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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 association 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. 

Health Science Department

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. The Graduate Program in Community Health Education last went through the accreditation process in 2015 and is currently undergoing the reaccreditation process. CEPH (PDF) 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.

Mission

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.

Value

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

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.

GOAL

MEASURABLE OBJECTIVE

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.
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Competencies

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 the 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 the 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.

MPH Student Handbook

MPH Thesis Guidlines

MPH Program CEPH Accreditation

Academic Counseling

For academic counseling, please contact:

Judy Jou
Graduate Coordinator
Email: Judy Jou
Phone: 562-985-1537