for and upload the file
o Add title and description
3) Video
o Video files can ONLY be added to the bottom of the page.
o Click on the “Video” tool in the left hand toolbar
o Browse for and upload the file
o Add title and description
3. Editing Competency Evidence Page
Community Assessment Evidence
a. Follow the same steps as above to edit the Evidence section
b. Be sure to include all recommended sections as outlined in the Guidelines document.
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6. EFOLIO EVALUATION & GRADING
The Efolio will be evaluated both by your peers as a mid-term review and by the department as a
final review.
a. PEER REVIEW PROCESS
During the second semester of Year 3, in early February, you will be able to participate in
a mid-term Peer Review of each other’s Efolio sites. This review process has been
invaluable to students in creating their Efolios. It provides the opportunity to experience
other students’ sites, develop a deeper understanding of each other’s work, and model
best practices, good ideas, and creative content.
For the Peer Review process, you will be partnered with one other student in your cohort.
You will each review each other’s Efolios following an evaluation tool that will be
provided to you. The review process will include both quantitative and qualitative
evaluation measures and will take place over the period of about two weeks, providing
ample time to review each site and give substantive feedback.
It is important that you complete as much of your Efolio as possible for the Peer Review.
This process will be a gauge for where each student is in the Efolio process. The last
semester of the program will be much easier if you have continued to work on your
Efolio consistently throughout the program. It is important that you enter the Peer
Review process with the majority of your site completed. Ideally, the following sections
should be nearly finished:
•
•
•
•
•
•
Introduction
Professional Mission Statement
Competencies in Public Health
o
Community Assessment
o Program Planning
o Implementing Community HED Programs
o Evaluating Community HED Programs
o Embracing Diversity
o Two other competencies of your choice
Community Based Experience
Leadership
Resume
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b. FINAL GRADING PROCESS
The Efolio is assessed upon completion in the students’ last semester of the program. It is evaluated through both quantitative and qualitative
measures. The following rubric reflects the evaluation process for the 2006 Cohort Efolios. Please note that, in the final grading process, you will
receive a score for each competency you complete. This rubric is subject to change for the upcoming graduating cohort. Updated criteria will be
provided as it becomes available.
Quantitative Measures
E-folio Component
Criteria
Scoring Guidelines
3
2
1
Competencies
Evidence of personal reflection and
critical understanding of competency
Good personal reflection and critical
Excellent personal reflection and
understanding of competency
critical understanding of competency
Average personal reflection and
critical understanding of competency
Relevant and quality evidence
presented for competencies with
documents attached.
All evidence presented is relevant to
the competency and of high quality;
all relevant documents (reports/PPT)
attached
Most evidence presented is relevant
to the competency and of high
quality; most relevant documents
(reports/PPT) attached
Some evidence presented is relevant
to the competency and of high
quality; few relevant documents
(reports/PPT) attached
Introduction
Organized, clear and concise
introduction
Introduction is clear and concisely
communicates intention of efolio
Introduction is mostly clear and
generally communicates intention of
efolio
Introduction is somewhat clear and
somewhat communicates intention of
efolio
Mission Statement
Organized, clear and concise mission
statement
Mission statement is is wellorganized, clear and concise
Mission statement is mostly wellorganized, clear and concise
Mission statement is somewhat wellorganized, clear and concise
Community Based Experience
Well-developed presentation of specific Excellent, clear, and dynamic
community-based experience complete relfection of community-based
with relfective statement and evidence experience.
Relfection of community-based
experience is mostly clear and
dynamic.
Relfection of community-based
experience is somewhat clear and
dynamic.
Most evidence presented is relevant
to the competency and of high
quality; most relevant documents
(reports/PPT) attached
Some evidence presented is relevant
to the competency and of high
quality; few relevant documents
(reports/PPT) attached
Reflective Statement
Evidence of Competence
Specific Site Content
Culminating MPH Project
Evidence
Relevant and quality evidence
presented for competencies with
documents attached.
All evidence presented is relevant to
the competency and of high quality;
all relevant documents (reports/PPT)
attached
Reflection
Reflection cpatures and effectively
articluates essential learnings from
project
Reflection is of
Reflection is of good quality and
83high quality and
effectively reflects essential learnings mostly reflects essential learnings
Reflection is of fair quality and
somewhat reflects essential learnings
E-folio Component
Scoring Guidelines
Criteria
3
2
1
Structure
Organization of efolio content
Evidence and content is presented in a
All content is well-organized and
logical order and navigation is easy to
navigation is seamless and logical
follow
Writing skills
Content on site reflects strong writing
and grammatical skills
Most content is well-organized and
Some content is well-organized and
navigation is generally seamless and navigation is partially seamless and
logical
logical
Overall, content in site is mostly well- Overall, content in site is somewhat
Overall, content in site is well-written
written with few (2-5) grammatical
well-written with some (6-9)
with no (0-1) grammatical errors
errors
grammatical errors
Appearance/ Look & Feel
Visual appeal & Presentation
Site displays an excellent overall
Site is dynamic and displays a balance balance between text and media; a
between text and media (images,
strong use of multimedia and/or
quotes, graphics, sidebars etc.)
graphics; effective use of quotes; and
is dynamic and interesting.
Site displays a good overall balance
between text and media; a good use
of multimedia and/or graphics; some
quotes; and is mostly dynamic and
interesting.
Site displays an average overall
balance between text and media; an
average use of multimedia and/or
graphics; few quotes; and is
somewhat dynamic and interesting.
Commitment to the profession
Content and evidence presented in the
Serious commitment
efolio reflect a commitment to the
profession of public health
Good commitment
Average commitment
Qualitative Measures
You will receive qualitative feedback on all the sections listed above in addition to being scored on each section.
84
7. RESOURCES
a. TIPS & TRICKS FOR BUILDING YOUR EFOLIO
Here are some tips & tricks to help you create a fabulous efolio! We encourage you to share
your own tips & tricks with each other as you go!
Getting Started
• Check out past efolios and other resources for ideas
• Make a storyboard
• Create a master text document
Files & Things
• Organize your files in a directory (folders with documents & images)
• Make PDFs of your final presentations and reports
• Images must be either .jpg or .gif files
• Audio clips must be .mp3 files
• File size is very important—there is limited space on the site
Organizing the Site
• Arrange navigation to emphasize your best work—direct users where you want them to
go
• Create balance—not too content heavy, not too image heavy
• Use what’s relevant—distill your content into the essentials
Content, Content, Content
• Be concise & to the point—avoid scrolling pages
• Provide good, relevant information but don’t overwhelm readers
Formatting
• Formatting in the efolio tool can be challenging
• Do all formatting INSIDE the tool; do not copy and paste text that has already been
formatted in Word
• If copying text from Word isn’t working, try pasting text into the notepad on your
computer to clear all formatting the text may have.
Promote, Promote, Promote
• Use links within the site to showcase other efolio sections
• Use links outside the site to promote relevant agencies and associated projects
• Be creative with sidebars—images, quotes, links, etc.
b. TIPS FOR CREATING A STELLAR ELECTRONIC PORTFOLIO
TIPS FOR CREATING A STELLAR ELECTRONIC PORTFOLIO
1. Reflect: Reflect on what you’re accomplishing in your MPH academic program and in your
career, and how it fits with your goals.
2. Collect: Collect evidence for your electronic portfolio. Organize your artifacts (evidence of
work: papers, PPT presentations, abstracts, great quotes, digital images, audio/video files) on
your computer desktop. SAVE, SAVE. And SAVE your digital files not only on your computer
,but also keep another copy on CD, USB, and even in your Efolio.
3. Select: The portfolio highlights your best work. TIP: Create folders for each competency/section
of the portfolio on your computer. Drop relevant evidence into each folder. Then, when you are
online working on your portfolio, you can easily select the documents that are most pertinent to
your EFolio.
4. Build: Build your site using the Efolio software. Along with evidence of your work, be
creative—include quotes and images! Look at other Efolios for ideas and inspiration.
5. Publish: Publish your portfolio and share it with you MPH faculty, the communities your serve,
your family and friends, and potential employers. You can give your URL to anyone you like to
see your work. When completed, the Efolios will be listed with search engines like Google. After
you complete the program, and you Efolio has been graded, you can continue to update and
change your site.
MORE TIPS…
™ Keep track of your user name and password.
™ Bookmark your URL (http://yourname.sfsu.myefolio.com/admin)
™ As you work on your site with the Efolio software, make note of the online help feature.
™ MAC Users: To get fully functional within Efolio, you will need OS 10 and
Mozilla/Firefox browser. (www.mozilla.com)
USEFUL SITES…
™ Efolio Minnesota Showcase: http://efoliomn.com (career links; gallery of portfolios)
™ Google Images: www.google.com (for finding useful images; download images as .jpgs to
your computer; be sure to include photo credits for all images you use that are NOT your
own)
™ Photo Resizing: www.resize2mail.com (resize your photos online; images only need to be
72 dpi for the web)
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c. EFOLIO SITE MANAGEMENT GUIDE
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88
89
90
91
92
93
94
95
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d. ALUMNI STUDENT EFOLIO SITES
Here’s a list of all the MPH Efolios that have been created to date. Please note that the
requirements for the Efolio presented in this handbook are significantly different than what was
give to the 2005 cohort. Use these sites as a reference, but please follow the requirements outlined
in the handbook.
2005 Cohort
http://alitaalee.sfsu.myefolio.com/
http://kristinaahmed.sfsu.myefolio.com/
http://jessicabowen.sfsu.myefolio.com/
http://scottbrown.sfsu.myefolio.com/
http://meghanclouse.sfsu.myefolio.com/
http://anamariaespinosarydman.sfsu.myefolio.com
http://tamragroode.sfsu.myefolio.com/
http://jenniferlee.sfsu.myefolio.com/
http://rachelpoulain.sfsu.myefolio.com/
http://estelleschneider.sfsu.myefolio.com/
http://jasonvaudrey.sfsu.myefolio.com/
http://donnawillmott.sfsu.myefolio.com/
http://belindawong.sfsu.myefolio.com/
2006 Cohort
http://nabilalsoufi.sfsu.myefolio.com
http://johnbanagan.sfsu.myefolio.com
http://katherinebrown.sfsu.myefolio.com
http://mylenecahambing.sfsu.myefolio.com
http://sahrucowans.sfsu.myefolio.com
http://amandacue.sfsu.myefolio.com
http://lindadewitt.sfsu.myefolio.com
http://katherinehawksworth.sfsu.myefolio.com
http://jenhult.sfsu.myefolio.com
http://maurissakoide.sfsu.myefolio.com
http://normalisenko.sfsu.myefolio.com
http://catherinemagee.sfsu.myefolio.com
http://shelbymcmillan.sfsu.myefolio.com
http://ingridochoa.sfsu.myefolio.com
http://juancarlospalacios.sfsu.myefolio.com
http://lisafujieparks.sfsu.myefolio.com
http://albertoperezrendon.sfsu.myefolio.com
http://rubyturalba.sfsu.myefolio.com
http://shawnawhitney.sfsu.myefolio.com
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e. USEFUL WEBSITES
Efolio Help Sites
•
Avenet website (Efolio software company): www.avenetefolio.com
•
Efolio Customer FAQs: http://efolio.custhelp.com
•
Efolio HELP site: http://help.myefolio.com/
•
Efolio Minnesota Showcase: http://efoliomn.com (career links; gallery of portfolios)
PDF Sites
•
Overview of PDFs: http://en.wikipedia.org/wiki/Portable_Document_Format
•
PDF 995 (software to create PDFs for free): http://www.pdf995.com/
Resources
•
Google Images: www.google.com (for finding useful images; download images as .jpgs
to your computer; be sure to include photo credits for all images you use that are NOT
your own)
•
Photo Resizing: www.resize2mail.com (resize your photos online; images only need to
be 72 dpi for the web)
•
Mozilla www.mozilla.com (this is the IDEAL web browser for the EFolio for both
MAC and PC; Internet Explorer can work with PC, but this one is better.)
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f. EFOLIO BIBLIOGRAPHY
Barrett, H. (1998). Strategic questions: What to consider when planning for electronic portfolios.
Learning & Leading with Technology 26(2), 6–13. Retrieved Jan. 5, 2006 from:
www.iste.org/L&L/archive/vol26/no2/feature/index.html.
Barrett, H. (1999). Using technology to support alternative assessment and electronic portfolios
[Online document]. Anchorage: University of Alaska Anchorage. Retrieved Jan. 5, 2006
from: http://transition.alaska.edu/www/portfolios.html.
Batson, Trent. “The Electronic Portfolio Boom: What’s it All About?” Syllabus 16, no.5 (2002):
14-17
Cambridge, D. (2005) “e-Folio for Life-Long, Life-Wide Learning: Research Results”. Minnesota
State Colleges and Universities. Retrieved May 5, 2006
from:http://www.efoliominnesota.com/index.asp?Type=B_PR&SEC={4FFD14BC-BE504B27-BB57-314A464DFFF5}&DE={47D6DD49-C697-4F5D-8B63-ED85A05C5C99}
Danielson, C., & Abrutyn, L. (1997). An introduction to using portfolios in the classroom.
Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved
Feb.10, 2006 from:
http://www.ascd.org/portal/site/ascd/template.book/menuitem.ccf6e1bf6046da7cdeb3ffdb621
08a0c/?bookMgmtId=b58564597dcaff00VgnVCM1000003d01a8c0RCRD
Lorenzo, G. & Ittelson, J. (2005). An Overview of Electronic Portfolios. Educause, Article
ELI3001. Retrieved May 1, 2006, from:
http://www.educause.edu/LibraryDetailPage/666?ID=ELI3001
McKenzie, J., Cleary, M., McKenzie, B. & Stephen, C. (2002). E-Portfolios: Their creation and use
by pre-service health educator. The International Electronic Journal of Health Education. 4,
79-83. www.iejhe.org
National Learning Structure Initiative E-Portfolio Overview (2003). Retrieved from:
http://www.educause.edu/E-Portfolios/5524
Treuer, P. & Jensen J. (2003) “Setting Standards for Electronic Portfolios: a Broader Vision for
Educational Revolution”, EDUCAUSE Quarterly, Vol. 26, No. 2, 2003.
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MPH REFLECTIVE SEMINARS
HED 890.01, 890.02, 890.03
For five of the six semesters in the MPH program, students enroll in a one unit course, HED 890, MPH
Reflective Seminar. The Reflective Seminar meets five afternoons per semester for three hours.
Example:
Year One Fall/Spring
Year Two Spring
Year Three Fall/Spring
HED 890.01
HED 890.02
HED 890.03 (only one semester)
Each Reflective Seminar is for you to strengthen your ties and trust as members of a class cohort.
Towards this end, trust building exercises and activities are built into the seminar. Time is made in the
Reflective Seminar for major cohort issues that may arise.
The goal of the Reflective Seminar is to build leadership skills and serves to strengthen and nurture
each class cohort through experiential learning activities and group reflection.
In the first semester of the MPH, the focus in the Reflective Seminar is to develop an understanding of
our ecological perspective on health address both the personally and social determinants. Additionally,
the students are exposed to the social justice framework that drives our curriculum. In the next
semester of the Reflective Seminar the major objective is to deepen students understanding of group
dynamics. The focus here is on developing the ability to work effectively in groups, build team skills
and resolve conflict. This seminar will serve to facilitate the process of team building in the
community practice and strengthen the functioning of each class cohort. In the following two
semesters the Reflective Seminar develops personal leadership skills involving professional mission
statements, public speaking, critical thinking and others needs as they emerge from the student cohort.
Finally, the Reflective Seminar is where the “nuts and bolts” of the MPH get presented and discussed.
Issues such as the team assignments, internship, course work, portfolio development are discussed and
clarified.
REQUIREMENTS and GRADING
1. Students are required to attend each seminar.
Enrollment by Gator Reg Web Registration (www.sfsu.edu/student)
1. If you are in your first year of the MPH program you should enroll in 890.01
2. If you are in your second year of the MPH program you should enroll in 890.02
3. If you are in your third year of the MPH program you should enroll in 890.03
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RESPONSIBILITIES AND COMPETENCIES REQUIREMENTS FOR MPH COURSES
RESPONSIBILITY I: ASSESSING INDIVIDUAL AND COMMUNITY NEEDS FOR COMMUNIY HEALTH
EDUCATION
Competency A: Obtain Health-Related Data About Social and Cultural Environments
HED 820, HED 821
and Growth and Development Factors, Needs, and Interest.
HED 825
Sub-Competencies
HED 810, HED 815
1. Select valid sources of information about health needs and interests.
HED 820, HED 825
HED 840, HED 841
HED 855
2.
Utilize computerized sources of health-related information.
HED 820, HED 830
HED 895, HED 815
HED 825, HED 840
HED 841, HED 855
HED 892
3.
Employ or develop appropriate data-gathering instruments.
HED 820, HED 825
HED 830, HED 840
HED 841
4.
Apply survey techniques to acquire health data.
HED 820, HED 821
HED 830, HED 831
HED 840, HED 841
5.
Conduct health-related needs assessment in communities.
HED 820, HED 831
Competency B: Distinguish Between Factors That Foster and Those That Hinder
Well-Being.
Sub-Competencies
1. Investigate physical, social, emotional, and intellectual behavioral factors
influencing health.
HED 810, HED 815
HED 820, HED 821
HED 825, HED 830
HED 835, HED 892
HED 810, HED 815
HED 820, HED 825
HED 830, HED 835
HED 892
2.
Identify factors that tend to promote or compromise health.
HED 815, HED 810
HED 820, HED 825
HED 835
3.
Recognize the role of learning and affective experiences in shaping
patterns of health, and disease.
HED 815, HED 821
HED 831, HED 841
HED 890
4.
Analyze social, cultural, economic, and political factors that influence
health.
HED 815, HED 820
HED 821, HED 825
HED 830, HED 831
HED 835, HED 840
HED 841, HED 855
HED 810;892
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Competency C: Infer Needs for Community Health Education on the Basis of Obtained
Data
Sub-Competencies
1. Analyze needs assessment data.
2.
HED 820, HED 831
Determine priority areas of need for community health education.
Competency D: Determine Factors That Influence Learning and Development
Sub-Competencies
1. Assess individual learning styles.
2.
HED 820, HED 821
HED 830, HED 831
HED 845, HED 892
HED 820, HED 821
HED 835
HED 845
HED 821; HED 845;
HED 890
Assess individual literacy.
HED 821845, HED 840
HED 841
3.
Assess the learning environment.
HED 845, HED 840
HED 850; HED 821
RESPONSIBILITY II: PLANNING EFFECTIVE COMMUNITY HEALTH EDUCATION PROGRAMS
Competency A: Recruit Community Organizations, Resource People, and Potential
HED 830, HED 831
Participants for Support and Assistance in Program Planning.
HED 840, HED 841
HED 810, HED 892
HED 895
Sub-Competencies
HED 830, HED 831
1. Communicate need for the program to those who will be involved.
HED 840, HED 841
2.
Obtain commitments from personnel and decision makers who will be
involved in the program.
HED 820, HED 821
HED 830, HED 831
HED 892, HED 840
HED 841;HED 895
3.
Seek ideas and options of those who will affect or be affected by the
program.
HED 830, HED 831
HED 810, HED 815
HED 840, HED 841
HED 892
4.
Incorporate feasible ideas and recommendations into the planning process.
HED 830, HED 831
HED 840, HED 841
HED 835
5. Apply principles of community organization in planning
programs.
Competency B: Develop a Logical Scope and Sequence Plan for a Community Health
Education Program.
Sub-Competencies
1. Determine the range of health information requisite to a given program of
instruction.
102
HED 810, HED 830
HED 831, HED 840
HED 841
HED 820, HED 821
HED 830, HED 831
HED 840, HED 841
HED 820,HED 821
HED 830,HED 831
HED 840,HED 841
2.
Organize the subject areas comprising the scope of a program in logical
sequence.
HED 820,HED 821
HED 830,HED 831
3.
Review philosophical and theory-based foundations in planning
community health education-programs.
HED 892, HED 895
HED 815, HED 820
HED 821, HED 830
HED 831, HED 840
HED 841
4.
Analyze the process for integrating effective prevention as part of a
broader health care or community health education program.
HED 810, HED 820
HED 821, HED 830
HED 831, HED 835
5.
Develop a theory-based framework for community
health education programs.
HED 815,HED 820
HED 821,HED 830
HED 831
HED 820, HED 821
HED 830,
HED 840,HED 841
HED 845
Competency D: Design Educational Programs Consistent With Specified Program
Objectives.
Sub-Competencies
1. Match proposed learning activities with those implicit in the stated
objectives.
HED 830, HED 841
HED 845,HED 831
HED 840
2.
Formulate a wide variety of alternative educational methods.
HED 830,HED 845
HED 831
3.
Select strategies best suited to implementation of educational objectives in
a given setting.
HED 830, HED 831
HED 845,HED 840
HED 841
4.
Plan a sequence of learning opportunities building upon and reinforcing
mastery of preceding objectives.
HED 830, HED 831
HED 845, HED 840
HED 841,HED 892
HED 895
5.
Select appropriate theory-based strategies in health
program planning.
HED 815, HED 830
HED 831,HED 820
HED 821
6. Plan training and instructional programs for health professionals.
Competency C: Formulate Appropriate and Measurable Program Objectives.
Sub-Competencies
1. Infer educational objectives facilitative of achievement of specified
competencies.
2.
Develop a framework of broadly stated, operational objectives relevant to
a proposed community health education program.
HED 845
HED 830, HED 831
HED 840, HED 841
HED 892, HED 895
HED 830,HED 831
HED 845,HED 840
HED 841
HED 840,HED 841
HED 830, HED 831
Competency E: Develop Community Health Education Programs Using Media
HED 810, HED 815
Advocacy Principles.
RESPONSIBILITY III: IMPLEMENTING COMMUNITY HEALTH EDUCATION PROGRAMS
Competency A: Exhibit Competency in Carrying Out Planned Educational Programs.
HED 821, HED 831
HED 841, HED 845
HED 892,HED 895
103
Sub-Competencies
1. Employ a wide range of educational methods and techniques.
HED 845, HED 830
HED 831, HED 840
HED 841, HED 892
HED 895
2.
Apply individual or group process methods as appropriate to given
learning situations.
HED 845, HED 821
HED 831, HED 840
HED 841, HED 890
HED 892, HED 895
3.
Utilize instructional equipment and other instructional media effectively.
HED 821, HED 831
HED 841, HED 845
4.
Select methods that best facilitate practice of program objectives.
HED 830, HED 845
5.
Assess, select, and apply technologies that will contribute to program
objectives.
HED 845,HED 831
HED 841
6.
Develop, demonstrate, and model implementation strategies.
HED 845, HED 895
HED 831
7.
Deliver educational programs for health professionals.
HED 845, HED 895
8.
Understand community organization principles that guide and
facilitate community development.
HED 810, HED 815
HED 820, HED 830
HED 840
HED 845, HED 821
HED 831, HED 841
HED 892
Competency B: Infer Enabling Objectives as Needed to Implement Instructional
Programs in Specified Settings.
Sub-Competencies
1. Pretest learners to ascertain present abilities and knowledge relative to
proposed program objectives.
2.
Develop subordinate measurable objectives as needed for instruction.
HED 845, HED 841
HED 895
HED 845, HED 895
Competency C: Select Methods and Media Best Suited to Implement Program Plans,
for Diverse Populations.
HED 845, HED 810
HED 845
Sub-Competencies
1. Analyze learner characteristics, legal aspects, feasibility, and other
considerations I influencing choices among methods.
HED 845, HED 810
HED 845,HED 821
HED 831, HED 841
HED 850
2.
Evaluate the efficacy of alternative methods and techniques capable of
facilitating program objectives.
3.
Determine the availability of information, personnel, time, and equipment
needed to implement the program for a given audience.
HED 845, HED 810
4.
Critically analyze technologies, methods, and media for their
acceptability to diverse groups.
HED 815, HED 810
HED 820, HED 821
Apply theoretical and conceptual models from community health
education and related disciplines to improve program delivery.
HED 830, HED 831
HED 840, HED 841
HED 892, HED 895
HED 840,HED 841
Competency D: Monitor Educational Programs and Adjust Objectives and Activities as
Necessary.
Sub-Competencies
1. Compare actual program activities with the stated objectives.
104
HED 840 , HED 841
HED 840, HED 841
2.
Assess the relevance of existing program objectives to current needs.
3.
Revise program activities and objectives as necessitated by changes in
learner needs.
HED 840, HED 841
HED 840, HED 841
Appraise applicability to resources and materials relative to given educational
objectives.
RESPONSIBILITY IV: EVALUATING EFFECTIVENESS OF CHE PROGRAMS
COMPETENCY A: DEVELOP PLANS TO ASSESS ACHIEVEMENT OF
PROGRAM OBJECTIVES.
Sub-Competencies
1. Determine standards of performance to be applied as criteria of
effectiveness.
HED 840, HED 841
HED 895
2.
Establish a realistic scope of evaluation efforts.
3.
Develop an inventory of existing valid and reliable tests and survey
instruments.
HED 840, HED 841
HED 895
4.
Select appropriate methods for evaluating program effectiveness.
HED 840, HED 841
HED 895
5.
Identify existing sources of health-related databases.
HED 840, HED 841
HED 820, HED 825
6.
Evaluate existing data-gathering instruments and processes.
HED 840, HED 841
HED 820, HED 825
7.
Select appropriate qualitative and/or quantitative evaluation design.
HED 840, HED 841
HED 895
8.
Develop valid and reliable evaluation instruments.
HED 840, HED 841
Competency B: Carry Out Evaluation Plans
HED 840, HED 841
HED 895
HED 840, HED 841
HED 895
Sub-Competencies
1. Facilitate administration of the tests and activities specified in the plan.
HED 840, HED 841
HED 895
2.
Utilize data-collecting methods appropriate to the objectives.
HED 840, HED 841
HED 830, HED 895
3.
Analyze resulting evaluation data.
HED 840, HED 841
HED 895
4.
Implement appropriate qualitative and quantitative evaluation
techniques.
HED 840, HED 841
HED 895
5.
Apply evaluation technology as appropriate.
HED 840, HED 841
HED 895
HED 840, HED 841
HED 895
Competency C: Interpret Results of Program Evaluation
Sub-Competencies
1. Apply criteria of effectiveness to obtained results of a program.
2.
HED 840, HED 841
HED 895
Translate evaluation results into terms easily understood by others.
105
HED 840 , HED 841
HED 895
HED 840, HED 841
HED 895
3.
Report effectiveness of educational programs in achieving proposed objectives.
HED 840, HED 841
HED 895, HED 895
4.
Implement strategies to analyze data from evaluation assessments.
HED 840, HED 841
HED 895
5.
Compare evaluation results to other findings.
HED 840, HED 841
HED 895
6.
Make recommendations from evaluation results.
HED 840, HED 841
HED 895
Competency D: Infer Implications From Findings for Future Program Planning
Sub-Competencies
l. Explore possible explanations for important evaluation
findings.
HED 840, HED 841
HED 895
HED 840, HED 841
HED 895
2. Recommend strategies for implementing results of
evaluation.
HED 840, HED 841
HED 895
3. Apply findings to refine and maintain programs.
HED 840,HED 841
HED 895
HED 840, HED 841
HED 895
RESPONSIBILITY V: COORDINATING PROVISION OF COMMUNITY HEALTH EDUCATION SERVICES
Competency A: Develop a Plan for Coordinating Community Health Education
HED 830, HED 831
Services
4 Use evaluation findings in policy analysis and development.
Sub-Competencies
1. Determine the extent of available community health
education services.
HED 820, HED 830
HED 830, HED 831
2.
Match community health education services to proposed
program activities.
3. Identify gaps and overlaps in the provision of collaborative
health services.
HED 820, HED 821
HED 830, HED 831
Competency B: Facilitate Cooperation Between and Among Levels of Program
Personnel.
HED 810, HED 850
HED 890
Sub-Competencies
l.
Promote cooperation and feedback among personnel related
to the program.
HED 810, HED 850
HED 890
2.
Apply various methods of conflict reduction as needed.
3.
Analyze the role of health educator as liaison between program staff and
outside groups and organizations.
COMPETENCY C: FORMULATE PRACTICAL MODES OF COLLABORATION
AMONG HEALTH AGENCIES AND ORGANIZATIONS.
Sub-Competencies
l. Stimulate development of cooperation among personnel responsible for
community health education programs.
106
HED 821, HED 831
HED 841, HED 890
HED 810
HED 850, HED 810
HED 850, HED 821
HED 831, HED 841
HED 850
2.
Suggest approaches for integrating community health
education within existing health programs.
HED 850, HED 845
3.
Develop plans for promoting collaborative efforts among
health agencies and organizations with mutual interests.
HED 850, HED 830
HED 831, HED 840
HED 841
4.
Organize and facilitate groups, coalitions, and
partnerships.
HED 810, HED 821
HED 831, HED 841
HED 892
HED 845
Competency D: Organize In-Service Training Programs for Teachers, Volunteers, and
Other Interested Personnel,
Sub-Competencies
l. Plan an operational, competency-oriented training program.
HED 845
2.
Utilize instructional resources that meet a variety of
in-service training needs.
HED 845
3.
Develop plans for promoting collaborative efforts among
health agencies and organizations with mutual interests.
HED 850
HED 845, HED 892
Facilitate collaborative training efforts among health
agencies and organizations.
RESPONSIBILITY VI: ACTING AS A RESOURCE PERSON IN COMMUNITY HEALTH EDUCATION
HED 829, HED 821
COMPETENCY A: UTILIZE COMPUTERIZED HEALTH INFORMATION
HED 825, HED 850
RETRIEVAL SYSTEMS EFFECTIVELY
HED 855
4.
Sub-Competencies
l. Match an information need with the appropriate retrieval
system.
2.
Access principal on-line and other database health
information resources.
3.
Select a data system commensurate with program needs.
4.
Determine relevance of various computerized health
information resources.
5.
Assist in establishing and monitoring policies for use of
Data-gathering practices.
HED 821, HED 825
HED 855
HED 815, HED 820
HED 821, HED 825
HED 829, HED 830
HED 831, HED 835
HED 855
HED 820, HED 821
HED 825, HED 830
HED 835, HED 855
HED 815, HED 820
HED 825, HED 830
HED 840, HED 855
HED 855
107
COMPETENCY B: ESTABLISH EFFECTIVE CONSULTATIVE RELATIONSHIPS
WITH THOSE REQUESTING ASSISTANCE IN SOLVING HEALTH-RELATED
PROBLEMS.
Sub-Competencies
1. Analyze parameters of effective consultative relationships
HED 845, HED 831
HED 845, HED 831
HED 845 HED 831
2.
Describe special skills and abilities needed by health educators for
consultation activities.
3.
Formulate a plan for providing consultation to other health professionals.
4.
Explain the process of marketing community health education consultative
services.
HED 850
HED 845
HED 845, HED 810
Apply networking skills to develop and maintain consultative
relationships.
RESPONSIBILITY VII: COMMUNICATING HEALTH AND COMMUNITY HEALTH EDUCATION NEEDS,
CONCERNS, AND RESOURCES
Competency A: Interpret Concepts, Purposes, and Theories of Community Health
HED 815
Education.
Sub-Competencies
1. Evaluate the state of the art of community health education.
HED 810,HED 815
5.
2.
Analyze the foundations of the discipline of community health education.
HED 810,HED 815
3.
Describe major responsibilities of the health educator in the practice of
community health education.
HED 815, HED 830
ARTICULATE THE HISTORICAL AND PHILOSOPHICAL BASES OF
COMMUNITY HEALTH EDUCATION.
Competency B: Understand the Impact of Societal Value Systems on Public
Community Health Education Programs.
Sub-Competencies
1. Investigate social forces causing opposing viewpoints regarding
community health education needs and concerns.
HED 815, HED 821
HED 830, HED 831
HED 841
HED 815 HED 810 HED
835 HED 855
HED 892
HED 810 HED 815
HED 811, HED 835
HED 840
2.
Employ a wide range of strategies for dealing with controversial health
issues.
HED 810, HED 815
HED 811 HED 821 HED
831, HED 835
HED 841, HED 892
HED 895
3.
Analyze social, cultural, demographic, and political factors that
influence decision makers.
HED 892, HED 810 HED
811 HED 815
HED 830 HED 835
HED 840 HED 850
4.
Understand the future community health needs based upon societal
changes.
HED 811 HED 815
HED 820, HED 825
HED 835, HED 855
5.
Understand challenges to community health programs.
HED 810 HED 892
HED 815, HED 821 HED
831, HED 835
HED 841
HED 845
Competency C: Select a Variety of Communication Methods and Techniques in
108
Providing Health Information.
Sub-Competencies
1. Utilize a wide range of techniques for communicating health and
community health education information.
2.
3.
Demonstrate proficiency in communicating health information and
community health education needs.
Demonstrate both proficiency and accuracy in oral and written
presentations.
HED 845, HED 810
HED 821, HED 831 HED
841, HED 895
HED 821, HED 831
HED 835, HED 841
HED 845, HED 895
HED 810, HED 825
HED 855
HED 821, HED 835
HED 841, HED 845
HED 895, HED 810
HED 825, HED 855
RESPONSIBILITY VIII: APPLY APPROPRIATE RESEARCH PRINCIPLES AND METHODS IN
COMMUNITY HEALTH EDUCATION
HED 815, HED 810
COMPETENCY A: CONDUCT THOROUGH REVIEWS OF LITERATURE
HED 820, HED 825
HED 830, HED 895
HED 840, HED 850
Sub-Competencies
HED 815, HED 820
1. Employ electronic technology for retrieving references.
HED 830, HED 810
HED 855, HED 895
2. Analyze references to identify those pertinent to selected community
health education issues or programs.
HED 815 HED 820 HED
821 HED 825
3. Select and critique sources of health information.
4.
Use culturally sensitive communication methods and techniques.
4.
Evaluate the research design, methodology, and findings
from the literature.
5.
Synthesize key information from the literature.
COMPETENCY B: USE APPROPRIATE QUALITATIVE AND QUANTITATIVE
RESEARCH METHODS
Sub-Competencies
1. Assess the merits and limitations of qualitative and quantitative research
methods.
2.
Apply qualitative and/or quantitative research methods in research
designs.
Competency C: Apply Research to Community Health Education Practice
Sub-Competencies
1. Use appropriate research methods and designs in assessing needs.
2.
Use information derived from research for program planning.
109
HED 825 HED 815 HED
840 HED 841
HED 835, HED 840
HED 855
HED 815 HED 810
ED 820, HED 825, HED
830, HED 840, HED 892,
HED 895
HED 825, HED 829
HED 820, HED 830
HED 840
HED 815, HED 825
HED 829, HED 820
HED 825, HED 830
HED 840
HED 840, HED 841
HED 821
HED 821, HED 831
HED 841, HED 892
HED 895
HED 820 HED 821
HED 830 HED 831
3.
Select implementation strategies based upon research results.
HED 830 HED 831
4.
Employ research design, methods, and analysis in program evaluation.
HED 840 HED 841
5.
Describe how research results inform health policy development.
HED 835
6.
Use research results to inform health policy development.
HED 835
7.
Use protocol for dissemination of research findings.
HED 840 HED 841
RESPONSIBILITY IX: ADMINISTERING COMMUNITY HEALTH EDUCATION PROGRAMS
Competency A: Develop and Manage Fiscal Resources
HED 850, HED 851
HED 835
Sub-Competencies
1. Prepare proposals to obtain fiscal resources through grants, contracts, and
HED 830, HED 831
other internal and external sources.
HED 850
2.
Develop and manage realistic budgets to support program requirements.
Competency B: Develop and Manage Human Resources
HED 830 HED 831 HED
850
HED 850 HED 851
Sub-Competencies
1. Assess and communicate qualifications of personnel needed for programs.
HED 850 HED 851
HED 830 HED 831
HED 850 HED 851
2.
Recruit, employ, and evaluate staff members.
HED 850 HED 851
3.
Provide staff development.
HED 850, HED 851
HED 890
4.
Demonstrate leadership in managing human resources.
HED 850 HED 851
5.
Apply human resource policies consistent with relevant laws and
regulations.
Competency C: Exercise Organizational Leadership.
Sub-Competencies
1. Analyze the organization's culture in relationship to program goals.
2.
Assess the political climate of the organization, community, state, and
nation regarding conditions that advance or inhibit the goals of the
program.
3.
Understand long-range and strategic planning.
4.
Develop strategies to reinforce or change organizational culture to achieve
program goals.
HED 810 HED 890
HED 850 HED 851
HED 810 HED 830 HED
831 HED 840 HED 841
HED 850
HED 890
HED 835, HED 810
HED 850 HED 851
HED 850, HED 851
HED 830, HED 831
HED 850 HED 851
5.
HED 835 HED 850 HED
851
Develop strategies to influence public policy.
Competency D: Obtain Acceptance and Support for Programs
Sub-Competencies
1. Apply media advocacy principles and techniques to achieve program
110
HED 810, HED 815
HED 820, HED 830
HED 840, HED 835
HED 835 HED 810 HED
850 HED 851
goals.
2.
Employ concepts and theories of public relations and communications to
obtain program support.
3.
Incorporate demographically and culturally sensitive techniques to
promote programs.
HED 835 HED 810 HED
850 HED 851
HED 845 HED 850 HED
810, HED 830
HED 830 HED 831
Use needs assessment information to advocate for
community health education programs.
RESPONSIBILITY X: ADVANCING THE PROFESSION OF COMMUNITY HEALTH EDUCATION
Competency A: Provide a Critical Analysis of Current and Future Needs in Community HED 815, HED 810
Health Education.
HED 850
4.
Sub-Competencies
1. Relate community health education issues to larger social issues.
2.
Articulate community health education's role in policy formation at
various organizational and community levels.
HED 810, HED 815
HED 835
HED 835, HED 810 HED
815
Competency B: Assume Responsibility for Advancing the Profession
HED 890, HED 895
Sub-Competencies
1. Analyze the role of the community health education associations in
advancing the profession.
HED 890
HED 890 HED 895
2.
Participate in professional organizations.
3. Develop a personal plan for professional growth.
Competency C: Apply Ethical Principles as They Relate to the Practice of Community
Health Education.
Sub-Competencies
1. Analyze the interrelationships among ethics, values, and behavior.
HED 811, HED 890
HED 851, HED 895
HED 810, HED 815
HED 890
HED 810, HED 815
HED 821, HED 831
HED 835, HED 841
HED 890, HED 892
2.
Relate the importance of a code of ethics to professional practice.
HED 810, HED 890
3.
Review and Contribute to a professionally recognized community health
education code of ethics.
HED 810, HED 890
111
PRACTICE-CONJOINED COURSES
PRACTICUM
112
PRACTICE-CONJOINED COURSES
ROLES & RESPONSIBILITIES:
COMMUNITY ADJUNCT FACULTY (CAF) AND PRACTICE COORDINATOR
Since the inception of the MPH program numerous public health and community-based
organizations have provided a supervised practice experience for our MPH students. For all practice
courses HED 821, 831, 841, students will receive grades for team work. Each individual within the
team is also assessed, but the major emphasis is on the team. (Table 1: Sample MPH Practice Sites,
Community Adjunct Faculty (CAF) and Project Description)
Assessment criteria for practicum experience are the following:
•
•
•
•
•
•
•
Work Plan for team each semester
Written Agenda for each meeting
Meeting minutes for each meeting
Relationship with Community Adjunct Faculty and other participants
Quality of draft products especially outlines and writing throughout the semester
Mock Presentation
Final Presentation
Community Adjunct Faculty (CAF) provides feedback to the Practice Coordinator throughout
the semester. The practice coordinator attends a minimum of one team meeting each semester, and
monitors the team work plan reports through the minutes of team meetings. Throughout the semester
the practice coordinator meets with individual teams and/or individual students depending on specific
challenges related to communication, accountability and productivity.
Roles & Responsibilities of the Community Adjunct Faculty (CAF)
•
•
•
•
•
•
MPH credential or other equivalent masters level credential or experience;
Appropriate organizational support to mentor and work with a team of MPH students for a
year and half;
Actual experience mentoring and/or ability to articulate their own experience being
mentored;
Desire to implement a program or project that contains the elements of assessment, program
planning and evaluation;
Commitment to meet at the beginning and again at the end of the semester with the MPH
Practice Coordinator and other CAF to assess group progress, team work and student
learning related to practice;
Availability to meet about two hours a week with students throughout the semester as
determined in the semester work plan.
To ensure CAF understand the role and the Department’s expectations, all receive the following set of
expectations.
•
Lead and facilitate contact with stakeholders and other resources that are required for MPH
student success at your agency and/or community.
113
•
•
•
•
•
•
•
•
•
•
•
•
•
Provide opportunities to reflect and discuss in team meetings how their proposed program
goal(s) and objectives will work in the “real” world of the practice setting including issues of
cultural appropriateness of the intervention and effective team work.
Discuss the pros and cons of a variety of possible public health approaches and methods
during project development.
Discuss issues of individual accountability for team products.
Develop and adopt a formal work plan with the student team for the semester which is
forwarded to the Practicum Coordinator for final approval by the forth week of the
semester.
Meet with students on a regular basis, as reflected in the semester Work Plan
Help establish communication procedures with the student team and with community
stakeholders as appropriate to the goals and objectives of the project and written semester
Work Plan (by the 4th week of each semester).
Contact, discuss and/or meet with Practice Coordinator to discuss and/or mediate any team
or individual negative/harmful dynamics or lack of accountability of team and/or individual
members.
Guide students on the involvement of the appropriate stakeholders, data collection methods,
intervention goals and objectives as well as the methods proposed for evaluation.
Review and provide critical feedback on the drafts and the final team document as well as
the power point presentation.
Attend final presentation and provide feedback to students on their presentation.
After the final presentation, conduct a team debrief and provide an evaluation of each
student.
Provide comments to the Practice Coordinator at the end of the semester giving feedback
regarding practice course outline and structure and to provide input for student final grades.
Participate in a collaboratory focus group at the end of the three semesters to help assess the
effectiveness of the practice-conjoined courses and the skills of the MPH students.
Roles & Responsibilities of the Practice Coordinator
The Practice Coordinator works with CAF to support both academic and site project objectives
integrating theory, knowledge and practice. The roles of the Practice Coordinator are to:
•
•
•
•
•
•
•
Assure clear communication and an understanding of the roles and responsibilities of all of the
major players—students, CAF, academic faculty and the practice coordinator.
Clarify the work plan and the requirements of the syllabus.
Facilitate and problem-solve group dynamics.
Establish the relationship between the CAF and the academic faculty.
Uphold standards and expectations of student work related to the MPH competencies as
identified in syllabi.
Provide feedback and consultation with student advisors, enriching the student’s personal and
professional learning objectives.
Intervene and establish a process for change if teams cannot be productive and/or CAF cannot
fulfill expectations.
114
Table 1: Sample of MPH Practice Sites, CAFs, and Project Description
Practicum Sites
Location
Community
Adjunct Faculty
(CAF)
STD Tuberculosis Outreach &
Prevention (TOPS), Filipino
Wellness Project (FWP)
DPH, SF
STD Division
Tony Paz, MPH & Jeff
Klausner, M.D.
Homeless Prenatal Program
Homeless Prenatal Program,
SF
Martha Ryan, MPH, RN
SF AIDS Office
Transgender Sensitivity
Education & Training
Program
Newcomers Program
DPH, SF
Laura Thomas, MPH
Health Promotion, DPH, SF
Patricia Erwin, MPH,
Bay View Hunter’s Point
Community Development and
Health Prevention
DPH, SF
Environmental Assessment
Task Force
Virginia Smyly, MPH
Pedestrian Safety Prevention
Project
Share the Streets Project
Community Health &
Prevention, DPH, SF
Michael Radesky, MPH
Child Injury Project
Toddler Poisoning Prevention
Project
Community Health &
Prevention, DPH, SF
Ginger Smyly, MPH
Yes, We Can, Asthma Project,
Community Health &
Development Training Ctr
HED, SFSU,
Vicki Legion, MPH
Latina Mental Health Project
Community Mental Health,
SF
Kevin McGirr, MPH, RN
Russian Émigrés Project
Newcomers Program, DPH,
SF
Patricia Erwin, MPH
Community Substance Abuse
Providers Project
Participatory Research
Program, DPH, SF
Alice Gleghorn, Ph.D. &
Roni Rucker, Ph.D.
115
Project Description
Assessment/focus
groups/Filipino population; risk
factors; plan is a community
based capacity building
program.
Assessment/focus group/drop-in
needs of clients; program plan
for drop-in and links to referrals
and center counseling and
support services.
Assessment/focus groups of
HIV risk of transgendered
population; program plan to
establish peer-based services
Assessment/focus groups/key
informant interviews11/6/2002
of Bosnian immigrant needs SF;
develop of a strategic plan for
Bosnian community center.
Assessment to complete
analysis of community survey;
program plan related to
priorities drug/alcohol abuse &
employment opportunities.
Assessment/focus groups/ of
neighborhood perceptions
related to pedestrian concerns;
program plan & evaluation to
provide environmental aids
mitigating risk and increasing
safety for pedestrians.
Assessment of child injury risk
in the home; program plan &
evaluation introducing home
safety kit.
Assessment/key informant
interviews to develop an
interdisciplinary asthma
intervention team in primary
health care setting from a
hospital clinic.
Assessment/key informant
interviews of Latina perception
of personal and family mental
health issues; program plan &
evaluation broaden to organize a
consumer and provider
conference on prevention and
mental health.
Prog plan for support groups to
older Russian women migrés;
prog plan & evaluation to
initiate support grps focused on
depressions & access to hlthcare
Assessment phone survey and
interviews of substance abuse
providers of youth; program
plan to integrate youth providers
in Providers Advisory Council.
Practicum Sites
Location
Community
Adjunct Faculty
(CAF)
Heroin Overdose Prevention
Population Health &
Prevention, DPH, SF
Jessica Wolin, MPH and
Joshua Bamberger,
M.D.MPH,
Nutrition/SRO Project
Health Promotion, DPH, SF
Laura Brainin-Rodriquez,
MPH, MS. RD
Regional Health Disparities
Project
Public Health Institute,
Oakland
Robert Prentice, Ph.D.
Middle School Prevention
Project
Prevention Institute, Oakland
Leslie Mikkelsen, MPH,
WEDGE
Public School, HIV Health
Promotion Program
Collaborative Project, DPH,
SF & Unified Public School
Christine Wong Mineta,
MPH
Team-Up for Youth Project
Community Sports Organizing
Project, Oakland
Jessica Wolin, MPH
Community Adolescent
Project
Coleman Children & Youth,
SF
Janet Shalwitz, M.D.
MPH
Vietnamese Immigrant
Project
Newcomers Program, DPH,
SF
Patricia Erwin, MPH
Dually Diagnosis Intervention
Project
Community Mental Health,
SF
Kevin McGirr, RN, MPH
Women’s Homeless Project
Mission Neighborhood
Resource Center, SF
Laura Guzman, & Julie
Leadbetter
Employment Opportunities
Project
Welcome Back, SF office
Brenda Storey, MSW
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Project Description
Assessment, clip board, face-toface survey, of active heroin
users; program plan & funding
proposal.
Assessment, key informant
interviews, of adults with
families, living in Single Room
Occupancy Hotels (SRO);
program plan to DPH and
coalition partners for
intervention and policy changes.
Program plan to evaluate
priorities regarding health
disparities at regional
conference; evaluation plan and
funding proposal for regional
conference.
Assessment/focus groups, to
introduce an empowerment
curriculum in Richmond middle
school with emphasis on arts.
Assessment/focus groups and
key informant interviews, to
change the HIV prevention
curriculum in schools.
Assessment/key informant
interviews with youth to link
perceptions related to nutrition
and physical activity.
Assessment/key informant
interviews/focus group to assess
youth perceptions of health
issues.
Assessment/key informant
interviews with Vietnamese
providers of high risk behavior
in Vietnamese immigrants
Assessment/key informant
interviews of dually diagnosed
chronically ill (substance abuse
and mental health).
Assessment/key informant
interviews of homeless women
who use drop-in services at site.
Assessment/key informant
interviews of providers to
identify opportunities and
barriers hiring immigrants with
health credentials.
HED 892: MPH Summer Internship
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HED 892: MPH SUMMER INTERNSHIP GUIDELINES
A summer internship, HED 892, follows the completion of the conjoined courses HED
820/821, 830/831, and 840/841. Unlike the team practicum experience, students complete their
internship individually and are self-directing. The process to establish goals and objectives and select a
site begins late fall semester in reflective seminar.
A supervised field internship involves the placement of the student in a work experience
situation. The student is expected to establish written goals to be addressed. A written report,
addressing the significance, objectives, methodology, and a conclusion is required. An oral defense of
the report may be required by the department. Current employment is not appropriate for an internship
site.
Vision and Purpose:
a. Professional socialization and development of Community Health Educators
b. Integration of theory, knowledge, and practice
c. Global perspective of urban health education as human rights
Length of Time:
The MPH summer internship will take place in summer between the 2nd and 3rd years of the
MPH. The student is required to spend 200 hours in a work setting with a public health focus. The
student, together with the HED 892 instructor and academic advisor, will decide how those 200 hours are
scheduled. The expectation is either 40 hours/week for 5 weeks or 20 hours/week for 10 weeks.
Supervisory Requirements: Two types of supervisors are involved in the internship:
‰ Preceptor: educational and site supervisor. Responsibilities: approve and supervise the
educational plan; supervise student on site, approve and supervise the work plan, provide
support and guidance for the work, and review of comments. The midterm and final report of
work performance is based on the work plan.
‰
Instructor: faculty fieldwork supervisor of all interns. Responsibilities: assisting students to
secure an internship placement with appropriate supervision and develop a plan (work plan and
educational plan); coordinate and oversee internship through monthly contact with the
preceptor and intern; conduct site visits, read and evaluate midterm and final reports; assign
final grade.
Expectations of Students:
a) Students will search for a site and develop a preliminary Internship Plan, in the spring semester of
the 2nd academic year.
Due: By no later than the 2nd Monday of February, students will submit proposal with their first
and second possible sites. Following discussion with advisor and instructor, student will:
-Select two potential sites: contact name(s), address, phone number
-Identify topic, target population, and competencies that will be practiced
Due: By no later than the 1st Monday of March spring semester, students will submit to the
advisor and instructor a hard copy of the Field Internship Proposal Form. Instructor will
118
communicate with students to approve final selection of site (one only). Advisor or instructor may
identify any concerns or questions with student. A site visit between instructor and potential
preceptor may be scheduled. Based on the approval of the Field Internship Proposal Form, student
will submit Field Internship Agreement Plan. At this point, there is only one site.
Due: By no later than the 2nd Monday of April in the spring semester, students will submit a
Field Internship Agreement Plan signed by the community site preceptor and the instructor. A copy
will be forwarded to the student’s academic advisor.
Due: By the 2nd Monday of May, any modifications of the Final Internship Agreement Plan will
be approved and signed by the community site preceptor and the instructor. A copy will be
forwarded to the student’s academic advisor.
b) Registration for HED 892 is for 4 units of credit/no credit.
c) External Funding. Students should not expect to be paid for the internship; they may secure
funding for their work through their own strategies and in consultation with advisor and Graduate
Coordinator.
d) Reports: Students will prepare and submit a midterm report and submit to the site preceptor and
the instructor. The reports will summarize achievements relative to the work plan, evaluate
learning and professional development against the educational objectives, and where appropriate
indicates how the internship will be extended into a culminating experience. See appropriate forms
and guidelines in manual.
Internship Selection Process
Students identify two potential interests and submit them to the Practice Coordinator, during
the fall semester of year two. Students submit their preferences based on two criteria: (1) which core
competencies they seek to practice such as community organizing, applied research, policy, program
planning and evaluation; and (2) what community context and field of interest would enhance their
skills related to their professional goals. In the spring semester, students narrow their preferences
through conversations with their advisors, the summer internship instructor and by interviewing
potential sites.
Initially, students investigate sites to find potential agencies, organizations, and/or individuals
to match their learning objectives and interests. Students may then also utilize the large pool of
potential sites (examples of sites listed in the table below) catalogued with the Practice Coordinator, to
support their initial investigation. This pool of potential sites has been developed through requests and
recommendations from faculty, potential preceptors, and current and former students. Most sites are
located in San Francisco or the surrounding Bay Area, although, there are a few national and
international sites. Students will develop a preliminary proposal for two sites (Plan A & Plan B).
Instructor reviews and approves one of the two sites as the final site. From the final site approved,
students will complete the Field Internship Agreement Plan. The plan that is not selected as the final
plan remains as a backup plan.
Criteria for Selecting Preceptors
1. Credentials and experience in core competencies, MPH preferred.
2. Experience and interest in mentoring.
3. Support from organization to supervise MPH student for 200 hours.
4. Availability of preceptor during the summer.
5. Provides the direct supervision for student’s project.
119
Table 2: Sample HED 892 Summer Internship Projects & Preceptors
Site
Board of Supervisors,
SF
UCSF Pacific AIDS
Education & Training
Center
West Bay Filipino
Multi-Service Ctr
Dept Health Services,
Sacto. California
Heart Disease &
Stroke Prevention
Harm Reduction
Training Institute,
Oakland
SF DPH
Domestic Violence
Prevention
SF DPH
Action Point I Center
Human Sexuality
Studies Program,
SFSU
Fight Crime: Invest in
Kids California,
Oakland
Filipino Task Force on
AIDS
SF
Forensic AIDS Project
Jail Health Services,
SF DPH
No CA Cancer Ctr,
Surveillance Research
Department, Union
City
Human Sexuality
Studies Program,
SFSU
Berkeley Dept. of
Public Health
SF Tobacco Free
Project Health
Promotion, DPH SF
UCSF Institute for
Project
Preceptor
Investigate, analyze and report findings and
recommendation for proposed local legislation to
reduce polluting air particulates in SF, Bay View
Hunter’s Point area.
Developed a survey instrument and conducted an
assessment targeting physicians in California who
use prescription drugs (ADAP) for HIV patients.
Greg Asay,
Environmental
Legislative Aide
Program Plan to develop a teen-based case
management program.
Program plan to develop a high blood pressure
community based prevention intervention program
targeting African American in San Bernardino
County.
Conducted needs assessment and made
recommendations for selection of trainers, technical
support, and outreach to providers who serve
prisoners.
Develop and pilot test a curriculum on violence
prevention with monolingual Chinese parents and
caregivers.
Developed an assessment tool and proposal to
produce a teaching manual on community based
harm reduction intervention models for heroin
users.
Developed the instrument, implemented &
analyzed the overall evaluation of a new Summer
Institute on sexuality, society & health
Developed a speaker training kit on preventing
youth violence that focuses on educational
strategies for sheriffs and police
Focus groups with Filipino gay and bisexual men.
Produced story boards and scripts for potential
video project; wrote a grant.
Designed a support group plan for inmates related
to general health risks and practices as well as
HIV/AIDS.
Conducted a literature search on lesbian health and
cancer; assisted in effort to HIV criteria and links to
(viral) HIV/cancer.
Cristina Sprague, MSN
Implement an evaluation of a new summer institute
on Sexuality, Society & Health---conducted
interviews with faculty and pre-registrants who did
not attend the institute.
Conducted in depth interviews of African American
women who delivered low birth weight babies.
Conducted an evaluation of the Smoking Cessation
program at SF General Hospital & Community
Health Network primary care clinics.
Assisted in data collection of data for an evaluation
Caitlin Ryan, MSW
120
Michael Reyes, M.D.,
MPH
Liana Lilanov, M.D.
MPH
Delia Garcia, MSW
Nora Goodfriend-Koven,
MPH
Joshua Bamberger, M.D.,
MPH
Caitlin Ryan, MSW
Mary Ann O’Sullivan, JD
Victor Hall, Director
Kate Monico Klein,
MSW
Christina Clark, Ph.D.
Vicki Alexander, M.D.
Darlene Bahrs, MPH
Regina Otero-Sabogal,
Site
Project
Health & Aging
of a culturally related outreach and education
program for low-income women of color.
Black Women
Developed several focus groups to assess the health
Organized for Political concerns and action-driven health issues of African
Action, Oakland
American women.
Developed a phone survey instrument and
Alameda County &
implemented it to a faith-based community to elicit
Community Services
participation and develop programs on injury
Collaboration, Senior
Injury Project, Oakland prevention.
Human Sexuality
Develop & implement an evaluation of a new
Studies, SFSU
Summer Institute on Sexuality, Society & Health
Homeless Prenatal
Focus groups and implementation of pilot
Program
curriculum on child development and parenting
class for clients
Education & Training Focus groups of consumers for Allies: An
Research, Stockton,
Integrated System of Care---mental health and
CA
substance abuse evaluation
San Mateo County
South SF Community Partnership Project, phone
Health Services
survey/community health assessment of
Agency
monolingual Spanish-speaking populations
Department of Health Oasis Project: focus groups of teens on interest and
Services, STD Branch, knowledge of STD. Piloted a state-wide STD
State of CA
curriculum in public schools.
Mexfam
Family planning evaluation (interviews) with
Huajuapan de Leon,
“Promotoras” on impact of program
Oaxaca, Mexico
Incorporate and synthesize results of an evaluation
Alameda County
of a community health assessment; expand
DPH, Office of
literature search; develop draft of recommendations
CommAssessment,
for program development
Planning & Ed
SF DPH Occupational Social Indicators Project/key informant interviews
& Environment Health Bay View Hunters Point Community to assess
perceived definition of community health
Collaborative Projects Latino Day Workers Program Health and HIV
with City of Berkeley, assessment/focus groups of health knowledge and
risk to HIV
DPH & School of
Social Welfare, UCB
Maxine Hall Health
Develop focus groups with diverse faith based
Ctr, DPH, SF
organization related to African American youth and
HIV education & risk behavior
National Women’s
Development of Policy Packet, lupus; lobbying on
Health Network
issue with Congressional staff & representatives
Women’s Intercultural Participate in Uganda Circle project, Kampala,
Network/California
Uganda. Key informant interviews on women’s
Women’s Agenda
health, reproductive health, food & HIV.
121
Preceptor
Ph.D. & Joyce Bird,
Ph.D.
Flo Stroud, MPH
Mary Louise Zernick,
RD,MPH
Caitlin Ryan, MSW
Nancy Frappier, MSW
Jennifer Crews Thom,
MA
Edith Cabuslay, MPH
Amy Smith, MPH
Elizabeth Butrick, MPH
Liz Maker, MPH
Rajiv Bhatia, M.D., Ph.D.
Kurt Organista, Ph.D.
Marcellina Ogbu, MPH
& Linda MackBurch,
MPH
Stephanie Donne
Michelle Eddleman, MA
HED 895: CULMINATING EXPERIENCE (CE)
MPH CE GUIDELINES
ACADEMIC YEAR 2006-07
TABLE OF CONTENTS
WHAT IS THE CULMINATING EXPERIENCE (CE) PROJECT?
THE CULMINATING EXPERIENCE COMMITTEE
THE SIX P’s of the CULMINATING EXPERIENCE
.
1. PREREQUISITES
Pass HED 892 with a B or better
Submit the Graduate Approved Program (GAP) Form
Review the SFSU Graduate Division Website and Forms
2. PROJECT DEVELOPMENT
Things to Consider
Project Categories
Table: Categories-at-a-Glance
3. PROPOSAL
Proposal for Culminating Experience Form
Human Subjects Protocol
Proposal Outline Category One
Proposal Outline Category Two
4. PROGRESS (INTERIM) REPORT
Progress Report Outline
5. PROJECT FINAL REPORT
Project Final Report Outline
6. PRESENTATION
REPORT FORMAT GUIDELINES
ROLES AND RESPONSIBILITIES OF FACULTY AND STUDENTS
REPORT OF COMPLETION
CE TIMELINE
122
HED 895: Culminating Experience (CE) Project Guidelines
WHAT IS THE CULMINATING EXPERIENCE PROJECT?
Students will devote most of their third year in the MPH program to developing and completing of the
Culminating Experience (HED 895) Project. The purpose of the Culminating Experience is for
students to demonstrate mastery of practical skills and professional MPH competencies through
application. Students are expected to demonstrate self-direction, leadership, and professionalism in this
process. While the summer internship operates under a shared partnership between the student, faculty
supervisor and community preceptor, the culminating experience is entirely self-directed. Students
will, however, work closely with a culminating experience committee.
]
]
]
]
]
CULMINATING EXPERIENCE COMMITTEE
The purpose of the CE Committee is to advise and monitor students in the CE process and ultimately
approve students’ projects. In the fall of their third year, students will be assigned a Culminating
Experience Committee, which will consist of the student’s faculty advisor as Committee Chair and one
other faculty member as second reader. In general, the faculty as a whole will assign one second
reader during a faculty meeting early in the fall of students’ third year. This process is done
systematically so that students are matched with faculty with relevant expertise and interests, and to
assure an equitable workload across faculty. Students will receive the timeline and detailed guidelines
on the Culminating Experience (CE) in their first reflective seminar in the fall of their third year.
]
]
]
]
]
THE SIX P’s OF THE CULMINATING EXPERIENCE
The Culminating Experience is a year-long process that begins early in the fall semester of the third
year. The CE process includes many steps, requirements, and deliverables that could be best
understood by thinking about the process as a series of six P’s:
1.
2.
3.
4.
5.
6.
Prerequisites
Project Development
Proposal
Progress Report
Project Final Report
Presentation
123
1. PREREQUISITES
Pass HED 892 with a B or Better
Typically students complete HED 892: Summer Internship during the summer between their second
and third year of the program. Students must pass HED 892 with a B or better before enrolling in HED
895. In HED 892, a ‘CR’ or ‘credit’ grade received for HED 892 is equivalent to a B or better.
At the close of the summer internship, students are required to submit two, one-page proposals
describing CE Project ideas. Students are required to format the proposal according to the HED 892
Syllabus and email the proposals to their faculty advisor. Students are also required to provide their
advisor with a final copy of the HED 892 Final Report. Students should plan to meet with their
advisors early in September to discuss these proposals and make a final decision about the direction of
the Culminating Experience. Students may begin to develop the CE Proposal after meeting with their
advisor.
Submit the Graduate Approved Program (GAP) Form
The GAP form should have been submitted in the Spring of your first year in the MPH program to
move you to classified standing. If you have already submitted the GAP form, you do not need to
resubmit the form unless there have been significant changes to your original form.
The GAP form is available at http://www.sfsu.edu/~gradstdy/gap.htm. Please complete the GAP online
and print the form to review with your advisor. Refer to the Graduate Student Manual for the Master
of Public Health (MPH) in Community Health Education for more information on the GAP.
Important Note: Students must have an approved Graduate Approved Program (GAP) and an
approved Proposal for Culminating Experience on file with the Division of Graduate Studies in
order to register for HED 895: Culminating Experience.
Review the SFSU Graduate Division Website and Forms
Students are strongly recommended to review the following websites before beginning the CE process.
Familiarizing yourself with these sites helps you anticipate important details, requirements and
deadlines.
www.sfsu.edu/~gradstdy
www.sfsu.edu/~gradstdy/culminating-experience.htm
www.sfsu.edu/~gradstdy/current-form.htm
]
]
]
124
]
]
2. PROJECT DEVELOPMENT
Things to Consider
The Culminating Experience project will be developed following a process much like the summer
internship. Students are required to develop a project that reflects the mission of the MPH as well as
MPH competencies (see mission statement and competencies in the MPH Manual). You are strongly
encouraged to develop a project that allows you to practice and deepen one or more of the many MPH
core competencies; i.e., health assessment, planning, evaluation, policy development, etc. Also
consider how your project fits into the mission of the program, particularly the framework of social
justice.
It is recommended that students develop a project that expands or continues the work of their summer
internship. This process involves discussing possibilities with your HED 892 preceptor before the end
of the summer. It is not required that students remain connected to their summer internship sites,
preceptors, or projects; however, it is a much easier process as students have already completed a
significant amount of research. Students have had very rich and rewarding experiences under both
scenarios; however, we recommend that students accurately assess their own readiness before making
the choice to move in a new direction. Students are encouraged to seriously consider their professional
interests and direction. Many students use the summer internship and the CE as an opportunity to
expand their personal interests and/or professional experience. For many students, they have worked in
a familiar setting and use this project to “try on” a new interest.
Project Categories
There are three categories of projects. The organization and content of the proposal and report will
vary depending on the category of project you develop. Below are examples of the types of projects.
Category One
Category One is characterized by the following criteria: researching or the gathering of information
from one or more group/s of stakeholders (community members/groups, key informants, etc); selecting
and applying appropriate research methods; selecting and applying appropriate sampling methods;
managing and analyzing data; and interpreting results. These projects often involve direct contact with
community members and for this reason can involve a more time consuming Human Subjects approval
process. Category One projects aim to answer key research questions with the purpose of informing
future interventions and programs.
Examples of Category One projects include, but are not limited to:
• Community Health Assessment
• Program or Project Evaluation
• Public Policy Development and/or Analysis
• Theory Evaluation
• Environmental Health Assessment
• Epidemiological Study
Category Two
Category Two is characterized by the development of a strategy or intervention to address an unmet
public health need previously identified through a research study or community health assessment.
Students who conduct Category One projects during their summer internship often continue their work
in year three through the development of a Category Two project. Students apply theoretical
125
frameworks and models to guide the implementation of the intervention and are expected to conduct a
small-scale evaluation upon implementation.
Examples of Category Two projects include but are not limited to:
• Curriculum/Course Development
• Multimedia Health Education
• Advocacy/Media Advocacy
• Health Promotion/Protection
• Health Education Training
• Social Marketing Campaigns
• Program Planning/Grant Proposal
Category Three
Category Three includes projects that students develop in very close cooperation and collaboration
with their Committee. Category Three projects are widely varied. For this reason, guidelines in this
document may not apply to projects that fall under Category Three.
Examples of Category Three projects include but are not limited to:
•
•
•
•
•
Article Publication
Theoretical Analysis
Community Organizing
Community Building
Documentary Film
Once the type of project and preliminary project details have been discussed with the faculty advisor,
the student is ready to begin developing the proposal.
126
Project Categories At-a-Glance
Deliverable
Category One
Category Two
Category Three
Research or assessment projects involving
instrument development, sampling, data
collection, data analysis, and interpretation.
Development of strategies or interventions to
address an unmet public health need. Involves
creative and theoretical approaches to a problem.
(includes but are NOT
limited)
•
•
•
•
•
•
•
•
•
•
•
•
•
Widely varied projects
developed under close
collaboration with CE
Committee.
• Article Publication
• Theoretical Analysis
• Community Organizing
• Community Building
• Documentary Film
Human Subjects
Protocol
Early processing recommended.
Process can take 4 to 12 weeks for approval.
Proposal Outline
1.
2.
3.
4.
5.
6.
7.
Brief Description
Sample Projects
(see detailed
description on page
130)
Community Health Assessment
Program or Project Evaluation
Policy Development and/or Analysis
Theory Evaluation
Environmental Health Assessment
Epidemiological Study
Cover Page
Description (future Abstract)
Introduction and Purpose
Problem Statement
Literature Review
Key Questions
Methods
-Target Population/Community
-Description of Research Methods
-Sampling Plan
-Data Management/Analysis Plan
8. Workplan
9. References
10. Appendix
Curriculum/Course Development
Multimedia Health Education
Advocacy/Media Advocacy
Health Promotion/Protection
Health Education Workshops
Social Marketing Campaign
Program Planning/Grant Proposal
Early processing recommended.
Process can take 4 to 12 weeks for approval.
1.
2.
3.
4.
5.
6.
7.
Cover Page
Description (future Abstract)
Introduction and Purpose
Problem Statement
Literature Review
Process, Impact, Outcome Objectives
Methods
-Target Population/Community
-Intervention Description
-Theoretical Application
-Evaluation Plan
-Budget (if applic.)
8. Workplan
9. References
10. Appendix
127
Early processing
recommended.
To be determined by
Committee.
Deliverable
Progress Report
Outline
(see detailed
description on page
135)
Project Final Report
(see detailed
description on page
137)
Category One
1.
2.
3.
4.
5.
6.
7.
8.
9.
Summary of Current Status
Cover Page
Table of Contents
Abstract (Draft)
Introduction and Purpose
Problem Statement
Literature Review
Key Questions
Methods
-Target Population
-Description of Research Methods
-Sampling Methods
-Data Management and Analysis Plan
10. Results
11. References
12. Appendix
Revision Page
Loose Abstract with Student Name and
Title
1.
Cover Page
2.
Dedications/Acknowledgements
3.
Table of Contents
4.
Abstract
5.
Introduction and Purpose
6.
Problem Statement
7.
Literature Review
8.
Key Questions
9.
Methods
-Target Population
-Description of Research Methods
-Sampling Plan
-Data Management/Analysis
10. Results
11. Limitations
12. Discussion and Conclusion
13. Author’s Reflection
14. References
15. Appendix
Category Two
1.
2.
3.
4.
5.
6.
7.
8.
9.
Summary of Current Status
Cover Page
Table of Contents
Abstract (Draft)
Introduction and Goal
Problem Statement
Literature Review
Process, Impact, Outcome Objectives
Methods
-Target Population/Community
-Intervention Description
-Theoretical Application
-Budget (if applic.)
10. Evaluation Design and Results
11. References
12. Appendix
Revision Page
Loose Abstract with Student Name and Title
1. Cover Page
2. Dedications/Acknowledgements
3. Table of Contents
4. Abstract
5. Introduction and Purpose
6. Problem Statement
7. Literature Review
8. Process, Impact, Outcome Objectives
9. Methods
-Target Population/Community
-Intervention Description
-Theoretical Application
-Budget (if applic.)
10. Evaluation Design and Results
11. Limitations
12. Discussion and Conclusions
13. Author’s Reflection
14. References
15. Appendix
128
Category Three
To be determined by
CE Committee.
To be determined by
CE Committee.
3. PROPOSALS
Proposal for Culminating Experience Form
http://www.sfsu.edu/~gradstdy/forms/895-field-study-or-applied-research.pdf
The Proposal for Culminating Experience Form is a one-page fill-in form that must be filed with the
Division of Graduate Studies. Your project Description is reviewed by the Division of Graduate Studies to
decide whether your proposal requires Human Subjects review. The Description has a 150-word maximum
so that it can fit into the space allotted on the CE Form. You will also be asked to include the Title (12
words maximum) of your project.
The Description includes the following:
1) Purpose of Study – Describe the main purpose of your project in one or two sentences, including the
need your project meets and the target population or community.
2) Methods of Data Collection – Describe the method, quantitative (survey/questionnaire), or qualitative
(interview, focus groups, observations), you will use to collect your data.
3) Sources of Data – The description of the source of data here is key because it assists the Division of
Graduate Studies in determining whether your Culminating Experience Proposal must undergo full review
by the Human Subjects Committee, a process which can take a minimum of 4 to 12 weeks, or if your
project is exempt from full review. Generally, if your project involves literature review, public data, or
content experts/key informants only, your project will be exempt from human subjects review.
4) Applications – Include a brief statement of how your results will be applied or valuable to Public Health.
Human Subjects Protocol
Every student submitting a CE Proposal is required to submit a Human Subjects Protocol. For more
information, please see the website of the SFSU Committee for the Protection of Human Subjects at
http://www.sfsu.edu/~protocol/human.htm This website has all the information you will need to complete
the Human Subjects Approval. In addition, you may contact the SFSU Office for the Protection of Human
and Animal Subjects at protocol@sfsu.edu or by phone at (415)338-1093 to discuss the nature of your
specific project.
The Human Subjects Protocol Package includes the following:
1) Protocol Approval Form (see http://www.sfsu.edu/~protocol/human/forms.htm for forms and
templates)
2) Protocol Statement – template provided under “forms and templates”
3) Consent form(s) – templates provided under “forms and templates”
4) NIH Certificate- http://cme.cancer.gov/clinicaltrials/learning/humanparticipant-protections.asp
Students must demonstrate that they have completed and successfully mastered the online tutorial
developed by the National Cancer Institute (NCI) Human Participant Protections Education for Research
Teams. This tutorial responds to the mandate requiring education on human subjects’ protection for all
investigators who apply for or receive NIH funds for research involving people. Depending on the nature of
your project, other documents (such as permission letters, data collection instruments, recruitment
materials, etc.) may be required (see http://www.sfsu.edu/~protocol/human/apply.htm for more
information). You may review examples of protocols submitted in the past at
http://www.sfsu.edu/~protocol/human/docsam.htm.
Proposal Outline (for Category One Projects)
I.
Cover Page
II.
Description
This is the same as the Description that will be cut and pasted into the Proposal for Culminating
Experience form (see above for more information).
III.
Introduction and Purpose
This section briefly describes the context of the project. What is the history that led to the
development of this project? Why is this project important? What is the purpose of the project?
What is the role of the community partner, if any?
IV.
Problem Statement
The Problem Statement should answer the following questions using relevant statistical
resources and information to justify the need and relevance of your proposed project:
• What is the problem in terms of who, what, and where?
• Why is this a problem for this particular population?
• What are the risk factors from an ecological perspective? From a social justice perspective?
• Emphasize the particular risk factors that your project plans to address—without directly
articulating what you will do.
• What existing interventions and/or programs, if any, have been implemented to address this
problem? Identify gaps.
V.
Literature Review
A review of the literature is a document that reflects what has been published about a given
topic by scholars, researchers, and authors from the popular press. The materials that should be
used in such a review of the literature include, but are not limited to: books, journal articles,
unpublished manuscripts, published interviews, government documents, census data, etc. It is
not, however, a listing of sources in an essay or a description of the facts and statistics related to
rates, determinants, risk factor, and consequences. Rather a literature review is a critical
appraisal of works published about a particular topic or issue. The literature review analyzes the
overall body of literature and synthesizes its meaning to justify the need for your project.
Review the following resources below as well as the attached document entitled “Literature
Review.”
Please see the following resources for assistance in writing the Literature Review:
http://www.unc.edu/depts/wcweb/handouts/literature_review.html
http://www.utoronto.ca/hswriting/lit-review.htm
Garrand, J. (2001). Health sciences literature review made easy: The matrix method.
Gaithersburg, MD: Aspen Publishers.
VI.
Key Questions
Describe the key questions that will guide your research or assessment.
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VII.
Methods
Target population/community and setting
Describe the target group and community as clearly as possible, with attention to
sociodemographics such as race, age, gender, socioeconomic status etc. and the setting/social
environment of the target group. Also include specifics about how will you recruit this group
(include a description of methods of recruitment, sampling methods, and composition of
different subgroups if applicable).
Description of Research Methods
Describe the methods you will use and develop to carry out the project.
Sampling Methods
Describe the sampling methods you plan to use to recruit your target population.
Data Management/Analysis Plans
Discuss how you plan to manage and analyze the data.
VIII. Workplan
The timeline for your project and major activities associated with your project should help to guide
your efforts throughout the CE process. The timeline may undergo some revision throughout,
particularly for students who are waiting for Human Subjects Approval before they can begin their
research. The timeline should be revisited regularly throughout the CE process to assure that you
are staying on track.
IX. References
This is your preliminary list of references, formatted according to American Psychological
Association (APA) format. If you have any questions about APA format, please see the San
Francisco State University (SFSU) Center for Enhancement of Teaching (CET) at
http://cet.sfsu.edu/etl/content/citations/ and complete the tutorial “The Citation Challenge:
Demystifying APA and MLA.” It is expected that the majority of the references in your
bibliography will be from peer-reviewed literature, such as scholarly journal articles. This reference
list should be developed and expanded between submission of this proposal and submission of the
final project.
X. Appendix
Submit any additional material that should be reviewed, including (in particular) any data collection
tools and any tables/graphs relevant to the literature review.
]
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Proposal Outline (for Category Two Projects)
I.
Cover Page
II.
Description
This is the same as the Description that will be cut and pasted into the Proposal for Culminating
Experience form (see above for more information).
III. Introduction and Purpose
This section briefly describes the context of the project. What is the history that led to the
development of this project? Why is this project important? What is the purpose of the project?
What is the role of the community partner, if any?
IV. Problem Statement
The Problem Statement should answer the following questions using relevant resources to
justify the need and relevance of your proposed intervention:
•
What is the problem in terms of who, what, and where?
•
Why is this a problem for this population?
•
What are the risk factors from an ecological perspective? From a social justice
perspective? Emphasize the particular risk factors that your intervention plans to
address—without directly articulating your intervention.
•
What existing interventions and/or programs, if any, have been implemented to
address this problem? Identify gaps, implicitly justifying the need for your project.
V.
Literature Review
A review of the literature is a document that reflects what has been published about a given
topic by scholars, researchers, and authors from the popular press. The materials that should be
used in such a review of the literature include, but are not limited to: books, journal articles,
unpublished manuscripts, published interviews, government documents, census data, etc. It is
not, however, a listing of sources in an essay or a description of the facts and statistics related
to rates, determinants, risk factor, and consequences. Rather a literature review is a critical
appraisal of works published about a particular topic or issue. The literature review analyzes
the overall body of literature and synthesizes its meaning to justify the need for your project.
Review the following resources below as well as the attached document entitled “Literature
Review.”
Please see the following resources for assistance in writing the Literature Review:
http://www.unc.edu/depts/wcweb/handouts/literature_review.html
http://www.utoronto.ca/hswriting/lit-review.htm
Garrand, J. (2001). Health sciences literature review made easy: The matrix method.
Gaithersburg, MD: Aspen Publishers.
132
VI. Goal and Process, Impact, Outcome Objectives
Describe the overall goal and the specific process, impact, and outcome objectives for the
project.
VII. Methods
Target Population/Community
Describe the target group and community as clearly as possible, with attention to
sociodemographics such as race, age, gender, socioeconomic status etc. and the setting/social
environment of the target group. Also include specifics about how will you recruit this group
(include a description of methods of recruitment, sampling methods, and composition of
different subgroups if applicable).
Intervention Description
Describe the HOW of your project. HOW do you plan to reach your objectives? Describe the
details of your strategy or intervention. What are the specific activities and tasks that will be
carried out to meet your objectives? Who will be involved in the implementation of the project?
Make sure that your methods section is critically linked to your problem statement, goal and
objectives.
Theoretical Application – Please discuss how theories of behavioral and social change or
models integrating theories of behavioral/social change inform your work – How will health
education theory and/or models guide your project?
Evaluation Plan (if applicable)
Describe your evaluation plans. What type of evaluation to you plan to conduct? Who will
conduct the evaluation? What will the evaluation measure?
Budget (if applicable)
What, if any, budgetary need does your project require? Include this in a standard budget
format.
VIII. Workplan
The timeline for your project and major activities associated with your project should help to
guide your efforts throughout the CE process. The timeline may undergo some revision
throughout, particularly for students who are waiting for Human Subjects Approval before they
can begin their research. But the timeline should be revisited regularly throughout the CE
process to assure that you are staying on track.
IX. References
This is your preliminary list of references, formatted according to American Psychological
Association (APA) format. If you have any questions about APA format, please see the San
Francisco State University (SFSU) Center for Enhancement of Teaching (CET) at
http://cet.sfsu.edu/etl/content/citations/ and complete the tutorial “The Citation Challenge:
133
Demystifying APA and MLA.” It is expected that the majority of the references in your
bibliography will be from peer-reviewed literature, such as scholarly journal articles. This
reference list should be developed and expanded between submission of this proposal and
submission of the final project.
X.
Appendices
Submit any additional material that should be reviewed, including (in particular) any data
collection tools and any tables/graphs relevant to the literature review.
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4. PROGRESS REPORT
The Progress Report is an early draft of your CE Project Final Report. You may not have completed
data collection and analysis at this point; however, it is important for you to have done substantive
work revising your initial literature review, and refining the CE Proposal you submitted in the fall.
Begin writing the narrative describing and interpreting your findings as early as possible. In addition,
this Progress Report provides you the opportunity to share your work to date with your CE Committee
and receive feedback on that work. The Progress Report should also include a summary of current
status (see below).
All sections are required for both Categories One and Two unless otherwise noted.
Summary of Current Status
Please summarize in brief your accomplishments to date, any major changes in the focus of
your project, including changes to the methods. (These changes should have been discussed
with and approved by your CE Committee in advance of submission here). Discuss any
challenges you have faced or are currently facing, and outline any lessons learned to date.
Assess where you are in your project timeline and anticipated results.
I.
Cover Page
II.
Table of Contents (Including List of Illustrations and Tables (if applicable)
III.
Abstract
Revise the Description submitted with the proposal to reflect an appropriately written
abstract; include any preliminary findings and the implications of those findings. The
following is an excellent resource on abstract writing.
http://www.utoronto.ca/hswriting/abstract.htm
IV.
Introduction and Purpose
V.
Problem Statement
VI.
Literature Review
VII.
Key Questions (Category One) OR Goal and Objectives (Category Two
VIII.
Methods (Category One)
-Target population/community and setting
-Description of Research Methods
-Sampling Methods
-Data Management and Analysis
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Methods (Category Two)
-Target population/community and setting
-Intervention Description
-Theoretical Application
-Budget (if applicable)
IX.
Results and Findings (Category One)
It is not expected that this section will be fully developed at this stage.
This section should include a report of the results and findings. For example, this is
where you report themes that emerged from your analysis of qualitative data (with
quotes to illustrate themes), or descriptive and other statistics from your quantitative
analyses (with tables or graphs to illustrate these data). Please note: this section is
NOT where you interpret your findings, but where you organize and report the central
findings from your project.
Evaluation Design and Results (Category Two)
Describe your evaluation design. Describe evaluation findings to date. To what extend
did you reach your objectives and measures?
X.
References
XI.
Appendices
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5. PROJECT FINAL REPORT
It is expected that the sections that were submitted as part of the CE Proposal and Interim Progress
Report will have undergone substantial revision and supplementation by the time they are submitted as
part of the final report.
Revision Page (for Final draft only)
Provide a loose page describing in detail, revisions made and corresponding page
numbers. These revisions must correspond with prior Committee feedback.
Loose Abstract (for final draft)
Provide a copy of the abstract on a loose page with student name and title of project.
This page is required for Report of Completion to the Graduate Division.
PROVIDE FOUR BOUND COPIES TO THE DEPARTMENT
(One for each: Faculty Reader Advisor, HED Department, & Graduate Division)
I. Cover Page
II. Dedication/Acknowledgements
III. Table of Contents (Including List of Illustrations and Tables (if applicable)
IV. Abstract (250 words maximum; see guidelines for Proposal)
V. Introduction and Purpose
VI. Problem Statement
VII. Literature Review
VIII. Purpose and Key Questions (Category One) OR Goal and Objectives (Category Two)
IX. Methods (for Category One Projects)
-Target population/community and setting
-Description of Research Methods
-Sampling Methods
-Data Management and Analysis
Methods (for Category Two Projects)
-Target population/community and setting
-Intervention Description
-Application of Theoretical Framework
-Budget (if applicable)
X. Results and Findings (Category One) OR Evaluation Design & Results (Category Two)
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XI. Limitations
Describe the limitations of your project. What factors may have influenced the reliability or
validity of your project?
XII. Discussion and Conclusion
This section is where you discuss your findings, and provide insight on their significance.
Interpret the findings, and integrate literature as appropriate (to show support for your findings,
or discuss how your findings shed new light on phenomena that have been reported in the
literature). This section should also include some discussion of the implications of your
findings for future public health prevention and intervention strategies. This section should be
very brief (one page or less) and should summarize the key learnings from this CE project.
XIII. Author’s Reflection
This is where the student should reflect on the process of conducting the Culminating
Experience, including addressing learning experiences, challenges met, and any insights
on how this experience has contributed to you personally and professionally.
XIV. References (see guidelines for Proposal)
XV. Appendices (data collection tools, illustrations, tables, etc.; see Proposal Guidelines)
]
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6. PRESENTATION
Prepare a 20-minute presentation, using visual aids (e.g., PowerPoint, transparencies, video, etc.) that
convey the essence of the project (purpose OR goals and objectives, methods, findings,
recommendations/conclusions, the learning experience, and the implications of the work for public
health prevention and intervention). During this session, your faculty committee and audience will
have an opportunity to ask you questions and provide constructive feedback about your CE project.
]
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REPORT FORMAT GUIDELINES
In addition to substantive content and quality, reports will be graded based on the adherence to the
following format guidelines.
1) The report should be written according to the most recent edition of The Publication Manual of
the American Psychological Association.
2) The report should be single-sided, with standard margins, and standard font and size (12 point).
3) The report should not use 1st person, but should refer to “the researcher” in third person.
4) The report should have subheadings reflecting the major sections required, and to help
meaningfully subdivide these sections, especially the methods and the findings sections.
5) Submit at least three bound copies of your Final Culminating Experience Project, including two
copies to the Chair of your CE Committee (one will be kept on file for current and future
students to peruse) and an additional copy should be provided for every other member of your
CE Committee.
]
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ROLES AND RESPONSIBILITIES OF MPH FACULTY AND STUDENTS
Role and Responsibilities of the Culminating Experience (CE) Chair and Committee
• The CE Chair oversees the student’s progress and completion of HED 895, including
scheduling meetings, addressing student concerns, and assuring that the CE Committee
provides feedback to the student in a timely fashion.
• The CE Committee provides all students will feedback on the forms required (GAP, CE
Proposal Form) and on the CE Proposal, Interim Progress Report, Final Project and Final
Presentation.
• The CE Committee attends meetings as agreed upon with the student.
• The Chair of CE Committee submits a "Report of Completion" for HED 895 and final grade by
the deadline.
• The student is expected to seek assistance from one of the co-Graduate Coordinators to resolve
any problems that are not addressed (or have not been addressed) by the CE Committee.
Role and Responsibilities of the Student
• The student will submit all forms and reports (including proposal, interim progress report, final
report and presentation) to the CE Chair and Committee according to the timeline provided at
the beginning of the 3rd academic year.
139
•
•
•
•
The student will attends all meetings with the CE Committee and address all feedback and
recommendations of CE Committee members.
The student will seek assistance when needed.
The student will inform the CE Committee of any significant changes to the CE project,
timeline or activities in a timely fashion.
The student will seek assistance from one of the co-Graduate Coordinators to resolve any
problems that are not addressed (or have not been addressed) by the CE Committee.
]
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REPORT OF COMPLETION
Upon completion of your Culminating Experience, a “Report of Completion” must be submitted to the
Division of Graduate Studies (ADM 254). The Graduate Coordinator(s) will handle this function,
providing the forms to be completed and filing the forms with the Division of Graduate Studies.
140
MPH Culminating Experience (CE) Timeline
Department of Health Education
ACADEMIC YEAR 2006-2007
Deadlines
Summer 2006
August
October
15th
Email two 895 proposals to Advisor/CE Committee Chair
Student
Committee/
Student
23rd Submit: Final GAP form to Graduate Division
Final Proposal for Culminating Experience Form
Final Human Subjects Protocol
Final revised CE Proposal to CE Committee Chair
Student
Begin CE Project pending final approval by the CE Committee and
the SFSU Committee for the Protection of Human Subjects.
24th Enroll in HED 895 (last day to add is 2/9/07)
12th
Chair of CE Committee and Student Check-In
Submit Progress Report to CE Committee
19th Attend CE Committee Meeting for feedback
April
9th
Submit Draft of CE Project Final Report and Presentation to CE
Committee
16th Attend CE Committee Meeting for feedback on Final Report &
Presentation
Apr 25th & May 2nd
May
Student
16th Attend CE Committee Meeting for feedback on above items.
Jan 24 thru Feb 16
March
Who
Student
9th Submit: GAP form to Graduate Division
Proposal for Culminating Experience Form
Human Subjects Protocol
CE Proposal to Committee
Nov thru Jan
January
Task
Internship 892 (Pass with a B or better)
CE Presentations (Location TBA)
Student
Student
Chair and
Student
Student
Committee/
Student
Student
Committee/
Student
Student
14th Submit Final CE Report to Chair of CE Committee and distribute
bound copies to other members of CE Committee
Student
18th CE Report of Completion Form to Graduate Studies (Sent by HED
Office)
MPH
Coordinator
26th Spring ’07 Commencement
ALL!!
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GRADUATION:
PREPARATION & COMPLETION OF APPLICATION FOR THE
MASTER’S DEGREE IN COMMUNITY HEALTH EDUCATION
In addition to the CE requirements for graduation outlined above, students preparing for graduation must
complete these tasks:
Obtain the Application for Graduation available at the Graduate Division (ADM 254) or at the Student
Services Center.
Follow instructions provided in the application packet and attach documents as needed.
Pay a processing fee to the Bursar’s office with the application forms.
Meet with program advisor for signature approval.
Submit the Application for Award of the Master’s Degree to the Graduate Division.
Prior to graduation ceremonies and the preparation of the graduate degree certificate, the Graduate Division
will review the academic record for completion of established program and university requirements outlined in
the SFSU Bulletin. This will include all final grades of the previous and current semesters, as well as the Report
of Completion for the internship and culminating experience. If for any reason graduation does not occur for the
semester of the application, the student may reapply for the subsequent term in which graduation is anticipated.
Please see below for more information on the time limit to complete requirements for graduate degrees. The
expectation is that you should be able to complete the requirements for the MPH in three years. Besides this
professional expectation, there are specific university regulations that all graduate students should be aware of.
Some of the more important ones are enumerated below, but as always, you should carefully read the University
Bulletin for all of the pertinent regulations.
TIME LIMIT TO COMPLETE REQUIREMENTS FOR GRADUATE DEGREES
The California Code of Regulations, Title 5, Education, requires that all the requirements for a master's degree
be completed within a seven-year period. No more than seven years may elapse between the start of the term of
the earliest dated course on the Graduate Approved Program and the date the last course is actually completed
and the application for graduation is filed.
Most graduate students attending part-time, complete their degrees in 2-3 years. For example, in a 30 unit degree
program, taking one, three unit course per semester would lead to degree completion in 5 years. Many students
in professional programs must maintain continuous enrollment to complete courses in sequence as required for
licensure.
Extension of the Seven-year Limit. In unusual circumstances, a candidate may file a Petition for Waiver of the
Seven-Year Limit with the dean of Graduate Studies for a one-time extension to complete the requirements for
the degree. The outdated course work must be validated by examination or other demonstration of competency
in the relevant course or subject field as determined by the major department.
The department must provide the student with a statement of support to be submitted with the petition,
providing proof of competency in the subject matter as stated above, or establishing requirements for additional
course work as appropriate. This statement must also set a final deadline for completion of the degree.
Please see: http://www.sfsu.edu/~bulletin/current/gradpol.htm for more information on this policy.
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APPENDICES
143
U.S. SCHOOLS OF PUBLIC HEALTH AND OTHER MS AND MPH PROGRAMS
American University (Master’s in Fitness Management)
Department of Health and Fitness
Nebraska Hall—Lower Level
4400 Massachusetts Avenue NW
Washington, DC 20016-8037
Phone: (202) 885-6275
Fax: (202) 885-6288
E-mail: healthfitness@american.edu
WWW: http://www.american.edu/healthpromotion
University of Albany SUNY School of Public Health
The Office of Graduate Admissions
University at Albany
1400 Washington Avenue
Albany, NY 12222
Phone: (800) 440-GRAD or (518) 442-3980
E-mail: graduate@uamail.albany.edu
WWW: http://www.albany.edu/sph
Arizona Graduate Program in Public Health (a triinstitutional program through the University of Arizona,
Arizona State University and Northern Arizona
University)
1501 N. Campbell Avenue, Room 1115A
P.O. Box 245033
Tucson, AZ 85724
Phone: (520) 626-3207
Fax: (520) 626-3206
E-mail: mphadmit@u.arizona.edu
WWW: http://www.ahsc.arizona.edu/pub-hlth
Columbia School of Public Health
Office of Admissions
The Joseph L. Mailman School of
Public Health
Columbia University
722 West 168th Street, Suite 1030,
New York, NY 10032
Phone: (212) 305-3927
Fax: (212) 342-1830
E-mail: ph-admit@columbia.edu
WWW: http://cpmcnet.columbia.edu/dept/sph
Boston University School of Public Health
715 Albany Street, Talbot Building
Boston, MA 02118
Phone: (617) 638-4640
Fax: (617) 638-5299
E-mail: bso@bu.edu (Barbara St. Onge, AdmissionsStudent Services)
WWW: http://www.bumc.bu.edu/SPH
Emory University Rollins School of Public Health
Rollins School of Public Health
1518 Clifton Road NE - 1st Floor
Atlanta, GA 30322
Phone: (404) 727-5481
Fax: (404) 727-3956
E-mail: admit@sph.emory.edu
WWW: http://www.sph.emory.edu/home.html
Southern Connecticut State University Department of
Public Health
144 Farnham Avenue
New Haven, CT 06515
Phone: (203) 392-6950
Fax: (203) 392-6965
E-mail: publichealth@southernct.edu
WWW: http://www.southernct.edu/departments/public
health/index.htm
George Washington University School of Public Health
and Health Services
2300 I Street, NW
202 Ross Hall
Washington, DC 20037
Phone: (202) 994-2160
Fax: N/A
E-mail: sphhsinfo@gwumc.edu
WWW: http://www.gwumc.edu/sphhs/
144
John A. Burns School of Medicine Department of Public
Health Sciences & Epidemiology
Office of Graduate Student Academic Services
1960 East-West Road
Biomed D-204
Honolulu, HI 96822
E-mail: ogsas@hawaii.edu
WWW: http://www.hawaii.edu/ogsas/
University of Illinois at Chicago School of Public Health
Toni Flynn, Admissions Officer, Degrees Programs
171 SPH-PI - 1603 West Taylor Street
Chicago, IL 60612-4310
Phone: (312) 413-1151
Fax: N/A
E-mail: Andre@uic.edu
WWW: http://www.uic.edu/depts/spha/
Hunter College Graduate Community Health Education
Program
Office of Admissions - Hunter College City University
of New York
695 Park Avenue - New York, N.Y. 10021
Phone: (212) 772-4490
E-mail: admissions@hunter.cuny.edu
University of Illinois at Springfield (MPH Program)
Public Health Department
College of Public Affairs & Administration
University of Illinois at Springfield
Springfield, Illinois 62794
Phone: (217) 206-6301
Fax: (217) 206-7279
E-mail: MPH@uis.edu
http://www.uis.edu/publichealth/
http://admissions.hunter.cuny.edu/~graduate/default.html
Johns Hopkins University School of Hygiene & Public
Health-Bloomberg School of Public Health
615 N. Wolfe Street, Suite E1002
Baltimore, MD 21205
Phone: (410) 955-3543
E-mail: mphprog@jhsph.edu and admiss@jhsph.edu
WWW: http://www.jhsph.edu/
University of Illinois at Urbana-Champaign Department
of Community Health
120 Huff Hall
MC-588 1206 S. Fourth St.
Champaign, IL 61820
Phone: (217) 333-2307
Fax: (217) 333-2766
WWW: http://www.chlth.uiuc.edu/
University of California at Berkeley
School of Public Health
140 Warren Hall #7360
Berkeley, CA 94720-7360
Phone: (510) 643-0881 or (510) 643-0881
E-mail: sphinfo@socrates.berkeley.edu
WWW: http://garnet.berkeley.edu/~sph
University of Kansas Medical Center, Department of
Preventative Medicine, School of Medicine
1010 N. Kansas, Suite 1300
Wichita, KS 67214
Phone: (316) 293-2627
Fax: (316) 293-2695
E-mail: prevmed@kumc.edu
WWW: http://prevmed.kumc.edu/
UCLA School of Public Health
Student Services Office
UCLA School of Public Health
Box 951772
Los Angeles, CA 90095-1772
Phone: (310) 825-5524
E-mail: N/A
WWW: http://www.ph.ucla.edu/
Loma Linda University School of Public Health
School of Public Health Admissions
Loma Linda, California 92350
Phone: (909) 558-4694, extension 88036 or (800) 4224558
E-mail: sphinfo@sph.llu.edu
WWW: http://www.llu.edu/llu/sph
Florida International University Graduate Program in
Community Health and Preventive Medicine
3000 NE 151st Street, AC I-394
North Miami, Florida 33181
Phone: (305) 919-5877
Fax: (305) 919-5507
E-mail: N/A
WWW: http://www.fiu.edu/~phealth
University of Massachusetts Amherst School of Public
Health and Health Sciences
101 Arnold House
715 North Pleasant Street
Amherst, MA 01003-9304
Phone: (413) 545-1303
Fax: (413) 545-1264
E-mail: chardy@schoolph.umass.edu
WWW: http://umass.edu/sphhs
145
University of Michigan School of Public Health
Office of Academic Affairs
109 Observatory St., 3537 SPH I
Ann Arbor, MI 48109-2029
Phone: (734) 764-5425
Fax: (734) 763-5455
E-mail: public.health.reference@umich.edu
WWW: http://www.sph.umich.edu/index.html
University of Oklahoma Health Sciences Center,
College of Public Health
1000 Stanton L. Young Blvd.
P.O. Box 26901
Oklahoma, OK 73190
Phone: (405) 271-2085
E-mail: grad-college@ouhsc.edu
WWW: http://w3.ouhsc.edu/graduate/
University of Minnesota School of Public Health
Student Services Center
420 Delaware St. SE, Box 819
Minneapolis, MN 55455
Phone: (800) SPH-UofM or 626-3500
Fax: N/A
E-mail: sph-ssc@tc.umn.edu
WWW: http://www.sph.umn.edu/
Oregon State University Department of Public Health
College of Health and Human Performance
120 Women's Building
Corvallis, OR 97331
Phone: P. Hanson (541) 737-3825 or (541) 737-2631
Fax: (541) 737-4230
E-mail: pam.hanson@orst.edu
WWW: http://oregonstate.edu/hhp/ph/
University of North Florida College of Health
University of North Florida
Office of Admissions
4567 St. Johns Bluff Road South
Jacksonville, Florida 32224-2645
Phone: (904) 620-2624 or (904) 620-1360
E-mail: graduatestudies@unf.edu
WWW: http://www.unf.edu/coh
Sarah Lawrence College Master's Program in Health
Advocacy
1 Mead Way
Bronxville, NY 10708-5999
Phone: (914) 395-2373
Fax: N/A
E-mail: mhurst@slc.edu
WWW: http://www.slc.edu/%7Ehealth/index.htm
Ohio State University School of Public Health
M-120 Starling-Loving Hall
320 West 10th Avenue
Columbus, Ohio 43210-1240
E-mail: sph@osu.edu
WWW: http://www.sph.ohio-state.edu/
University of South Florida College of Public Health
13201 Bruce B. Downs Blvd. MDC 56
Tampa, FL 33612-3805
Phone: (813) 974-3623
Fax: (813) 974-4718
E-mail: usfcoph@hsc.usf.edu
WWW: http://www.hsc.usf.edu/publichealth/
University of Rochester School of Medicine and Dentistry
Department of Community and Preventive Medicine
Community & Preventive Medicine
601 Elmwood Avenue
Box 644
Rochester, NY 14642
Phone: (716) 275-7882
Fax: (716) 461-4532
E-mail: CPM_Admissions@urmc.rochester.edu
WWW: http://www.urmc.rochester.edu/smd/cpm
Wichita State University
Department of Public Health Sciences
School of Health Sciences
College of Health Professions
Wichita State University
1845 North Fairmount
Wichita, KS 67260-0152
Phone: (316) 978-3060 or (800) 340-7472
E-mail: wetta@chp.twsu.edu
WWW: http://www.twsu.edu/~wsucofhp/science.html
St. Louis University School of Public Health
Saint Louis University
221 North Grand Blvd.
St. Louis, MO 63103
Phone: (800) SLU.FOR.U
E-mail: grequest@slu.edu
WWW: http://www.slu.edu/colleges/sph
University of Texas at Houston School of Public Health
1200 Herman Pressler
Houston, TX 77030
P.O. Box 20186
Houston, TX 77225
Phone: (713)500-9000
WWW: http://www.sph.uth.tmc.edu/
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San Diego State University Graduate School of Public Health
Graduate School of Public Health
San Diego State University
San Diego, CA 92182-4162
Phone: Brenda Fass-Holmes, (619) 594-4492 or (619) 5946317
Fax: N/A
E-mail: bholmes@mail.sdsu.edu
WWW: http://www-rohan.sdsu.edu/dept/gsph
University of North Texas Health Science Center MPH
Program
3500 Camp Bowie Blvd.
Fort Worth, TX 76107
Phone: (817) 735-2000
Fax: N/A
E-mail: StudAffr@hsc.unt.edu
WWW: http://www.hsc.unt.edu/
University of South Carolina School of Public Health
The University of South Carolina
Columbia, South Carolina 29208
Phone: (803) 777-5031
E-mail: studserv@sph.sc.edu
WWW: http://www.sph.sc.edu/
Virginia Commonwealth University MPH Program
1008 E. Clay St.
Richmond, VA 23298
Phone: (804) 828-9785
Fax: (804) 828-9773
E-mail: kpbryant@hsc.vcu.edu
WWW: http://views.vcu.edu/commed
Tulane University School of Public Health and Tropical
Medicine
1440 Canal Street, Suite 2460
New Orleans, LA 70112
Phone: (800) 676-5389
Fax: (504) 584-1667
E-mail: Jeffery Johnson at Jeff@tulane.edu
WWW: http://www.sph.tulane.edu/
University of Washington School of Public Health and
Community Medicine
Box 357230
Seattle, WA 98195
Phone: (206) 543-1144
Fax: (206) 543-3813
E-mail: sphcm@u.washington.edu
WWW: http://depts.washington.edu/sphcm/
Yale University Department of Epidemiology & Public Health
60 College St.
P.O. Box 208034
New Haven, CT 06520-8034
Phone: (203) 785-2844
Fax: (203) 785-4845
E-mail: eph.admissions@yale.edu
WWW: http://www.info.med.yale.edu/eph
Walden University, Division of Health and Human Services
155 Fifth Avenue
South Minneapolis, MN 55401
Phone: (866) 4-WALDEN or (612) 338-7224
Fax: (612) 338-5092
E-mail: info@waldenu.edu
WWW:
http://www.waldenu.edu/pv/programs/msph/index.html
147
PROFESSIONAL WEBSITES
Organization
Description
Website
American Public
Health Association
The American Public Health Association (APHA) is the
oldest and largest organization of public health professionals
in the world, representing more than 50,000 members from
over 50 occupations of public health.
http://www.apha.org/career/
American Red Cross
The American Red Cross touches millions of people every
year. Whether it's offering disaster and emergency relief,
teaching lifesaving skills such as CPR and first aid, or
collecting and distributing half the nation's blood supply,
We'll Be There. You may be providing these services
directly to the American public or supporting those who do –
both roles help further the mission of the Red Cross.
http://www.redcross.org/jobs/
BlueCross
BlueShield
Association
Blue Cross (covering hospital care) and Blue Shield
(covering physicians' services) Plans were the first prepaid
health care coverage in America. Today, both brands
represent the full spectrum of health care coverage.
http://www.bluecares.com/whoweare/
career.html
California
Department of
Health Services
With the support of skilled, dedicated employees and the
application of public health sciences, the California
Department of Health Services (DHS) is committed to
protecting and improving the health of all Californians
Its mission is to assist health care professionals, health
professions schools, care delivery organizations and public
policy makers respond to the challenges of educating and
managing a health care workforce capable of improving the
health and well being of people and their communities.
Family Health International (FHI) works to improve
reproductive and family health around the world through
biomedical and social science research, innovative health
service delivery interventions, training and information
programs. We work in partnership with universities,
ministries of health and non-governmental organizations,
conducting ongoing projects in the U.S. and more than 40
developing countries.
Genentech, Inc. is a leading biotechnology company using
human genetic information to develop, manufacture and
market pharmaceuticals that address significant unmet
medical needs. Genentech commits itself to the highest
standards of integrity in contributing to the best interests of
patients, the medical profession and its employees, and to
seeking significant returns to its stockholders based on the
continued pursuit of excellent science.
Non-profit organization whose mission is to end the sexual
abuse of children within 5 generations—by fostering
survivor leadership in community organizing, public
education, and legislative efforts.
To promote the health of the world's population by
advancing the Department of Health and Human Services'
global strategies and partnerships, thus serving the health of
the people of the U.S.
http://www.dhs.ca.gov/jobs/index.htm
Center for the
Health Professions
News
Family Health
International
Genentech, Inc.
Generation FIVE
Global health.gov—
sharing solutions to
shared problems
148
http://futurehealth.ucsf.edu
http://www.fhi.org/
http://www.gene.com/gene/careers/
http://www.generationfive.org
http://www.globalhealth.gov/
Organization
Description
Website
Global strategies on
traditional and
alternative medicine
The World Health Organization (WHO) released a global
plan to address issues of global strategies on traditional and
alternative medicine. The strategy provides a framework for
policy to assist countries to regulate traditional or
complementary/alternative medicine (TM/CAM) to make its
use safer, more accessible to their populations and
sustainable.
Real-time career services for students in health promotion.
Select only the info you want receive. Learn about great
jobs, internships & grad programs the minute they become
available. All services for students are free and confidential.
The National Academy of Sciences and its associated
organizations--the National Academy of Engineering, the
Institute of Medicine, and the National Research Council-together constitute the most important advisory mechanism
for science and technology policy in the U.S., and perhaps in
the world. No other government has created a private
scientific organization with such a relationship to itself. In
recent decades, advice rendered by the Academies, largely
through the National Research Council, and by the Institute
of Medicine has also exerted increasing influence on
universities, businesses, other non-governmental entities, and
consumers.
Kaiser Permanente is one of the nation’s largest managed
care providers. We are a working partnership of two
organizations: the not-for profit Kaiser Foundation Health
Plan and Hospitals, and the Permanente Medical Groups.
This integrated approach continues to provide a model for
efficient, stable and financially sound managed care.
The NIH mission is to uncover new knowledge that will lead
to better health for everyone. NIH works toward that mission
by: conducting research in its own laboratories; supporting
the research of non-Federal scientists in universities, medical
schools, hospitals, and research institutions throughout the
country and abroad; helping in the training of research
investigators; and fostering communication of medical
information.
The Internet's leading source of nonprofit jobs and career
opportunities.
Building upon its original mission to educate, the AIDS
Foundation added comprehensive services for people living
with HIV disease and AIDS and an aggressive public policy
component to compel federal and state governments to
address the growing epidemic.
http://www.who.int/en/
Stanford University
Located in Northern California's beautiful Bay Area on
approximately 8200 acres of pristine land and almost 12,000
people in the Stanford community and one of the largest
employers in Silicon Valley.
http://jobs.stanford.edu/
Univ. of CA Human
Resources Online
This is the home page of the Human Resources Department,
UC Office of the President, providing comprehensive UC
human resources news, information, and web site links.
http://www.ucop.edu/humres/
HPCAREER.NET
Institute of
Medicine/NAS
Kaiser Permanente
National Institute of
Health
Opportunity Nocs
San Francisco AIDS
Foundation
149
http://www.hpcareer.net/
http://www4.nationalacademies.org/ohr
.nsf/
http://www.kaiserpermanentejobs.org/
http://www.jobs.nih.gov/
http://www.opportunitynocs.com
http://www.sfaf.org/aboutsfaf/jobs/
REQUEST FOR INDEPENDENT STUDENT TRAVEL FUNDING GUIDELINES
SAN FRANCISCO STATE UNIVERSITY
Students may be funded for independent travel through the Instructionally Related Activities (IRA) fund
in accordance with the guidelines and procedures printed below. Student travel will be funded only if the
following conditions are met and the request is approved in advance by the Vice President for Academic
Affairs.
GUIDELINES.
1. The student must be currently enrolled at SFSU.
2. The student must be an active participant in the conference/meeting he/she wishes to attend, (i.e. a
presenter of a paper or performer).
3. The student will not be funded if he/she is eligible to receive travel funds to attend the same
conference/meeting through any IRA budget (e.g. Forensics, Model UN).
4. No more than $600 will be awarded per student each fiscal year. Funds must be expended in accordance
with state travel regulations.
PROCEDURES.
1. The student prepares a written statement indicating the name of the conference or meeting, the location
and date of the conference/meeting, and the amount of travel funds requested. He/she includes a brief
statement indicating how participation in this conference/meeting will enhance his/her educational goals
and attaches evidence of his/her participation (such as a letter of invitation or acceptance from the
conference/meeting, conference program).
2. The student forwards the request and supporting documents to the Chair of his/her major department.
The Chair either endorses the request or denies it based on its adherence to the guidelines stated above
and/or its educational merits. If endorsed, the student forwards the request and supporting documents to
the Dean of the College.
3. The Dean endorses or denies the request based on its adherence to the guidelines stated above and/or its
educational merits. If endorsed, the Dean’s office prepares travel request forms for the student and
forwards the request and supporting documents to the Vice President for Academic Affairs.
4. The VP for Academic Affairs either endorses or denies the request based on its adherence to the
guidelines, educational merits, and budgetary restrictions. If approved, travel documents for the student
will be returned to the College Office to hold until the student returns from his/her travel and submits
the appropriate receipts and travel expense paperwork to receive reimbursement.
5. Following the trip, the student turns in receipts for airline tickets, parking, meal, etc. to the College
Office along with a brief written evaluation of the conference/meetings attended and the value of the
experience. The College Office then prepares the Travel Expense Claim form and submits it and the
student’s written evaluation of the conference to the Office of the Vice President for Academic Affairs
for processing. For further information, contact Stephanie Schwartz, (415) 338-1142.
Vice President for Academic Affairs
Revised Summer 2002.
150