You are here

Programs & Degrees

Undergraduate Programs

School Health

The School Health Education Option is designed for individuals who desire to pursue a professional preparation program leading to qualification as a health education teacher in middle, junior, and high schools. Graduates may also pursue other administrative careers within a school district such as health education curriculum coordinator, or a substance abuse prevention coordinator. In addition to core requirements, students seeking this option must also be admitted to the College of Education's Single Subject Credential Program. Students must successfully complete all required coursework and teaching assignments leading to a California Single Subject Teacher Credential.

To view School Health Program Planners please select here then click on Requirements Worksheets on the left-hand side of the page.

Community Health Education

The Community Health Education Option is designed for individuals interested in the links among lifestyle, social and physical environments, and good health. The occupational objective of those selecting this option is to serve as a community health educator in public or private health care agencies, voluntary organizations, medical clinics or corporate settings. Health educators use a variety of communication strategies, policy implementations, teaching methods and creative learning experiences to promote voluntary actions, and informed decisions conducive to health. Health educators are specifically trained to:

  • Assess health education needs.
  • Provide communication regarding the distribution and determinants of disease and injury.
  • Plan, develop, implement, manage and evaluate health education programs
  • Participate in social planning, advocacy, and coalition building.

To view Community Health Program Planners please select here then click on Requirements Worksheets on the left-hand side of the page.

Minor in Health Science

To view School Health Program Planners please select here then click on Requirements Worksheets on the left-hand side of the page.

Graduate Programs

About the Graduate Program

The Department of Health Science offers a graduate program that leads to an MPH degree with a Community Health Education emphasis. The graduate program articulates with the undergraduate division that sponsors BS programs in Community Health and School Health. The department has eleven full-time faculty, 6 full-time lecturers and approximately 35 part-time lecturers who hold significant positions in public health and related agencies. The Council on Education for Public Health ("CEPH") has accredited the graduate program.

In assocation with the College of Health and Human Services and the National Council of La Raza (NCLR) the Department of Health Science also offers a Graduate Certificate in Latino Health and Nutrition Studies. Please click here for more information and admission requirements.

The Department of Health Science is housed within the College of Health and Human Services, the second largest of the University’s six colleges. The college has eleven departments (among which is Health Science), four programs, and four research centers including the CHER and Center for Latino Community Health.

The College of Health and Human Services occupies eleven buildings on the 322-acre campus of CSULB. The university comprises over 70 academic departments, research centers, and institutes, which are home to more than 1200 faculty who serve the 30,000-member student body of the campus. The Western Association of Schools and Colleges accredits the university

The Department of Health Science—Master’s of Public Health Program has been accredited since 1983. IThe Graduate Program in Community Health Education last went through the accreditation process in 2007 and is currently undergoing the reaccreditation process.CEPH is an independent agency recognized by the US Department of Education to accredit schools of public health and certain public health programs offered in settings other than schools of public health. These schools and programs prepare students for entry into careers in public health. The primary professional degree is the Master of Public Health (MPH) but other masters and doctoral degrees are offered as well.

Most Popular Questions and Answers for potential MPH students

MPH Student Handbook

Graduate Brochure

Career Counseling

For career counseling, please contact:

Academic Counseling

For academic counseling, please contact:

Graduate Coordinator at (562) 985-4014 or Toni Espinoza-Ferrel

MPH Program CEPH Accreditation

Message from the Chair & Director

Thank you for requesting information about our graduate program in the Health Science Department at California State University, Long Beach. The mission of our graduate program is to prepare leaders in the public health field.

Our program offers an outstanding educational opportunity, both in terms of breadth of knowledge attained and depth of practical experience.

Faculty members who are affiliated with our graduate program are excellent teachers who are renowned for their research and service. They are nationally and internationally recognized for their contributions to the public health profession. As a graduate student, you will have many opportunities to collaborate with program faculty members on research and academic projects.

Scholarships, research assistantships, and graduate assistantships are available from the department, the College of Health and Human Services, and the university.

The MPH program is fully accredited by the Council of Education in Public Health. Often government health-related agencies require graduation from an accredited program as a condition of employment.

One of the advantages of our graduate program is convenient scheduling of classes, which are offered during evening hours to accommodate the needs of working adults who wish to advance in their profession. However, a significant number of graduate students devote themselves to full time study in the department.

Completion of a graduate degree in health science leads to many exciting and challenging career opportunities including transition to a new career in public heath and career advancement. Program graduates hold leadership roles in health education and related fields throughout Southern California and the state; they also work in federal government positions. Graduates also perform crucial roles in private companies and in the volunteer agency sectors.

In closing, please review the program information carefully and consider applying to our graduate program. Our faculty, advisors, and staff will be most happy to answer any questions that you may have.

If you are interested in discussing your career options, please contact Dr. Javier Lopez-Zetina, Chair at or 562-985-8036.

Graduate Program Mission & Goals

The mission of the CSULB Health Science MPH Program is to provide the best graduate education and training in a multiethnic and urban environment to develop highly competent professionals and leaders in community health education and public health. The program strives to afford excellence in teaching, conduct research and provide service to local, regional, national, and international populations living within the surrounding communities, while making a significant contribution towards increasing health equity for underserved populations.

A statement of values that guides the MPH Program:

Related to the missions of the University, College, and Department, the program espouses the following four values, which are announced to students upon admission and reinforced through course work, internship experiences, published materials and public statements. The values that guide the program represent the consensus of stakeholders, including faculty, students, and community members.

  • Collaboration: Forming collaborative partnerships is imperative to effectively addressing public health issues. The value of networking to form and maintain collaborations is fostered through the program’s education and training activities that promote effective communication and teamwork. Through collaborative activities, among faculty, students, and community engagement, public health services will be improved.
  • Equity: The program promotes and maintains an opportunity structure that fosters respect for others, treating all people as individuals, valuing each person’s points of view, and giving due regard for the feelings, wishes, rights, and traditions of others. Welcoming ethnic, social, cultural, and socio-economic diversity among the students and faculty, and appreciating how diversity enriches public health work. The program focuses educational and research activities on achieving health equity through influencing health care quality and delivery, policy, prevention efforts, dissemination of health promotion information, and supporting individual self-empowerment to make sound health decisions.
  • Excellence: Among the most important values for the department is the creation of an excellent educational experience and continuously assessing performance. The criterion of an excellent education is one that covers a full range of up-to-date competencies that are essential to the effective practice of public health education. High quality instruction is provided by instructors who are well-qualified in their disciplines and who maintain currency in public health activities.
  • Leadership: The program seeks to develop leadership skills for addressing crucial public health challenges. This value is demonstrated by the program’s faculty members, guest lecturers, and specific didactic content of the curriculum. Professional instruction in learning negotiation, team building, motivation and goal setting skills are also provided.

Goals for Graduate Programs:
To fulfill its mission the department’s ongoing goal is to improve its instruction, research, and service plan.  The MPH graduate program aims to:

  • Achieve excellence in teaching and learning to bolster competency in the fields of health education and public health in a multiethnic and urban environment to develop diverse professionals and leaders.
  • Foster research and intervention programs that tend to the health needs of underserved populations in our community.
  • Engage in service activities across various sectors of public health practice, addressing the needs of the profession, university, and the community.



  • Achieve excellence in teaching and learning to bolster competency in the fields of health education and public health in a multiethnic and urban environment to develop diverse professionals and leaders.
  • All graduate program faculty members will maintain student evaluation averages above 4.00, annually.
  • Every four years, course content will be assessed by the department curriculum committee to ensure relevant program competencies are being met across the curriculum.
  • Development of at least one new course will occur, as warranted based on results of curriculum review.
  • Technology use is infused into all courses, at all times.
  • All students will maintain an average GPA of at least 3.0, annually.
  • At least 90% of students will pass the comprehensive exam upon first attempt, annually.
  • 80% of students will report being satisfied or very satisfied with instruction on exit surveys, by program end.
  • 80% of students will report that they agree or strongly agree that academic advising was helpful, by program end.
  • To ensure diverse instructor role models, every three years, the program faculty members’ ethnic make-up will better match that of the program’s student population by 2% in at least one group.
  • To support training of diverse professionals, every three years, the program’s student body ethnic make-up will better match that of the surrounding community by 2% in at least one group.
  • Foster research and intervention programs that tend to the health needs of underserved populations in our community.
  • A department average of at least one grant proposal per faculty member will be submitted for funding, annually.
  • At least 50% of these annually submitted grant proposals will focus on research related to underserved populations.
  • A department average of at least one conference presentation per faculty member will be completed, annually.
  • 50% of these annual conference presentations will address health issues of underserved populations.
  • All faculty members will publish at least one scholarly publication every two years.
  • 75% of students will work with faculty on a research or intervention project by program end.
  • By program end, at least 50% of those faculty projects that students worked on will have been relevant to underserved populations.
  • By program end, all students will have gained experience in writing a complete research grant proposal.
  • By program end, 80% of students will have a scholarly paper or presentation included in an e-portfolio.
  • Engage in service activities across various sectors of public health practice, addressing the needs of the profession, university, and the community.
  • Every two years, all faculty members will have participated in at least one significant service activity that benefited the public health profession.
  • Within a four-year period, 50% of service activities will be performed in community organizations that target underserved populations.
  • Annually, 80% of program faculty members will maintain at least one active collaborative relationship that addresses health disparities in the community.
  • All faculty members will serve on departmental, college, or university committees, annually.
  • By program end, 100% of graduates will have provided service to the community and the profession.
  • By program end, 50% of these service activities will relate to underserved populations.

Competencices for MPH degree are:

Upon graduation, an MPH student will be proficient in Discipline-Specific as well as Interdisciplinary/Cross-cutting core competencies set forth by the Association of Schools and Programs of Public Health, including:

  • Apply statistical techniques and describe appropriate application of statistics to research problems.
  • Assess associations found between environmental hazards and health outcomes and to describe environmental policies designed to protect communities at risk for harmful exposures.
  • Apply epidemiological methods to the surveillance and measurement of disease rates, disease causality, and disease prevention.
  • Assess the impact of health policy, related to social, legal, ethical, and cultural forces on community health education, programming, and the health care system.
  • Engage in management and administration of public health education programs.
  • Identify the causes of cultural, social, and behavioral factors affecting the health of individuals and populations.
  • Assess needs and understand contextual factors relevant to achieving health equity for underserved populations through research and community health education.
  • Identify and apply fundamental research skills to collect, interpret, and disseminate public health findings to various audiences.
  • Develop skills to work with individuals and communities from diverse cultural, social, and economic backgrounds to identify and improve their specific priority health issues, utilizing methods deemed appropriate by that particular population.
  • Establish linkages with stakeholders to promote community building.
  • Participate in advocacy and community-based research and health education practices.
  • Engage in collaborative decision-making and problem-solving to improve the health of the community.
  • Comprehend and apply ethical principles in order to responsibly engage in equitable and just public health practice.
  • Plan, implement and evaluate public health policies, programs, and interventions.
  • Assess the influence of individual, social, and community-level factors and their interactions in both the onset of and solutions to public health problems.
  • In addition to core competencies for Public Health, graduating CSULB MPH students will be skilled in the following Community Health Education competencies, modeled on the advanced-level competencies set forth by the National Commission for Health Education Credentialing:

    • Synthesize community assessment findings
    • Formulate specific, measurable, attainable, realistic, and time-sensitive objectives for community health programs
    • Select a variety of strategies and interventions to achieve stated objectives for community health programs
    • Use strategies to ensure cultural competence in implementing community health education plans
    • Develop data analysis plan for community health research
    • Disseminate community health research findings through professional conference presentations
    • Promote collaboration among community stakeholders
    • Identify potential community partner(s)
    • Provide expert assistance for community health programming
    • Lead community health advocacy initiatives


All applicants must have a bachelor’s degree from a recognized university or college, show evidence of satisfactory preparation in quantitative and/or qualitative subject areas, and have an acceptable academic record. The Masters Program Application and the Applicant’s Narrative Statement form are to be completed and mailed to the Department of Health Science.  Additionally, a professional resume and three letters of professional and/or academic recommendation must be received before your application will be considered. An official copy of transcripts from the institution in which you received your degree, including any post baccalaureate education must be sent to the University. Do not send transcripts to the Department.

Both the University and the Department of Health Science must admit applicants who wish to enroll in the MPH program. 

Rejected applicant’s materials submitted to the department for consideration of admission will be discarded 60 days upon completion of the selection process.  Re-applicants must submit all new materials.  Incomplete applications and all supporting documents submitted/postmarked after the deadline will not be reviewed and will be disposed of.  The application and all supporting documents will become the property of the MPH program and will not be released or returned.

Answers to Frequently Asked Questions regarding the admissions process can be found at FAQs.

Application Requirements

Prospective candidates are requested to apply for admission both to the university and the department. There are two applications to complete, one for the Health Science Department and one for the University. The graduate program in the Health Science Department maintains additional admission requirements, which applicants must fulfill.

Health Science Department Requirements

A student who is interested in pursuing the graduate program in health science is urged to speak with the Graduate Program Director in order to clarify questions related to program information. The information presented here is for informational use only; all university regulations must be adhered to in order to graduate from the program. Students are urged to consult the University Catalog for further information about program requirements. In one envelope, all application materials for the department must be submitted to:

Health Science Graduate Program
California State University, Long Beach
1250 Bellflower Boulevard
Long Beach, California 90840

  A complete application consists of:

  • Masters Program Application
  • Please note: Send one copy of your official transcript to the University. Do not send a transcript to the Department.
  • Students are required to complete all University Requirements before department applications are evaluated.
  • Professional Resume
  • Personal Statement
  • (3) sealed letters of reference (academic or professional)

    GRE Codes
    Instution Code is 4309

Deadlines for Admissions

  • Applications will be accepted for the fall semester November 1 through March 15. 
  • Applications will be accepted for the spring semester August 1 through October 1. 
  • Deadlines for receipt of applications are final. ALL materials must be in your file by the deadline.

University Requirements

Send these items to the California State University, Long Beach Office of Admission and Records.

  • CSULB, Graduate Online Application
  • Application fee
  • Official transcripts
  • Narrative Statement
  • Graduate Record Examination (GRE®) General Test Scores
  • Test of English as a Foreign Language (TOEFL®) scores (International students)

International student admissions, please visit the Center for International Education

Course Description

500. Principles of Epidemiology (3)

Prerequisite: H SC 301 and H SC 403. 
Application of epidemiologic procedures to the understanding of the occurrence and control of infectious and chronic diseases, mental illness, environmental health hazards, accidents, and geriatric problems.  Letter grade only (A-F). (Lecture 3 hours.)

503. Advanced Community Health Statistics (3)

Prerequisite: HSC 403 or equivalent. 
Analysis of quantitative health related data. Topics include mean and percentage comparisons, multiple regression, logistic regression and survival analysis. Use of computers is required.
Letter grade only (A-F). (Discussion, 3 hours)

507. Health Equity and Health Disparities Research in the US (3)

Prerequisite: Undergraduate major in Health Science or related field.
Explores socioeconomic, biologic, environmental, and institutional factors associated with health issues and disease. Students will learn about research and interventions to affect positive health outcomes and access for underserved, underrepresented diverse populations. Letter grade only(A-F).

508. Administrative Relationships in Health Education Programs (3)

Prerequisite: Undergraduate major in Health Science or related field. 
Introduction to administrative theory; investigation of administrative responsibilities and functions implicit in school health or other health education programs. Letter grade only (A-F).

528. Advanced Environmental Health (3)

Prerequisite: H SC 422 or consent of instructor. 
Organization and methods for promoting human health by controlling environmental factors. Letter grade only (A-F).

534. Advanced Latino Nutrition, Health and Chronic Disease Prevention (3)

Prerequisite: Open to students enrolled in graduate programs in Family and Consumer Sciences, Health Science, or related fields.
Explores nutrition-related and contextual factors associated with the high rates of chronic disease among diverse Latino-specific subpopulations and provides culturally relevant strategies for prevention. Letter grade only (A-F). Same course as FCS 534. Not open for credit to students with credit in FCS 534.

535./435. Health Promotion and Risk Reduction (3)

Prerequisite: H SC 421 or consent of instructor. 
Health promotion/risk reduction program content, development and implementation for use in corporate, hospital and public settings. Intended primarily for Health Science majors. Letter grade only (A-F). (Discussion 3 hours)

537. Culturally Responsive Nutrition Promotion for Latinos (3)

Prerequisite: Open to students enrolled in graduate programs in Family and Consumer Sciences, Health Science, or related fields.
Explores the need and methods to develop culturally and linguistically relevant nutrition education with a focus on the Latino population. Students analyze, evaluate, and create culturally competent nutrition interventions for the Latino community. Letter grade only (A-F). Same course as FCS 537. Not open for credit to students with credit in FCS 537.

570. Theoretical Concepts and Issues in Health Science (3)

Identification and analysis of current trends, philosophies and issues in health science. Letter grade only (A-F).

581. Curriculum Development in Health Education (3)

Prerequisite: HSC 430, HSC 440. 
Principles of curriculum development; selection and evaluation of resource materials; theory and practice in measurement in health education. Letter grade only (A-F).

585. Health Education Internship (1-6)

Prerequisite: Consent of the instructor. 
Extended applied experience under guidance of faculty and preceptors in an approved health education practice setting.  Letter grade only (A-F). (480 hours of field placement or the equivalent experience.)

590. Independent Study (1-3)

Independent research conducted under the supervision of a full-time faculty member resulting in a written report of the investigation. Letter grade only (A-F). May be repeated to a maximum of 6 units with different topics.

597. Selected Topics in Health Science (3)

Group investigation of selected topics. Topics are announced in the Schedule of Classes. Letter grade only (A-F). May be repeated for a maximum of 6 units with different topics in different semesters.

624. Seminar in Community Analysis and Program Planning (3)

Prerequisite: H SC 625 or consent of instructor. 
Process and techniques of community analysis and program planning. Letter grade only (A-F).

625. Advanced Community Health Education (3)

Prerequisite: HSC 401 and HSC 485; or consent of instructor. 
Advanced study of educational and related theory applicable to the conduct of health education programs in community and other settings. Methods of promoting change; role as program and staff director and evaluation techniques. Letter grade only (A-F).

626. Integrative Seminar in Public Health (3)

Prerequisite: H SC 570, advancement to candidacy. 
Summative critical analysis of current methodologies, research, and practices in public health and health education in particular. Synthesis of coursework, internship, and other relevant experiences in the graduate program. Letter grade only (A-F).

696. Research Methods (3)

Prerequisite: Undergraduate major in Health Science or related field; undergraduate course in statistics. 
Introduction to research methodology in the area of Health Science. Letter grade only (A-F).

697. Directed Studies (1-3)

Prerequisite: Advancement to candidacy. 
Independent investigation of research problems in health education. Letter grade only (A-F).

698. Thesis (1-3)

Prerequisite: H SC 696, advancement to candidacy. 
Planning, preparation and completion of an approved thesis.
May be repeated to a maximum of 6 units in different semesters.