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NEW ACADEMIC PROGRAM – IMPLEMENTATION REQUEST

I. PROGRAM NAME, DESCRIPTION AND CIP CODE

A. PROPOSED PROGRAM NAME AND DEGREE(S) TO BE OFFERED Degree: Doctor of Philosophy (PhD) and Master of Science in Public Health (MSPH) in Health Behavior Health Promotion

B. CIP Code (2010): 51.2212 Behavioral Aspects of Health

Brief summary of CIP code review: The proposed PhD program content and field of study corresponds to the National Center for Education Statistics (NCES) code 51.2212: Behavioral Aspects of the Health. NCES describes this as “A program that focuses on the biological, behavioral, and socio-cultural determinants of health and health behavior, and the interventions and policies aimed at improving community and population health. Includes instruction in behavioral sciences, public health practice and policy, human services, and research methods.” There are no doctoral programs in Arizona nor public universities in the West Coast or Rocky Mountain regions reported with this code according to NCES. An extended review of this CIP code and related programs to the proposed degree program is provided in Section V.

C. DEPARTMENT/UNIT AND COLLEGE Health Behavior Health Promotion SectionDivision of Health Promotion SciencesMel and Enid Zuckerman College of Public Health

II. PURPOSE AND NATURE OF PROGRAM

The Health Promotion Health Behavior (HBHP) Section of the Division of Health Promotion Sciences, Mel and Enid Zuckerman College of Public Health (MEZCOPH), proposes to implement a PhD program in Health Behavior Health Promotion. The Health Behavior Health Promotion Section is one of two sections (the homes for the educational programs and charged with educational oversight within MEZCOPH) within the administrative unit of Division of Health Promotion Sciences (HPS). The other educational section within HPS is Family and Child Health. Health Behavior Health Promotion reflects one of the 5 core scholarly areas required by the Council on Education for Public Health (CEPH), the major accreditation body for the College. In 2013 MEZCOPH was re-certified by CEPH for seven years, the maximum allowable.

MEZCOPH is the only school/college of public health in Arizona, state supported or private. As the first of two nationally accredited public health college in the twelve state western mountain region (more recently, the Colorado School of Public Health, offered by a collaborative of the University of Colorado, Colorado State University, and the University of Northern Colorado, has been accredited by CEPH), MEZCOPH play a vital role in training public health scholars and professionals throughout the state and region.

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At present, Health Behavior Health Promotion is the only one of the six sections within the College without an aligned doctoral degree. HBHP now has the capability and demand to launch an innovative program that will enhance the educational capability of the University and enhance the workforce of the state and region while also training future leading national/international scholars. The creation and implementation of a doctoral program housed in Health Behavior Health Promotion is also on the strategic growth plans of MEZCOPH (letter of support from the Dean of MEZCOPH is in the Appendix).

At present Health Behavior Health Promotion supports the Master of Public Health (MPH) with a concentration in Health Behavior Health Promotion, and is an active contributor to the college-wide undergraduate bachelors of science in public health (BSPH). HBHP also offers doctoral-level electives taken by advanced masters degree seeking students and doctoral students throughout the College and from other Colleges. However none of these current educational functions affords students sufficient depth in health behavior health promotion scholarship to optimally contribute to our state and nations’ basic and applied research knowledge base for confronting contemporary public health challenges. It has been estimated (published in journals such as the New England Journal of Medicine) that persons’ health behaviors account for well over half the sources of premature mortality in the United States, with further unmeasured tolls on persons’ quality of life and society’s workforce productivity. Chronic disease prevention and interconnected behaviors such as sustained tobacco use, physical inactivity and unhealthy diets are also increasingly recognized (e.g., National Institutes of Health, Centers for Disease Prevention and Control, and World Health Organization) as central frontiers for new global health efforts within developing as well as developed nations.

The proposed program will offer a diverse and challenging curriculum that address health behavior health promotion theory, knowledge/skills in working on health issues within the diverse communities of the Southwest US, mixed qualitative/quantitative research methods, statistics, and grant development skills. Students will further specialize in one or more areas by methodology (applicable quantitative and qualitative methods) and/or topic--examples include promoting population health equity in one or more underserved communities of the State or developing/testing theory-based healthy lifestyle promotion and wellness interventions. The proposed doctoral program will help strengthen the academic standing of MEZCOPH and the University of Arizona, and foster diversity in multiple forms. This transdisciplinary doctoral program will further build on the rising capacity of the University of Arizona’s Health Behavior Health Promotion section--including aligned flagship centers of the Arizona Health Science Center lead by its core faculty--as well as University-wide strengths in many contributing disciplines and thematic areas.

III. PROGRAM REQUIREMENTS

Admission Requirements: The requirement for entry into the PhD will be a bachelor’s degree. Outstanding course performance and strong evidence for research interests/aptitude in health behavior health promotion is required for all admitted students. Applicants without a prior related master’s degree will complete a Master of Science in Public Health (MSPH) enroute to their PhD in Health Behavior Health Promotion. The MSPH is not proposed as a stand-alone degree; students interested in graduate studies in health behavior health promotion who are uncertain of a research career focus will be encouraged to discuss applying for the Master of Public Health (MPH) with section faculty and MEZCOPH’s Office of Student Affairs. The latter professional degree (MPH with a concentration in HBHP) affords sound preparation for the proposed PhD program while foremost being designed as a functional terminal degree for immediate workforce

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entry. Students will complete separate applications if they want to be considered for multiple programs (e.g., the PhD program and the MPH program).

All applicants will submit three letters of recommendation, official academic records from undergraduate and graduate institutions, a resume or curriculum vitae, a personal statement of experiences and goals, and a writing sample. Applicants will be selected for program admission based on their potential to become outstanding scholars and researchers in health behavior health promotion. Criteria for admission and financial support will include: prior course work and grades; Graduate Record Examination (GRE) scores; letters of recommendation that include an evaluation of the applicant’s aptitude in health behavior health promotion research; extent of contributing academic and professional experiences; scholarly interest fit with the section’s faculty, and institutional capacity to adequately mentor and support the prospective student. It is expected that doctoral program applicants will share similar interests with at least one of the faculty members of the Health Behavior Health Promotion Section. The candidates, however, will not be restricted to pursue specializations in the areas of expertise of the faculty.

To the extent possible, the curriculum of each student will be tailored to his or her background and interests. Graduate credit earned at other approved institutions may be counted toward the requirements of the programs, if accepted by the student’s Graduate Committee and the Graduate College. Students must follow all University of Arizona’ Graduate College policies and procedures with regard to maximum allowed credits transfer, requirements of units completed at the University of Arizona, completion of a plan of study, and relevant (master’s and doctoral) degree requirements.

For students admitted to the PhD program without a prior related master’s degree, the Master of Science in Public Health (MSPH) will develop the student’s ability to think critically, develop and execute research, while also providing depth in health behavior health promotion, epidemiology and biostatistics. These skills are critical to the success of a future PhD student and future health promotion health behavior scholar. Students will be expected to complete the MSPH as a required component of this program when entering without a prior master’s degree. Except for the thesis credits, all internal MSPH coursework will apply toward the PhD provided the student received an A or B grade. The MSPH is not required nor designed for entering students with a prior master’s degree. The MSPH is not designed as a stand-alone program nor has separate admissions from the PhD program. The MSPH is expected to be enroute to the PhD for students who are admitted to the PhD program without a prior master’s degree. In the event that life-plans change or students who appear promising are not ultimately suited for the PhD program, students may be awarded the MSPH upon satisfactory completion of the coursework and thesis. Per Graduate College guidelines, a limit of 6 units from a prior earned masters counting towards another masters degree would apply in such cases.

Degree requirements

Credit Hours – For students entering with a master’s degree, the PhD curriculum will require a minimum of 63 credit hours (units). Of this, 15 units are required from major courses, 3 units are required on US minority/health disparities, 3 units on advanced grant proposal development, 6 units on health promotion research content electives, 9 units of other electives, 9 units (minimum) for the minor, and 18 units for the dissertation. A maximum of 30 units from a prior degree may be applied towards an admitted student, pending review by the student’s advisory committee and the Graduate College. The 63 unit curriculum is detailed below:

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Requirements for the PhD in Health Behavior Health Promotion for students entering with a master’s degree

REQUIRED MAJOR COURSES (15 UNITS)CPH 573A Basic Principles of Epidemiology (3)CPH 576B Biostatistics for Research (3) (prerec is CPH 576A or other introductory graduate statistics course)CPH 607 Qualitative Research Methods in Public Health (3)CPH 650 Applied Public Health Theory (3) (prerec is CPH 577 or related graduate coursework)CPH 609 Evaluating the Public Health Literature (1)CPH 696_ HBHP Seminar (1+1) (approved by MEZCOPH Education Committee 12/4/2013)

REQUIRED US minority health/health disparities emphasis COURSE (Minimum of 3 UNITS) CPH 535 Multicultural Health Beliefs (3) or CPH 605 Community Based Participatory Action Research to Decrease Health Disparities (3)

REQUIRED Grant proposal development emphasis COURSE (Minimum of 3 UNITS) CPH 628 Public Health Research and Evaluation (3) or CPH 652 Grantsmanship for a Winning Proposal (3)

REQUIRED Health promotion emphasis ELECTIVES (Minimum of 6 UNITS)CPH 531 Contemporary Health Issues & Research (3)CPH 532A Applied Aspects of Program Planning, Implementation & Evaluation I (4)CPH 535 Multicultural Health Beliefs (3) (if not used to fulfill the minority health/disparities requirement)CPH 577 Sociocultural & Behavioral Aspects of Public Health (3)CPH 605 Community Based Participatory Action Research to Decrease Health Disparities (3) (if not used to fulfill the minority health/disparities requirement) CPH 619 Topics in Health Behavior Health Promotion (3)CPH 622 Applied Research Methods in Diet and Physical Activity (3)CPH 628 Public Health Research and Evaluation (3) (if not used to fulfill the grant proposal development requirement)CPH 642 Public Health Communication (3)CPH 652 Grantsmanship for a Winning Proposal (3) (if not used to fulfill the grant proposal development requirement)CPH 671 Social Epidemiology (3)CPH/EPID 6xx measurement/survey design (course approved by the MEZCOPH Education Committee 11/6/2013)

OTHER ELECTIVES (Minimum of 9 UNITS, approved by faculty adviser/committee. These will often be independent studies with a research focus, public health graduate courses, or other graduate theory, content or methodology-related courses at the University that relate to the area of study)

APPROVED MINOR (9 or more UNITS as stipulated by the sponsoring program or department)

DISSERTATION (Minimum of 18 UNITS)

TOTAL UNITS (Minimum) = 63

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For students applying without a master’s degree, the curriculum will require 72 credit hours, with 40 units required toward completing the MSPH enroute to the PhD. The MSPH component requires 22 required major course credits, 3 units are required on US minority/health disparities, 3 units on health promotion research content electives, 6 units of other electives, and 6 units thesis. Additional required units post completion of the MSPH include 2 additional major units, 3 units on advanced grant proposal development, 9 units (minimum) for the minor, and 18 units for the dissertation. A maximum of 8 units from prior graduate coursework (6 from a prior awarded degree) may be considered (pending review) to be applied towards the MSPH component.

Requirements for PhD in Health Behavior Health Promotion for students entering without a prior master’ degree

MSPH requirements (40 UNITS)

REQUIRED MAJOR COURSES (22 UNITS)CPH 531 Contemporary Health Issues & Research (3)CPH 573A Basic Principles of Epidemiology (3)CPH 576A Biostatistics in Public Health (3)CPH 576B Biostatistics for Research (3)CPH 577 Sociocultural & Behavioral Aspects of Public Health (3)CPH 607: Qualitative Research Methods in Public Health (3)CPH 650 Applied Public Health Theory (3)CPH 696_ HBHP Seminar (1)(approved by MEZCOPH Education Committee 12/4/2013)

REQUIRED US minority health/health disparities emphasis (Minimum of 3 UNITS) CPH 535 Multicultural Health Beliefs (3) or CPH 605 Community Based Participatory Action Research to Decrease Health Disparities (3)

REQUIRED Health promotion emphasis ELECTIVE (Minimum of 3 UNITS)CPH 532A Applied Aspects of Program Planning, Implementation & Evaluation I (4)CPH 535 Multicultural Health Beliefs (3) (if not used to fulfill the minority health/disparities requirement)CPH 605 Community Based Participatory Action Research to Decrease Health Disparities (3) (if not used to fulfill the minority health/disparities requirement) CPH 619 Topics in Health Behavior Health Promotion (3)CPH 622 Applied Research Methods in Diet and Physical Activity (3)CPH 628 Public Health Research and Evaluation (3) CPH 642 Public Health Communication (3)CPH 652 Grantsmanship for a Winning Proposal (3) CPH 671 Social Epidemiology (3)CPH/EPID 6xx measurement/survey design (course approved by the MEZCOPH Education Committee 11/6/2013)

OTHER ELECTIVES (Minimum of 6 UNITS, approved by faculty adviser)

REQUIRED Thesis (Minimum of 6 UNITS)CPH 910 Thesis (6)

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Additional core requirements for the PhD post completion of the MSPH (32 units)

REQUIRED (Minimum of 2 UNITS)CPH 609 Evaluating the Public Health Literature (1)CPH 696_ HBHP Seminar (1) (approved by MEZCOPH Education Committee 12/4/2013)

REQUIRED Grant proposal development emphasis COURSE (Minimum of 3 UNITS) CPH 628 Public Health Research and Evaluation (3) or CPH 652 Grantsmanship for a Winning Proposal (3) (a course for this requirement may not also be counted towards a requirement described prior)

APPROVED MINOR (9 or more UNITS as stipulated by the sponsoring program or department)

DISSERTATION (Minimum of 18 UNITS)

TOTAL UNITS (Minimum) = 72

All elective and minor coursework are negotiated with the student’s Advisory Committee. Students are required to become familiar with the minor requirements set by the minor’s sponsoring unit/program, be aware of potential changes approved by the minor sponsoring unit/program, and develop a minor course plan with their minor advisor’s approval. With committee approval (including the minor advisor from the minor sponsoring unit/program), a minor may be selected from any program of study at the University of Arizona that offers one. The requirements for the minor are determined by the selected academic department and may exceed the minimum required credit hours for a minor proscribed by the doctoral program in Health Behavior Health Promotion. Declaration of the minor will be made on the Doctoral Plan of Study form when submitted to the Graduate College.

Given health behavior health promotion scholarly breadth in methodology, theoretical underpinnings and pedagogical paradigms, as well as content that reflects behavioral, biological cognitive, cultural, environmental, and social factors inter-related to health behavior, there are many potential applicable minor fields. Some examples of potential minors at the University of Arizona (and home college) students might consider (must be approved for the individual student) include:

American Indian Studies (GIDP) Anthropology (SBS)

Biostatistics (MEZCOPH) Communication (SBS) Economics (Eller) Educational Psychology (COE) Environmental Health Sciences (MEZCOPH) Epidemiology (MEZCOPH) Family Studies and Human Development (CALS) Global Change (GIDP) Gender and Women’s Studies (SBS) Geography (SBS) Government and Public Policy (SBS) Immunobiology (COM) Language, Reading and Culture (COE) Latin American Studies (SBS) Management (Eller)

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Mexican American Studies (SBS) Middle Eastern and North African Studies (SBS) Natural Resources (CALS) Neuroscience (GIDP)

Nutritional Sciences (CALS) Pharmaceutical Sciences (COP)

Physiological Sciences (GIDP) Political Science (SBS) Psychology (COS) Sociology (SBS) Statistics (GIDP) Teaching and Teacher Education (COE)

Research Thesis/Dissertation: All MSPH and PhD candidates will complete research under the supervision of an appropriate faculty chair (Health Behavior Health Promotion or UA faculty recognized by this section as having extensive expertise in the area). Students seeking the MSPH will complete a 6-credit hour research thesis. Students are required to take 18-units of dissertation research towards completing their PhD. While students may have research support or fellowships with specific objectives and these objectives may overlap with the student’s research plans, the student/candidate must develop and implement his or her own research plan, with concurrence of their Advisory Committee. Prior to beginning dissertation research, the student submits a "prospectus" to his or her committee that outlines the proposed dissertation topic and research. Research will be of scholarly nature and make significant contributions to the field(s) of study. This work will be suitable for publication in professional, peer reviewed journals. Additional special approvals may be required for research projects involving human subjects or live vertebrate animals consistent with Graduate College requirements.

The accepted standard format for a thesis consists of an extensive written review of the literature and a comprehensive research report or submission of published or accepted articles from a professional, peer-reviewed journal. In the thesis oral defense, the student must show significant expertise in the field and demonstrate an ability to not only defend the quality and relevance of the original research, but also to integrate it into broader research currently being conducted by experts in the field. The thesis should be of publishable quality. The adequacy of the student’s performance (pass/fail) is determined by the thesis committee.

The PhD dissertation should involve innovative original research and demonstrate a sophisticated command of the Health Behavior Health Promotion field. Either the compilation of a sufficient body of research as a traditional dissertation, or a minimum of three papers bound by a common theme, will be the basis of the doctoral dissertation. After the dissertation committee approves the written dissertation, the student will present a formal defense of the dissertation in a public forum. The accepted standard format for a thesis/dissertation consists of an extensive written review of the literature and a comprehensive research report or submission of published or accepted articles from a professional, peer-reviewed journal.

It is expected that the student will spend up to two productive years conducting research and writing to complete the dissertation requirement. All requirements for the degree of Doctor of Philosophy must be completed within 5 years of passing the Comprehensive Exam. Should a student not finish within that time period, he or she will be required to re-take the Comprehensive Exam with permission of the program, and then proceed to complete other requirements, e.g., the dissertation.

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When the student and dissertation advisor consider the dissertation of publishable quality and sufficiently complete, the student submits a draft to each member of the committee. This document must be submitted to the dissertation committee members at least ten (10) working days prior to the proposed final examination. In addition to requirements of the Graduate College, the student is required to provide a bound copy of the dissertation to his/her advisor and, if requested, committee members. The student must also provide a complete electronic copy of the final, approved, dissertation to the section chair.

Student Support and Required Teaching Experience: The section faculty and the Office of Student Affairs (MEZCOPH) will work with all doctoral students to identify optimal research and teaching-related opportunities, and are committed to identifying sustained support. The track record for student support in the College, including for HBHP professional master’s degree seeking students, has been outstanding. It is expected the doctoral students will be highly competitive for and primarily funded through research assistantship and fellowship opportunities. However during the course of their studies all PhD students are expected to serve as a graduate teaching assistant (GTA) for at least one Health Behavior Health Promotion course (or engage in another intensive, mentored, teaching experience). This teaching assistantship is arranged with the course instructor and will include lecture opportunities. Students are encouraged, however, to also consider pursuit of independent teaching of a course or course component (e.g., stand alone discussion section, laboratory), via online, intensive service-learning or standard in-person instruction, as best matching the individual student’s interests and competencies.

A. CURRENT COURSES AND EXISTING PROGRAMS:

Below are current courses that are required or required among a restricted set (i.e., “selectives”):CPH 531 Contemporary Health Issues & Research (3)CPH 532A Applied Aspects of Program Planning, Implementation & Evaluation I (4)CPH 535 Multicultural Health Beliefs (3)CPH 573A Basic Principles of Epidemiology (3)CPH 574 Public Health Policy and Management (3)CPH 575 Environmental & Occupational Health (3)CPH 576A Biostatistics in Public Health (3)CPH 576B Biostatistics for Research (3) CPH 577 Sociocultural & Behavioral Aspects of Public Health (3)CPH 580 Community Based Research Methods (3)CPH 605 Community Based Participatory Action Research to Decrease Health Disparities (3)CPH 609 Evaluating the Public Health Literature (1)CPH 607 Qualitative Research Methods in Public Health (3)CPH 619 Topics in Health Behavior Health Promotion (3)CPH 622 Applied Research Methods in Diet and Physical Activity (3)CPH 628 Public Health Research and Evaluation (3)CPH 642 Public Health Communication (3)CPH 650 Applied Public Health Theory (3) CPH 652 Grantsmanship for a Winning Proposal (3)CPH 671 Social Epidemiology (3)CPH/EPID 6xx measurement/survey design (course approved by the MEZCOPH Education Committee, Nov. 2013)

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Sample of other current electives (General Catalog 2013-2014):CPH 505 Biology in Public HealthCPH 506 Economic Foundations for Health SciencesCPH 507 Health Care Economics and PolicyCPH 508 Disabilities and Public HealthCPH 512 Public Health Approach to Mental Health Disorders in the U.S.CPH 513 Health Technology AssessmentCPH 514 Analytic Methods in Planning and Strategic ManagementCPH 516 Ethics, Values and Public Health PolicyCPH 525 Latino Health DisparitiesCPH 533 Global HealthCPH 543 Health Services Research MethodsCPH 545 Understanding Integrative Models and Preventive Programs Healthy LifestylesCPH 549 Family ViolenceCPH 557 Food We Eat, Drugs We Take, How We Work and Play - The U.S. Regulatory AgenciesCPH 563 United States Mexico Border Health PolicyCPH 565 Public Health AdvocacyCPH 566 Participatory Action Research and Policy ChangeCPH 567 Public Health Leadership and ManagementCPH 568 American Indian Health PolicyCPH 569 Fundamentals of Health Budgeting and Financial ManagementCPH 575 Environmental and Occupational HealthCPH 576C Applied Biostatistic AnalysisCPH 578 Public Health NutritionCPH 580 Community Based Research MethodsCPH 586 Maternal and Child HealthCPH 588 Adolescent HealthCPH 589 Public Health Preparedness ICPH 596E Health Education/Behavioral Sciences Leadership SeminarCPH 596H Prevention and Control of DiseaseCPH 597A Maternal & Child Health Programs in Urban SettingsCPH 597B Maternal & Child Health Programs in the Rural SouthwestCPH 597C Border Health Service Learning InstituteCPH 597D Rural Health Service Learning InstituteCPH 597E Public Health for Community WellnessCPH 597S Skin Cancer Prevention in the Community SettingCPH 599 Independent StudyCPH 606 Changing Health Policy: Cultural Understanding & Epi AnalysisCPH 612 Patient-Reported Health Outcomes CPH 615A Cancer Epidemiology and Prevention CPH 616 Public Health & Rural Policy AnalysisCPH 617 Advanced Public Health Policy AnalysisCPH 618 Drugs of Abuse in Public Health: Policy Implications of Addiction, Trtmnt & PrevCPH 620 Theories of Social InfluenceCPH 621A Applied Health Technology AssessmentCPH 627 Methamphetamine and Other Illicit Drug Education (MethOIDE)CPH 629 Special Topics in Public Health PracticeCPH 630 Maternal and Child Health EpidemiologyCPH 634 Data Management in Healthcare SystemsCPH 644 Applied Program Planning and Evaluation

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CPH 645 Nutritional EpidemiologyCPH 647 Analysis of Categorical DataCPH 648 Analysis of High Dimensional DataCPH 653 Applied Exposure AssessmentCPH 655 Control of Occupational ExposuresCPH 660 Infectious Disease EpidemiologyCPH 670 Chronic Disease EpidemiologyCPH 675 Clinical Trials and Intervention StudiesCPH 676 Spatial EpidemiologyCPH 677 Principles of Genetic Association StudiesCPH 678 Principles of Public Health and Health InformaticsCPH 680 Environmental, Occupational, and Injury EpidemiologyCPH 682 Women & Children Health PolicyCPH 684 General Linear and Mixed Effects ModelsCPH 685 Special Topics in BiostatisticsCPH 686 Survival AnalysisCPH 687 Theory of Linear ModelsCPH 696B Cancer Prevention and Control SeminarCPH 696D International PlanningCPH 696E Economic, Environmental, and Social Issues Along the BorderCPH 696G Nutrition and Physical Activity in a Biocultural ContextCPH 696K Survey of Interdisciplinary Pediatric Pulmonary Issues SeminarCPH 699 Independent Study

The strengths of many existing graduate programs give breadth as well as depth to the proposed program, and this proposed program well represents University strategic growth efforts. For example, potential minors described below from some of the academic programs below (sampled from across the University) may enhance the scholarship and opportunities of doctoral graduates in HBHP, and those programs below with doctoral degrees might utilize coursework (or the minor) afforded by the proposed HBHP doctoral degree. In fact students from many such programs may enhance their health behavior health promotion expertise as part of their studies in response to changing workforce dynamics and trends (e.g., rising national/international problem of preventable illnesses and chronic disease; relative increased growth of academic interdisciplinary departments, research centers and positions thereof nationally). A sample of such programs and notable academic degrees where there may be mutual benefits from the proposed degree include: American Indian Studies (PhD), Anthropology (PhD), Biostatistics (PhD), Communication (PhD), East Asian Studies (PhD), Economics (PhD), Educational Psychology (PhD), Environmental Health Sciences (PhD), Epidemiology (PhD), Family Studies and Human Development/Family and Consumer Sciences (PhD), Global Change (PhD minor), Gender and Women’s Studies (PhD), Geography (PhD), Government and Public Policy (PhD), Immunobiology (PhD), Language, Reading and Culture PhD), Latin American Studies (MA, PhD Minor), Management (PhD), Mexican American Studies (PhD), Middle Eastern and North African Studies (PhD), Natural Resources (PhD), Near Eastern Studies (PhD), Neuroscience (PhD), Nutritional Sciences (PhD), Pharmaceutical Sciences (PhD), Physiological Sciences (PhD), Political Science (PhD), Psychology (PhD), , Rehabilitation (PhD), School Counseling (PhD), Sociology (PhD), Special Education (PhD), Speech, Language and Hearing Sciences (PhD), Statistics (PhD), and Teaching and Teacher Education (PhD).

Additionally, within MEZCOPH, the proposed HBHP PhD also strengthens its currently housed professional degree programs. For instance, for students who excel in the MPH and show high

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research aptitude in HBHP (from any of the 6 concentrations), the PhD program in HBHP may be an excellent next step in students’ academic progression and prepare them for distinct professional opportunities (e.g., faculty positions in public health units, as well as many other interdisciplinary units and centers related to health behavior health promotion) and doctoral level research positions in government, not-for-profit organizations or private for profit industry. Also, the courses sustained through the HBHP PhD provide a theory and research intensive option for graduate students college-wide, with particular sustainable and enriching experiences for students in the advanced professional doctoral degree (DrPH) with concentrations in Maternal and Child Health or Public Health Policy and Management. Likewise HBHP doctoral students will be further enhanced in their transdisciplinary and applied scholarship through engagement of faculty and students in those programs, and in their courses. Finally, given current interface between students and faculty with various professional programs offered campus-wide (e.g., MD, PharmD, DNP, JD, MBA, MPA, MDP/new Master in Development Practice program) and programs in MEZCOPH, including some currently offered joint degrees, there is potential for the proposed doctoral degree to further enrich these University-wide scholarly collaborations.

B. NEW COURSES NEEDED

While the proposed degree will enhance the sustainability and frequency of the offering of multiple doctoral-level, research-intensive, courses in the 2013-2014 CPH Catalog (most significantly CPH 605; CPH 607; CPH 622; CPH 650; CPH 671), only one new course is required. This seminar course (CPH 696_ HBHP Seminar, 1 unit) has been recommended for approval by the MEZCOPH Education Committee meeting on 12/4/2013.

C. REQUIREMENTS FOR ACCREDITATION

There are no specific accreditation criteria for a PhD program in health behavior health promotion or for CIP Code (2010): 51.2212 Behavioral Aspects of Health. The proposed PhD will be governed by the Arizona Board of Regents (ABOR). ABOR authorizes the University of Arizona Graduate College to grant advanced degrees in ABOR approved programs. This process is reviewed every ten years when the University of Arizona undergoes accreditation review by the North Central Association, one of six regional entities that review higher education institutions. The proposed PhD degree and the MSPH degree completed enroute for students entering the program without a prior master’s degree will be subject to that accreditation process.

In addition, the Council on Education for Public Health (CEPH) is the accrediting institution for schools/colleges of public health. A revised set of accreditation criteria was promulgated in June 2005. The new standards require that a school of public health have sufficient faculty expertise, availability of advanced-level courses, and active research, sufficient to support the development and offering of a minimum of at least three doctoral degree programs. MEZCOPH currently offers four doctoral programs (Epidemiology PhD., Biostatistics PhD, Public Health DrPH and Environmental Health Sciences PhD), and the proposed degree would further support this specific requirement for the college. The College would also be better positioned if this requirement or expectations are modified prior to MEZCOPH’s 2020 review--major revisions by CEPH are currently under-way.

Of relevance to the proposed degree plans, all doctoral programs in CEPH accredited colleges are required to have a core graduate epidemiology course requirement. Master of Science in Public Health (MSPH) degrees typically have some public health breadth via epidemiology and

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biostatistics though they are also expected to be more intensive disciplinary and research foci than the Master of Public Health (MPH) degree. The MPH in contrast has more specific requirements stipulated by CEPH—specifically breadth in all five core knowledge areas and a practice-based culminating experience--that make it less suitable for integration within a research-focused PhD degree than the MSPH as planned enroute for students entering with an undergraduate degree. Differing components of the proposed MSPH in comparison to the currently offered MPH are also further detailed in section V.

D. DISTANCE LEARNING

The program is primarily designed to be completed in resident, full-time, study. However some courses are available due to their connections to other graduate programs or certificates (e.g., CPH 577, CPH 573A; CPH 576A).

IV. STUDENT LEARNING OUTCOMES AND ASSESSMENT

A. STUDENT OUTCOMES

Upon completion of all required components of the program graduates will demonstrate mastery in: 1. Identifying theories, concepts and models from a range of social and behavioral disciplines

that contribute to health behavior health promotion research.2. Identifying social, behavioral, biological, cultural and environmental influences, and posit their

intersections, that affect healthy lifestyle and wellness of individuals and populations.3. Identifying health equity concepts and theories, and strategies to promote them (with a focus

on application with under-served populations within the Southwest populations).4. Describing the role of social determinants and community factors in both the onset and

solution of public health problems.5. Describing evidence gaps in the research literature on individual and societal benefits of

health behavior health promotion interventions and policies.6. Conceptualizing and applying evidence-based approaches to develop, implement or evaluate

theory-based health behavior health promotion interventions.7. Conceptualizing novel mixed method (qualitative and quantitative) studies to better clarify,

model or address a current health behavioral research challenge. 8. Executing (from planning, implementation, data collection, analysis, presentation of results,

interpretation within the field) peer-review publication quality health behavioral studies.9. Develop a specialty area of expertise and articulate an individualized scholarly program of

empirical research with external funding potential.

B. STUDENT ASSESSMENT

All students who enter the program will have outstanding credentials and aptitude for health behavior health promotion research as demonstrated in previous collegiate performance, standardized exam performance, evaluation of his/her scholarly materials, demonstration of research skills, and professional recommendations. Students undertaking the PhD program in Health Behavior Health Promotion will be assessed through their coursework, written and oral comprehensives, thesis (for those entering with a bachelors), and dissertation in the expected student outcomes. Assessments as part of the required common courses for all students include exams, written scholarly papers, group and individual oral presentations, assignments

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requiring stakeholder interface outside of class, grant proposal assignments, and observations of class engagement/interaction. Students in all cases will also be provided feedback for improvement in any area as appropriate, through the process/feedback around completing the above described program elements as well as through progress report meetings with their adviser (and informed by the HBHP faculty as relevant) occurring no less than yearly intervals.

Faculty in the section, faculty in the College, students, and other stakeholders will discuss program progress and challenges in regular intervals. More specifically, such issues will be discussed during a HBHP section, Division of Health Promotion Science, and College-wide Educational Committee (which include diverse representation from faculty, students, Office of Student Affairs, and other program, stakeholders) meetings as applicable, all of these meetings occur monthly during the academic year. Additionally, through other activities (e.g., alumni surveys, interactions with leaders of other related programs nationally, College-wide faculty assembly, CEPH accreditation reviews, unit/College reviews) the status and potential improvements to the program will be regularly elicited and responded to by program faculty.

V. STATE'S NEED FOR THE PROGRAM

A. HOW DOES THIS PROGRAM FULFILL THE NEEDS OF THE STATE OF ARIZONA AND THE REGION?

From 2009-2013, there are 52 graduates of the MPH with a concentration in Health Behavior Health Promotion, a program which has required a minimum of 42 units in each catalog. With rising enrollment in recent years (the smallest class being 15 the previous four years) and with a successful track record of degree progression (for entering cohorts from Fall 2007 through Fall 2011 the cumulative three year graduate rate = 91%), these numbers are expected to be stable. These graduates have almost universally entered the workforce, with many of them immediately joining the public health workforce through employment by the State of Arizona (Universities and public health entities), county government, not for profit organizations and private industry. With a potential doctoral research degree in health behavior health promotion, many of these students, students from other MPH concentrations (more than half of the 271 MPH graduates from 2009-2013 do not have an aligned PhD degree available through a ABOR University), and those with degrees in other fields, will have significantly expanded options for expertise and research preparation for more advanced positions and for revenue generating positions (e.g., required credentials to pursue some federal and national awards) within a broad range of State of Arizona constituents.

Of note the Master of Science in Public Health (MSPH) that will be completed enroute to the proposed PhD (for students entering without a master’s degree) has three most substantive differences from the existent Masters of Public Health (MPH) degree with a concentration in Health Behavior Health Promotion. These differences all make for the MSPH to be better integrated with the proposed PhD: 1) Our MPH, as all accredited ones, requires significant study across all five 5 identified core knowledge areas: biostatistics, epidemiology, environmental health sciences, health services administration, and social/behavioral sciences. In contrast the MSPH affords more depth in biostatistics as well as health behavioral research and theory without the equivalent requirements in all five core knowledge areas. In practice this is reflected in 14 required units of the MPH not required of the MSPH, and 10 required units of the MSPH not required of the MPH. These differences are noted in the table describing the planned degrees (and planned required courses) housed by the Health Behavior Health Promotion section by 2014-2015 upon approval of the pending doctoral program application. 2) Our MPH

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(as with all accredited ones) has an applied internship (field-based culminating experience) and CEPH expects a high percentage to be in community settings (vs research or University-based). The six unit internship and report is expected to foremost be of service to the hosting organization; findings may or may not be disseminated outside the organization. This is in contrast to a research thesis of publishable quality expected in the MSPH, and the six units taken where this requirement must be met. 3) Our MPH (as with all accredited ones) is expected to foremost serve as a functioning terminal degree and includes courses with required service-learning components with community-based partners to further facilitate their immediate transition into the workforce. In contrast, the MSPH is a more research-intensive degree designed to further expertise and experience in a candidate-identified research area, as well as providing greater depth in health behavior theories and methodologies.

Quick Guide on Planned Health Behavior Health Promotion Graduate Programs (2014-2015)

MPH PhD (with MSPH enroute) PhDPrior Degree

Bachelors Bachelors Masters

HBHP masters courses

CPH 531 Contemporary Health Issues & Research (3)

CPH 531 Contemporary Health Issues & Research (3)

CPH 532A Applied Aspects of Program Planning, Implemen. & Evaluation I (4)CPH 535 Multicultural Health Beliefs (3)

CPH 535 Multicultural Health Beliefs (3) [or CPH 605]

CPH 535 Multicultural Health Beliefs (3)** [or CPH 605]

CPH 596E - Health Educ./Beh.Leadership Course (2)CPH 597 A, B, C, D or F - Service Learning Course (1)CPH 597 E or S - Field Course (1)Selective (3), CPH 580, 607, 622, 628, 650 or other approved courseElectives (6) (approved by Faculty mentor)

Electives (6) (approved by Faculty mentor)

Electives (9) (approved by faculty mentor)**

CPH 909 Master’s Report “Internship” (6)

Core MPH

CPH 573A Basic Principles of Epidemiology (3)

CPH 573A Basic Principles of Epidemiology (3)

CPH 573A Basic Principles of Epidemiology (3)*

CPH 574 Public Health Policy and Management (3)CPH 575 Environmental & Occupational Health (3)CPH 576A Biostatistics in Public Health (3)

CPH 576A Biostatistics in Public Health (3)

CPH 577 Sociocultural & Behavioral Aspects ofPublic Health (3)

CPH 577 Sociocultural & Behavioral Aspects ofPublic Health (3)

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(44 units total)Other required

CPH 576B Biostatistics for Research (3)

CPH 576B Biostatistics for Research (3)

MSPH and PhD

CPH 650 Applied Public Health Theory (3)

CPH 650 Applied Public Health Theory (3)**

CPH 607: Qualitative Research Methods in Public Health (3)

CPH 607: Qualitative Research Methods in Public Health (3)**

Health Promotion Selective (3) (of 532A; 535; 605; 619; 622; 628; 642; 652; 671; or other approved)

Health Promotion Selective (6) (of 531; 532A; 535; 577; 605; 619; 622; 628; 642; 652; 671 or other approved)**

CPH 696x HBHP Seminar (1) CPH 696x HBHP Seminar (1)CPH 910 Thesis (6)(40 units total above toward the MSPH requirement)

CPH 628: Public Health Research and Evaluation (3) or CPH 652 Grantsmanship for a Winning Proposal (3)

CPH 628: Public Health Research and Evaluation (3)** or CPH 652 Grantsmanship for a Winning Proposal (3)

CPH 609 Evaluating the Public Health Literature (1)

CPH 609 Evaluating the Public Health Literature (1)

CPH 696x HBHP Seminar (1) CPH 696x HBHP Seminar (1)

Doctoral minor

Approved Doctoral minor (9 units)

Approved Doctoral minor (9 units)

Dissertation Units

CPH 920 (18 units) CPH 920 (18 units)

(72 units minimum total, 32 post completion of the MSPH)

(63 units minimum total, 30 units maximum may be credit from a prior masters degree and graduate coursework)

*Requirement met with MPH coursework**Requirement may be met with HBHP MPH coursework with appropriate selective or electives taken

List of identified titles of noted graduate health promotion electives or selectives as of December, 2013: CPH 580 Community Based Research Methods (3); CPH 605 Community Based Participatory Action Research to Decrease Health Disparities (3); CPH 619 Topics in Health Promotion Health Behavior (3) CPH 622: Applied Research Methods in Diet and Physical Activity (3) CPH 642 Public Health Communications (3) CPH 671: Social Epidemiology (3) CPH/EPID 6xx measurement/survey design (3 units; course approved by the MEZCOPH Education Committee, Nov. 2013)

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B. IS THERE SUFFICIENT STUDENT DEMAND FOR THE PROGRAM?

1. What is the anticipated student enrollment for this program?

5-YEAR PROJECTED ANNUAL ENROLLMENT1st Year 2nd Year 3rd Year 4th Year 5th Year

Number of Majors

3 6 9 12 12

From 2009-2013 there have been 313 applicants to the HBHP MPH degree. Of these, 70 enrolled in the program. With only 20% of these students having the preparation and interest for the doctoral program, we could meet expectations from this progression alone. Further, both a post-masters’ PhD (which most national CEPH accredited competitors offer in a highly social and behavioral science-grounded public health area of study) and the direct entry (pre-masters) PhD (which few national competitors have) will significantly enhance MEZCOPH’s competitiveness for the most outstanding students at all levels. Another benefit of the doctoral program is that it will further enhance the already strong quality of the pool and enrollee rate of the top admitted students of the HBHP MPH (in state and out of state) as those interested in a seamless transition to a HBHP doctoral program can now do this at the UA. Currently, the programs where the greatest portions of our MPH admitted students decline us for have aligned PhD degrees that we do not offer at present.

2. What is the local, regional and national need for this program? Provide market analysis data or similar evidence of the need for this program. Include an assessment of the employment opportunities for graduates of the program during the next three years.

Not only within the State, but within the Western and Mountain States regions, there are no comparable doctoral programs housed within accredited schools of public health. Given the daunting challenge faced by the state and nation in advancing prevention science and health promotion, increased recognition of the critical importance of advancing the science and practice of health promotion within clinical and public health entities (e.g., billing codes and incentives within Affordable Care Act and other national policy shifts), graduates of this rigorous research-intensive doctoral program will be in excellent position to contribute to advancing applied public health science in a diversity of private and public settings.

3. Beginning with the first year in which degrees will be awarded, what is the anticipated number of degrees that will be awarded each year for the first five years?

PROJECTED DEGREES AWARDED ANNUALLY1st Year 2nd Year 3rd Year 4th Year 5th Year

Number of Degrees

0 0 2 PhD (1 MSPH; enroute to

3 PhD(1 MSPH; enroute to

3 PhD(1 MSPH; enroute to

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the PhD) the PhD) the PhD)

Assuming 3 students enter doctoral studies per year, and that two of the three most qualified applicants will already have a master’s degree, we estimate graduating three PhD students per year by year 4 and award one MSPH per year by year 3 for students enroute to their PhD. By year 5 and later, we estimate an equivalent rate achieved in year 4 of the program.

IV. APPROPRIATENESS FOR THE UNIVERSITY

As described in the University of Arizona’s 2013 Never Settle plan, the program fits squarely with efforts to 1) innovate by expanding “our research and creative inquiry to not only discover new knowledge and create new ideas, but also to innovate new ways of knowing and seeing that will ensure our continued leadership in interdisciplinary scholarship”, and 2) promoting synergy, specifically efforts to “Redesign the University to avoid isolation and specialization in ever-narrowing disciplines.” As there is no program in the state (see below) with a program in the area, and the Health Behavior Health Promotion section within the Mel and Enid Zuckerman College of Public Health has the capacity to execute the program now as planned, the program would be ideally placed within the Universities with oversight by the Arizona Board of Regents.

It should also be noted that in addition to providing programmatic diversity and promoting synergy to strategic areas of scholarship at the UA, the program will significantly contribute to the University and Graduate College’s efforts to promote diversity in the student body. According to the most recent National Research Council of the National Academies report, public health (14.9%) is highest among biological and health science fields (vs 11.5% aggregated across sub-fields) in percent of underrepresented minority students enrolled. In fact this level of underrepresented minorities in research doctorate programs is greater in public health than the combined rates within humanities (13.0%), social and behavioral sciences (13.3%), engineering (12.6%), agricultural sciences (9.1%), and physical and mathematical sciences (8.4%). Further, the MPH concentration housed in the HBHP section currently has 24% of those enrolled of Hispanic, Native American or African American descent, a rate higher than that of full University student body as well as that for all graduate students. Based on these estimates we thus expect the proposed program to contribute to the trends of increasing diversity within the University of Arizona’s overall graduate student and research-doctorate student bodies. Further, with a major foci and capacity of the proposed program on addressing health disparities and connections to research partners working with underserved populations, we expect our doctoral program to be highly competitive in recruiting, training, graduating and placing leading future scholars who are from underrepresented groups.

V. EXISTING PROGRAMS WITHIN THE ARIZONA UNIVERSITY SYSTEM

A. Arizona University System

CIPCODE1

PROGRAM LOCATION University & Site

PROGRAMACCREDITATION?

YES/NO1 51.2212 None NA NA

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There are no comparable programs in the State of Arizona. There are no state universities in the West Coast or Rocky Mountain regions with doctoral programs in Behavioral Aspects of Health (51.2212) according to the National Center for Education Statistics (NCES). The only doctoral program with this CIP code in these regions is the University of Southern California (USC). USC, a private university in California, also offers a PhD in “Health Behavior Research” (2 graduates in the last data year available) within the Keck School of Medicine. This PhD program, unlike the proposed one however, will not be embedded within a CEPH accredited college of public health. The CEPH accrediting process expects significant public health strength and breadth in teaching, research and service for recognized schools/colleges. The core knowledge areas required of CEPH accredited colleges are biostatistics, epidemiology, environmental health sciences, health services administration, and social/behavioral sciences.

Some other degrees from ABOR institutions have some common elements to the proposed degree, though they all have significant divergences. Within the University of Arizona, letters of support or collaboration were requested and are included from a number of disciplines, sub-disciplines and programs where students are likely to develop minors or where students are otherwise likely to enrich their theoretical, content and/or methodological depth. We solicited and received uniformly positive feedback on our program materials from heads and program chairs within Anthropology, Communication, Family Studies and Human Development/Family and Consumer Science, Mexican American Studies, Nutritional Sciences, Psychology, & Sociology--formal letters of support from all of these programs are included in Appendix B.

MEZCOPH also currently offers a Doctorate of Public Health (DrPH) program, with a concentration of Maternal and Child Health or Public Health Policy and Management. As noted in this program’s materials “The DrPH is an advanced, professional degree program designed for the student who has a Master of Public Health (MPH) degree or its equivalent and who intends to pursue a leadership career as a public health professional.” The DrPH requires students to have greater depth across the five core knowledge areas of public health and includes a practice-based final project option; the proposed PhD offers significantly more theoretical, methodological, and research-intensive requirements in social/behavioral sciences and affords greater flexibility in intensive interdisciplinary research study (including various other allied health behavior health promotion research areas including those with more of a biological sciences orientation). Also, the PhD program proposed in Health Behavior Health Promotion is recognized as distinct from the DrPH and all other educational programs within MEZCOPH. The proposed program is important to the College’s long-term efforts to continue its rise in national recognition, and is in fact on its Strategic Growth plan.

Within Arizona State University there are three doctoral programs described in this document, though none with the specific CIP codes of the proposed PhD program with a more generic public health CIP code (NCES data). ASU offers a PhD program in Global Health, PhD in Physical Activity, Nutrition and Wellness, and Doctorate of Behavioral Health (DBH). In addition to lacking embeddedness within a college recognized for strength in all core knowledge areas of public health, there are other substantive differences noted. The Global Health program, located within the School of Human Evolution & Social Change, has an emphasis on cultural context, social and ecological processes. The proposed PhD program has more of an emphasis on US populations, requires intensive multiple methodology research training, and also considers other sources of influences on health behavior. The PhD in Physical Activity, Nutrition and Wellness is housed within ASU’s School of Nutrition and Health Promotion. This program has an intensive focus on the physiology of energy balance and individual paradigms of wellness promotion. The proposed program has more intensive social and behavioral science methodology and theory requirements, and an emphasis on health promotion challenges in under-served programs. The

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Doctor of Behavioral Health (DBH) is a new applied doctoral degree with a clinical enterprise focus (e.g., integration of health promotion services and mental health services) and described as “an upgrade for master’s degree professionals focused on emerging field of integrated behavioral health.”

Within North Arizona University, there is no related doctoral program. However this university does have a predoctoral health psychology track within their Master of Arts in Psychology. As with MPH degree holders across Arizona (and research/professional masters’ graduates from a diversity of other disciplines), the proposed degree may be an excellent next progression for students from this program seeking a research-intensive doctorate for individual (professional) or organizational (e.g., grant/contract procurement) developmental purposes.

IV. EXPECTED FACULTY AND RESOURCE REQUIREMENTS

A. FACULTY

1. Current Faculty

Faculty bios/short curriculum vitaes are found in Appendix A.

Faculty Member RankHighest Degree

M.S

. The

ses

Dire

cted

1

Ph.D

. D

isse

rtat

ion

s D

irect

ed

Ph.D

. C

omm

ittee

M

embe

r Level of Involvement

Lynda Bergsma Assistant Professor PhD 12 0 3 1.0 FTE

(.252)

Richard Carmona Distinguished Professor MD 0 0 2 .10 FTE

Scott Carvajal Associate Professor PhD 19 0 4 1.0 FTE

(.612)

Brent Langellier Assistant Professor PhD 0 0 0 1.0 FTE

(.512)Kerstin Muller Reinschmidt

Assistant Professor PhD 7 0 1 1.0 FTE

(.252)

Cynthia Thomson Professor PhD 21 8 12 1.0 FTE(.512)

Ronald Watson Professor PhD 17 28 31 1.0 FTE(.512)

Nicole Yuan Assistant Professor PhD 22 0 3 1.0 FTE

(.512)

Sheila Parker Lecturer(multiyear) DrPH 15 0 10 .60 FTE

1Master’s theses as well as Internship Reports for HBHP MPH degree (note CVs are attached for each faculty member)2The estimated component of FTE supported by the State of Arizona dedicated to Health Behavior Health Promotion-related educational functions

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2. Additional Faculty

MEZCOPH plans to continue building its faculty base by utilizing MEZCOPH base funding. The standard appointment of T/TE faculty in the College includes .51 from the State of Arizona and .49 from other sources, such as external research support. One additional faculty member is expected to be added before the 2014-2015 academic year (T/TE search in progress as of 2/5/2013 for an Assistant/Associate Professor in Health Promotion Sciences with primarily responsibility in the HBHP section, with an expected 1.0 appointment in the College). Additional faculty members are not required to execute the PhD program at the expected enrollment levels.

3. Current FTE Students and Faculty

There are currently 30 FTE students and 9 faculty (with one additional ongoing T/TE search) with a primary appointment in the Health Behavior and Health Promotion Section. Eight of the nine faculty have primary positions with MEZCOPH, all faculty are engaged in education, research, and service. The estimated State and general educational funds currently dedicated to the educational missions of HBHP is 2.83 FTE (3.34 pending with an ongoing approved search). As previously described, this model has supported a large master’s program concentration (with very successful student funding models, graduation rates and post completion placement rates) and contributed to other educational programs (e.g., doctoral minors, college-wide undergraduate degree program).

4. Projected FTE Students and Faculty

Table of projected FTE of students and core faculty in the Health Behavior Health Promotion Section for the proposed PhD program in Health Behavior Health Promotion

Year FTE Students FTE Faculty2014-2015 3 8.7

2015-2016 6 8.7

2016-2017 9 8.7

Table of projected FTE of students and faculty for all educational programs housed within the Health Behavior Health Promotion Section upon implementation of the proposed PhD program

Year FTE Students FTE Faculty2014-2015 33 8.7

2015-2016 36 8.7

2016-2017 39 8.7

New MPH students are expected to enroll at a minimum 5 year rolling average of 15 per year (and stay for two years) and PhD students will be admitted at a projected rate of 3 per year. Pending on prior graduate education, prior degrees and research experience, PhD students are expected to be enrolled for an average of 3-5 years. Given that our actual enrollments the last

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four years of the MPH program have averaged 17.5 students per year and there have been no systemic delays in these students’ degree progression, we are confident we have the resources to advise and support classes of 15 MPH students and 3 PhD students per year with our current faculty base.

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BUDGET PROJECTION FORM FOR ACADEMIC PROGRAMSName of program: PhD in Health Behavior Health Promotion

EXPENDITURE ITEMS INITIAL BASE BUDGET

ANNUAL INCREMENTAL COSTS

Continuing Expenditures 1st Year 2nd Year 3rd Year2013 - 2014 2014 - 2015 2015 - 2016

FacultyState _____$465,415_ _____$69,615__ _______________Local _____$119,841_ _______________ _______________

Other PersonnelState _______________ _______________ _______________Local _______________ _______________ _______________

Graduate AssistantshipsState ______$46,233_ _______________ _______________Local _______________ _______________ _______________

Operations (materials, supplies, phones, State _______$5,000_ _______________ _______________Local _______________ _______________ _______________

Other Items (Attach description)State _______________ _______________ _______________Local _______________ _______________ _______________

One-Time ExpendituresConstruction or Renovation

State _______________ _______________ _______________

Local _______________ _______________ _______________

Start-up EquipmentState _______________ _______________ _______________

Local _______________ _______________ _______________Replacement Equipment

State _______________ _______________ _______________

Local _______________ _______________ _______________

Library ResourcesState _______________ _______________ _______________

Local _______________ _______________ _______________Other Items (Attach description)

State _______________ _______________ _______________

Local _______________ _______________ _______________

TOTALS (Incremental) _______________ _______________ _______________State-Reallocated Funds ____$516,648 ____$69,615 _______________

New Funds _______________ _______________ _______________ Local Funds $119,841

GRAND TOTALS $636,489 $69,615

List sources of local funds with a brief explanation of each source.

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Appendix A: Health Behavior Health Promotion faculty bios/brief CV

Lynda Bergsma, PhD, is an Assistant Professor of Health Promotion Sciences within the Health Behavior/Health Promotion (HBHP) Section of the Mel & Enid Zuckerman College of Public Health.  She has also been the Director of the Arizona State Office of Rural Health program since 1995. She has developed and teaches two service-learning courses: a Rural Health Service Learning Institute intensive week-long course (CPH-597d 1-credit elective) and a course in Applied Aspects of Program Planning, Implementation and Evaluation (CPH532a) 4-credits) required for HBHP students in the MPH program. For this latter course she was awarded the 2009 Delta Omega Award for Innovative Public Health Curriculum. She also teaches a 3-credit required course for DrPH students on Public Health Communication (CPH642). Her specialty area in public health communication is the use of media literacy education for promoting health. She has developed, implemented and evaluated programs and done research in this field since 1991. She was a founding member of the National Association for Media Literacy Education (NAMLE), president of the board from 2004 to 2008, and still serves as immediate past president. For the body of her work, in 2009 she was awarded the National Cable Television Association’s Leaders in Learning Award for Media Literacy.

Education:

1988-97  PhD - Higher Education and Political Sociology, University of Arizona, Tucson, AZ

1986-87 MEd - Health Education, University of Arizona, Tucson, AZ

1968-70 Masters Program in Mass Communications & Instructional Technology, Wayne State University, Detroit, MI

1963–67 BHSc - Family and Consumer Studies/Nutrition, University of Guelph, Guelph, Ontario, Canada

Selected Publications:

Bergsma, L.J. (In Press). Media Literacy and Health Promotion. In Roger, J.R. Levesque, (Ed.) Encyclopedia of Adolescence. New York, NY: Springer Science+Business Media.

Bergsma, L.J. & Ferris, E.S.* (In Press). The Impact of Health-Promoting Media Literacy Education on Nutrition and Diet Behavior. In V. R. Preedy, R. R. Watson & C. R. Martin (Eds.) International Handbook of Behavior, Diet and Nutrition. Berlin, Germany: Springer Sciences+Business Media.

Bergsma, L.J., Fullerton, R.,* King, B., & Peters, J. (2011). A Review of the Public Behavioral Health Care System in Rural Arizona. Tucson, AZ: Rural Health Office, pp. 1-40.

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Bergsma. L.J. & Carney, M.E.* (2008). The effectiveness of health-promoting media literacy education:  A systematic review. Health Education Research, 23, pp. 522-542.

Bergsma, L.J. (2004) “Empowerment education: The link between media literacy and health promotion.” American Behavioral Scientist, 48, pp. 152-164.

Richard Carmona MD, MPH, FACS was the 17th Surgeon General of the United States and is the Distinguished Professor of Public Health at MEZCOPH.  He also holds faculty appointments as a Professor of Surgery and Pharmacy.  Trained in general and vascular surgery, Dr. Carmona also completed a National Institutes of Health-sponsored fellowship in trauma, burns, and critical care.  Dr. Carmona was then recruited jointly by the Tucson Medical Center and the University of Arizona to start and direct Arizona’s first regional trauma care system. He went on to become the chairman of the State of Arizona Southern Regional Emergency Medical System, a professor of surgery, public health and family and community medicine at the University of Arizona, and the Pima County Sheriff’s Department surgeon and deputy sheriff. He is also a Fellow of the American College of Surgeons.  Dr. Carmona’s interest in public health stemmed from the realization that most of his patients’ illnesses and injuries were completely preventable. In 2002 Dr. Carmona was nominated by the president and unanimously confirmed by the United States Senate to become the 17th Surgeon General of the United States. Dr. Carmona was selected because of his extensive experience in public health, clinical sciences, health care management, preparedness, and his commitment to prevention as an effective means to improve public health and reduce health care costs while improving the quality and quantity of life.  As Surgeon General, Dr. Carmona focused on prevention, preparedness, health disparities, health literacy, and global health to include health diplomacy. He also issued many landmark Surgeon General Communications during his tenure, including the definitive Surgeon General’s Report about the dangers of second-hand smoke.

Education:

M.D. University of California, San Francisco, 1979.

B.S. University of California, San Francisco, 1977.

M.P.H. University of Arizona, Tucson, 1998

Selected Publications:

Carmona RH, et al: The Health Consequences of Involuntary Exposure to Tobacco Smoke, A Report of the Surgeon General, June 2006

Carmona RH, et al: Proceedings of the Surgeon General’s Workshop on Women’s Health, December 2005

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Carmona RH, et al: The Surgeon General’s Call to Action to Improve the Health and Wellness of Persons with Disabilities, July 2005

Carmona RH, et al: The Surgeon General’s report on the Health Consequences of Smoking, May 2004

Carmona RH, et al: The Surgeon General’s Report on Bone Health and Osteoporosis, October 2004

Scott C. Carvajal, PhD, MPH, is a multi-discipline trained applied social and quantitative psychologist with expertise in health promotion theory, Latino/cultural behavioral research methods, intervention design and evaluation methods. His principal research (funded by NIDA, NIAAA & currently NICHD & CDC) has focused on understanding a range of health behaviors that convey risk or protection (e.g., substance abuse, sexual risk taking, healthy food choice, physical activity) and mental health outcomes (e.g., bicultural stressors, depressive symptoms, coping strategies), with a major emphasis on testing social ecological models within minority populations. Dr. Carvajal was the Director of Substance Abuse Core for an NCMHD/NIH-funded (2003-2009) Center for Health Equality, a Center of Excellence focusing on eliminating health disparities in Arizona Latinos and American Indians. As part of that Center he had an important role in review and oversight of pilot research activities, and in the mentoring of junior investigators and fellows. As Director/PI of the CDC funded University of Arizona Prevention Research Center (2011-present), he is responsible for the research oversight of multiple CBPR lead programs that include aims of the promotion of physical activity, health eating and health screening with under-served border populations. He is also committed to an interdisciplinary science approach in addressing health problems and this is reflecting in his chairship of the Health Behavior Health Promotion Section in the College and his participation in groups such as the Community Influences on Health Behaviors (NIH Chartered Study Section) and the Cancer Prevention and Control Division, Arizona Cancer Center.

Education:

MA, Psychology, University of Houston, Houston, TX, 1995

PhD, Social Psychology and Quantitative Methods, University of Houston, Houston, TX, 1996

MPH, Health Promotion/Health Education University of Texas, Houston, TX, 1997

Selected Publications

Carvajal SC, Miesfeld N, Chang J, Reinschmidt KM, de Zapien JG, Fernandez ML, Rosales C, Staten LK. Evidence for long-term impact of Pasos Adelante: using a community-wide survey to evaluate chronic disease risk modification in prior program participants. Int J Environ Res Public Health. 2013 Oct 1;10(10):4701-17. doi: 10.3390/ijerph10104701.

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Chang J, Guy MC, Rosales C, de Zapien JG, Staten LK, Fernandez ML, Carvajal SC. Investigating social ecological contributors to diabetes within Hispanics in an underserved U.S.-Mexico border community. Int J Environ Res Public Health. 2013 Jul 31;10(8):3217-32. doi: 10.3390/ijerph10083217.

Carvajal SC, Kibor C, McClelland DJ, Ingram M, de Zapien JG, Torres E, Redondo F, Rodriguez K, Rubio-Goldsmith R, Meister J, Rosales C. Stress and Sociocultural Factors Related to Health Status Among US-Mexico Border Farmworkers. J Immigr Minor Health. 2013 Jun 28. [Epub ahead of print] PubMed PMID: 23813347.

Carvajal SC, Rosales C, Rubio-Goldsmith R, Sabo S, Ingram M, McClelland DJ, Redondo F, Torres E, Romero AJ, O'Leary AO, Sanchez Z, de Zapien JG. The border community and immigration stress scale: a preliminary examination of a community responsive measure in two southwest samples. J Immigr Minor Health. 2013 Apr;15(2):427-36. doi: 10.1007/s10903-012-9600-z.

Carvajal SC. Global positive expectancies in adolescence and health-related behaviours: longitudinal models of latent growth and cross-lagged effects. Psychol Health. 2012;27(8):916-37. doi: 10.1080/08870446.2011.633241.

Garcia RZ, Carvajal SC, Wilkinson AV, Thompson PA, Nodora JN, Komenaka IK, Brewster A, Cruz GI, Wertheim BC, Bondy ML, Martínez ME. Factors that influence mammography use and breast cancer detection among Mexican-American and African-American women. Cancer Causes Control. 2012 Jan;23(1):165-73. doi: 10.1007/s10552-011-9865-x.

Ingram M, Reinschmidt KM, Schachter KA, Davidson CL, Sabo SJ, De Zapien JG, Carvajal SC. Establishing a professional profile of community health workers: results from a national study of roles, activities and training. J Community Health. 2012 Apr;37(2):529-37. doi: 10.1007/s10900-011-9475-2.

Brent Langellier, PhD: The common theme throughout Dr. Langellier's research is his interest in health outcomes and interventions that disproportionately affect Latinos and other underserved populations. The majority of his research has focused on understanding social determinants of health behaviors and outcomes, including: obesity and other cardiovascular disease risk factors, food security, the food environment, food behaviors, breastfeeding, and maternal and child health. Dr. Langellier previously worked with the NHLBI-funded UCLA/USC Center for Population Health and Health Disparities to plan, implement, and evaluate a corner store makeover intervention in East Los Angeles. This environmental change intervention uses a community-driven approach to improve the healthfulness of foods sold at small ‘corner’ stores in a predominately Mexican American neighborhood. He also oversaw a program that worked with community partners and hospitals to improve breastfeeding-friendly policies in hospitals in low-income areas throughout greater Los Angeles. He worked on projects serving undocumented migrants in Mexico and indigenous populations in Nicaragua, experiences that indelibly impressed upon me the often devastating effect that poverty can have on people’s life chances. As a researcher, he has developed a conceptual, methodological, and statistical skill set that allows me to conduct public health research and to plan and evaluate public health programs. He has used local, state, and national data sets to investigate how social factors such as socioeconomic status, race/ethnicity, and immigration status affect health behaviors and

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outcomes. 

Education:

University of California, Los Angeles 2008--2013, Doctor of Philosophy in Public HealthDepartment of Community Health SciencesUCLA Fielding School of Public Health2007--‐2008, Master of Arts, Latin American Studies

University of Arizona2002--2006Bachelor of Arts, Spanish Literature and Latin American Studies

Sample Publications

Chaparro MP, Langellier B, Birnbach K, Sharp M, Harrison G. Nearly fourmillion Californians are food insecure. Policy Brief UCLA Cent Health Policy Res.2012 Jun;(PB2012-2):1-8. PubMed PMID: 22838043.

Langellier BA, Martin MA, Canino G, Garza JR, Ortega AN. The health status of youth in Puerto Rico. Clin Pediatr (Phila). 2012 Jun;51(6):569-73. doi:10.1177/0009922812443123. Epub 2012 Apr 18. PubMed PMID: 22514193.

Langellier BA. The food environment and student weight status, Los AngelesCounty, 2008-2009. Prev Chronic Dis. 2012;9:E61. Epub 2012 Feb 23. PubMed PMID:22360872; PubMed Central PMCID: PMC3362407.

Langellier BA, Garza JR, Glik D, Prelip ML, Brookmeyer R, Roberts CK, PetersA, Ortega AN. Immigration disparities in cardiovascular disease risk factorawareness. J Immigr Minor Health. 2012 Dec;14(6):918-25. doi:10.1007/s10903-011-9566-2. PubMed PMID: 22210443.

Langellier BA, Pia Chaparro M, Whaley SE. Social and institutional factorsthat affect breastfeeding duration among WIC participants in Los Angeles County, California. Matern Child Health J. 2012 Dec;16(9):1887-95. doi:10.1007/s10995-011-0937-z. PubMed PMID: 22205423.

Chaparro MP, Langellier BA, Kim LP, Whaley SE. Predictors of accurate maternalperception of their preschool child's weight status among Hispanic WICparticipants. Obesity (Silver Spring). 2011 Oct;19(10):2026-30. doi:10.1038/oby.2011.105. Epub 2011 May 5. PubMed PMID: 21546937.

Kerstin Muller Reinschmidt, PhD, MPH, is an Assistant Professor in the Division of Health Promotion Sciences at the Mel and Enid Zuckerman College of Public Health (MEZCOPH,

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University of Arizona). Being trilingual in English, Spanish, and German, she has worked with multiethnic populations in the United States and Mexico for the past (15) years. As a medical anthropologist, she continues her interests in sociocultural and behavioral aspects of health and illness in the context of her research and teaching activities. Since 2002, Dr. Reinschmidt has been co-investigator at the CDC-funded Arizona Prevention Research Center (AzPRC) at the MEZCOPH. The AzPRC conducts participatory, community-based comprehensive intervention research with a major emphasis on chronic disease prevention and promotoras/community health workers (CHWs). Dr. Reinschmidt has been working with behavioral and policy interventions with a focus on addressing depression and stress among community members, and diabetic patients and their family members. Now in its third funding cycle, the AzPRC focus is on determining the effectiveness of integrating community advocacy into CHW outreach and education activities in increasing community-driven policy change related to chronic disease prevention. In collaboration with community and university partners, Dr. Reinschmidt developed SONRISA, a bilingual curriculum toolbox for CHWs on depression, stress and anxiety associated with diabetes. She was the Principal Investigator on the project (2004/2005) funded by the Arizona Department of Health Services/U.S.-Mexico Border Health Commission. This curriculum has received attention from various agencies and individuals on both sides of the border, and Dr. Reinschmidt has been invited to present and train on the curriculum toolbox, which she is also making available upon request. She has enjoyed teaching two undergraduate public health courses (CPH200/CPH400) since the Fall of 2008, and a graduate level course in qualitative research methods (CPH607) since the Fall of 2011. Her professional memberships include the American Public Health Association, The Society for Applied Anthropology, and the Arizona Community Health Outreach Worker Association.

Sample Publications:    

Cutshaw CA, Staten LK, Reinschmidt KM, Davidson CL, Roe D. Depressive Symptoms and Health-related Quality of Life among Participants in the Pasos Adelante Chronic Disease Prevention and Control Program, Arizona, 2005-2008. Prev Chronic Dis 2012;9:110020. DOI: http://dx.doi.org/10.5888/pcd9.110020

Ingram M, Reinschmidt KM, Schachter KA, Davidson CL, Sabo SJ, De Zapien JG, Carvajal SC. Establishing a Professional Profile of CHWs: Results from a National Study of Roles, Activities and Training. Journal for Community Health. Online First, 2 October 2011. http://www.springerlink.com/content/3150650152128366/fulltext.html

Reinschmidt KM, Teufel-Shone N, Bradford G, Drummond RL, Torres E, Redondo F, Elenes JJ, Sanders A, Gastelum S, Moore-Monroy M, Barajas S, Fernandez L, Alvidrez R, de Zapien JG, Staten L. Taking A Broad Approach to Public Health Program Adaptation: Adapting a Family-based Diabetes Education Program. J Primary Prevention (2010) 31:69-83. Available at: http://www.springerlink.com/content/jg711l8078484ngv/

Chong, J., Reinschmidt, K.M., Moreno, F. Depression Symptoms in a Hispanic Primary Care Population with and without Chronic Illnesses. The Primary Care Companion. Forthcoming in Fall 2009.

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Reinschmidt, K.M., Chong, J. SONRISA: A Curriculum Toolbox for Promotores to Address Mental Health and Diabetes. Prev Chronic Dis 2007:4 (4). http://www.cdc.gov/pcd/issues/2007/oct/07_0021.htm.

Reinschmidt, K.M., Hunter, J.B., Fernandez, M.L., Lacy-Martinez, C.R., Guernsey de Zapien, J., Meister, J. Understanding the Success of Promotoras in Increasing Chronic Disease Screening. Journal of Health Care for the Poor and Underserved 2006: 17 (2): 256-264.

Dr. Cynthia Thomson is a Professor in the College of Public Health and holds joint appointments in the College of Agriculture and Life Sciences & the College of Medicine at the University of Arizona. Dr. Thomson received her Ph.D. from the Interdisciplinary Program in Nutritional Sciences, University of Arizona and completed NCI-sponsored post-doctoral training at the Arizona Cancer Center with a focus on diet and cancer prevention. Her research emphasis includes dietary intervention in breast and ovarian cancer survivors, as well as behavioral interventions for weight control and metabolic regulation. She was appointed as the Director of the Canyon Ranch Center of Prevention and Health Promotion at the Mel and Enid Zuckerman College of Public Health a center whose mission is to support a healthier Tucson community.

Summary of Research Activity:

Major Fields of Research Interest: Diet and cancer prevention (breast, ovarian, colon), Dietary methodology, Biomarkers (cancer and diet).

Selected Publications

Butalla AC, Crane TE, Patil B, Wertheim BC, Thompson PA, Thomson CA. Effects of a carrot juice intervention on plasma carotenoids, oxidative stress, and inflammation in overweight breast cancer survivors. Nutr & Cancer. 64(2): February 16, 2012.

Caan BJ, Emond JA, Su I, Patterson R, Flatt SW, Gold EB, Newman VA, Rock CL, Thomson CA, Pierce JP. The effect of post diagnosis weight change on hot flash status among early stage breast cancer survivors. J Clin Onc. (In press)).

Crane TE, Kubota C, West JL, Kroggel M, Wertheim BC, Thomson CA. Increasing the vegetable intake dose is associated with a rise in plasma carotenoids without modifying oxidative stress or inflammation in overweight or obese postmenopausal women. J Nutr. 141(10):1827-33, 2011. [PMID: 21865569].

Thomson CA and Ravia J. A systematic review of behavioral interventions to promote intake of fruits and vegetables. J Amer Diet Assoc. 111:1523-1535, 2011.

Simon MS, Thomson CA, Pettijohn, E, Kato I, Roadabough R, Lane D, Hubbell FA, O’Sullivan MJ, Adams-Campbell LL, Mouton CP, Abrams J, Chelbowski RT. Racial differences in

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colorectal cancer incidence and mortality in the Women’s Health Initiative. Cancer Epidemiol Biomarkers Prev. 20(7):1368-78, 2011 [PMID: 21602308].

Ron Watson, PhD, has edited 88 biomedical books, particularly in nutrition and food sciences. He published 450 papers, and presently directs several NIH funded biomedical grants relating to bioactive disease particularly immune function and cardiovascular effects including studying complementary and alternative medicines. Professor Ronald Ross Watson was Director of a National Institutes of Health funded Alcohol Research Center for 5 years. The main goal of the Center was to understand the role of ethanol-induced immunosuppression on immune function and disease resistance in animals. He is an internationally recognized alcohol-researcher, nutritionist and immunologist. He also initiated and directed other NIH-associated work at The University of Arizona, College of Medicine. Dr. Watson has funding from companies and non-profit foundations to study bioactive foods' components in health promotion. Professor Watson attended the University of Idaho, but graduated from Brigham Young University in Provo, Utah, with a degree in Chemistry in 1966. He completed his Ph.D. degree in 1971 in Biochemistry from Michigan State University. His postdoctoral schooling was completed at the Harvard School of Public Health in Nutrition and Microbiology, including a two-year postdoctoral research experience in immunology. Professor Watson is a distinguished member of several national and international nutrition, immunology, and cancer societies. He has been doing studies of dietary supplements in treatment of diabetes and related cardiovascular disease including heart failure.

Educational Background:

1966 Bachelor of Science, Department of Chemistry, Brigham Young University. Major: Chemistry Minor: Mathematics & Spanish

1971 Doctor of Philosophy, Department of Biochemistry, Michigan State University, Minor: Nutrition and Organic Chemistry

1971-73 Post-Doctoral Fellow, School of Public Health, Harvard University.

Selected Publications:

Watson RR, Gerald JK, Preedy VR.  Nutrients, Dietary Supplements, and Nutriceuticals: Cost Analysis versus Clinical Benefits, Humana Press, pages 486, 2010.

Watson RR, Preedy VR. Bioactive Foods and Extracts: Cancer Treatment and Prevention, CRC Press part of Taylor and Francis, pages 643, 2010.

Zibadi S, Vazquez R, Larson DF, Watson RR. T lymphocyte regulation of lysyl oxidase in diet-induced cardiac fibrosis. Cardiovas Toxicol 10:190-206, 2010.

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Farid R, Rezaieyazdi Z, Mirfeizi MR, Hatef M, Mirheidari H, Mansouri H, Esmaelli H, Bentley G, Lu Y, Foo Y, Watson RR.  Oral Intake of purple passion fruit peel extract reduces symptoms of knee osteoarthritis. Nutrition Research, 30: 601-606, 2010.

Zibadi S, Vazquez R, Moore D, Larson DF, Watson RR. Myocardial lysyl oxidase regulation of cardiac remodeling in a murine model of diet-induced metabolic syndrome. Am J Physiol Heart Circ Physiol 297: H976-82, 2009.

Zibadi S, Rohdewald P, Watson RR.  Reduction of cardiovascular risk factors in subjects with type 2 diabetes by Pycnogenol supplementation. Nutrition Research 28: 315-320, 2008.

Nicole P. Yuan, PhD, MPH, is an Assistant Professor in the Mel and Enid Zuckerman College of Public Health at the University of Arizona.  She is a recipient of a Mentored Patient-Oriented Research Career Development Award funded by the National Institute on Alcohol Abuse and Alcoholism.  Her k-award activities include secondary analyses of alcohol and violence data collected by the Ten Tribes Study and follow-up investigations with participating tribes.  She is near completion of a Master’s in Public Health at the University of Washington which is supported by the grant.  Nicole is Principal Investigator of a sexual violence prevention and education program supported by the Arizona Department of Health Services with pass through funds from the Centers for Disease Control and Prevention. Her research interests include the relationship between alcohol abuse and interpersonal violence among American Indians and other at risk populations.  Her work includes applications of community-based participatory research methods with urban and reservation-based Native communities.  She currently collaborates with individual tribes, urban Indian centers, and national Indian organizations on research projects and standards.  Nicole teaches in the MPH degree program.  Her courses include CPH 531 Contemporary Health Issues and Research. In Spring 2012, she will begin teaching CPH 577 Sociocultural and Behavioral Aspects of Public Health.  She serves as the Chair of MPH student internship committees and mentors students at all levels.  Nicole is a licensed clinical psychologist in Arizona.

Educational Background:

University of Washington, MPH, 2011

 Bowling Green State University, PhD, 2002

 Bowling Green State University, MA, 1999

 Oberlin College, BA, 1995

Selected Publications:

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Bletzer, K., Yuan, N. P., Eaves, E., Polacca, M., Koss, M. P., & Goldman, D. (2011). Taking humor seriously: Talking about drinking in American Indian focus groups. Medical Anthropology. DOI: 10.1080/01459740.2011.560584.

 Yuan, N. P., Eaves, E., Koss, M. P., Polacca, M., Bletzer, K., & Goldman, D. (2010) “Alcohol is something that been with us like a common cold”: Community perceptions of American Indian drinking. Substance Use & Misuse, 45, 1909-1929. [PMID: 20380555]

 Yuan, N. P., Wind, S., Nichter, M., Nichter, M., Castañeda, H., Carruth, L., & Muramoto, M. L.  (2010). Types of lay health influencers in tobacco cessation: A qualitative study. American Journal of Health Behavior, 34, 607-617. [PMID: 20524890]

 Campbell, J., Mays, M. Z., Yuan, N. P., & Muramoto, M. L. (2007). Who are health influencers? Characteristics of tobacco cessation interveners. American Journal of Health Behavior, 31, 181-192. [PMID: 17269908]

 Yuan, N. P., Koss, M. P., Polacca, M., & Goldman, D. (2006). Risk factors for physical assault and rape among Native American tribes. Journal of Interpersonal Violence, 21, 1566-1590. [PMID: 17065655]

Shelia Parker, DrPH, MS, participated in the establishment of the Arizona Graduate Program in Public Health and in the establishment of the Mel and Enid Zuckerman College of Public Health. She is a former Associate Professor in the Mel and Enid Zuckerman Arizona College of Public Health, University of Arizona. She chaired the Health Education Program for undergraduates and taught in the Masters of Public Health Program in the College of Public Health until her retirement in 2006. She has a long history of working with community agencies to improve the nutritional status and health status of individuals, families and communities. Dr. Parker has served in a number of public health capacities for more than 35 years. Dr. Parker continues to have great interest in public health workforce development in Arizona in health promotion. She has returned to teaching as an Adjunct Lecturer in the Health Promotion Division to continue her contribution to that process of developing public health professionals in Arizona.

Education:

DrPH - Public Health Nutrition, University of North Carolina, 1981

MPH - Public Health Nutrition, University of North Carolina, 1976

MS - Human Development and the Family, North Carolina Central University, 1974

Selected Publications:

Page, Melissa, Parker, SH, Renger, R. How Using a Logic Model Refined Our Program to Ensure Success. Health Promotion Practice, Vol. 10, No.1, January 2009, pp.76-82.

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Parker, S., Nichter, M., Vuckovic, N., Sims, C., Ritenbaugh, C. Body Image and Weight Concerns Among African American and White Adolescent Females: Differences That Make a Difference. Human Organization, Vol. 54, No. 2, summer 1995, pp. 103-114.

Parker, S. Appropriate Dietary Assessment Methodology for the WIC Clinic Setting. Technical Paper #14 published by the US Department of Agriculture, Food and Nutrition Service, 1991. Funded by the US Department of Agriculture, Food and Nutrition Service, under Cooperative Agreement #58-3198-1-005. Review of Nutritional Risk Criteria for the Special Supplemental Food Program for Women, Infants and Children (WIC).

Lucey, D., Parker, S. The Open Door Medical Clinic: A Community Response to the Medically Indigent. North Carolina Medical Journal, Vol. 48, No. 9, September 1987.

Parker, S.H. (2000). “Nutrition, Weight, and Body Image, Women and Health.” In: M.B. Goldman and M.C. Hatch (Eds.), Women and Health (pp. 578-588). Academic Press: San Diego, CA.

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Appendix B: Letters of Support for the Proposed PhD in Health Behavior Health Promotion

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