GRADUATE STUDENT MANUAL MASTER OF PUBLIC HEALTH IN COMMUNITY HEALTH EDUCATION

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1 GRADUATE STUDENT MANUAL MASTER OF PUBLIC HEALTH IN COMMUNITY HEALTH EDUCATION

2 GRADUATE STUDENT MANUAL MASTER OF PUBLIC HEALTH IN COMMUNITY HEALTH EDUCATION DEPARTMENT OF HEALTH EDUCATION College of Health and Human Services San Francisco State University 1600 Holloway Avenue, HSS 326 San Francisco, California Tel: (415) Fax: (415) Website:

3 San Francisco State University Department of Health Education Dear New MPH Student, Welcome to the Master in Public Health program at San Francisco State University. We are very excited to begin a three-year journey with you as you learn the professional and personal skills required to be a leader in Public Health Education. The faculty thank you in advance for the hard work and personal sacrifices you will make to earn this degree. We know your commitment over the next three years will prepare you to take your place among community health educators working to promote health and social justice in various communities in California. The Mission of the Health Education Department is to promote health and justice in urban communities. Central to this vision is the development of diverse leadership that advances individual, social and ecological health. To fulfill our mission, student centered approaches engage students through innovative pedagogy integrating theory and practice. The ultimate aim is to develop culturally competent professionals able to apply systems theory to prevent disease and promote the health of the public. Students who graduate with a Master s in Public Health from SFSU demonstrate high levels of competence in: 1. Master s level competency in public health knowledge and skills as established by the National Task Force on Preparation and Practice of Health Educators as master s level knowledge/skills for Community Health Educators; and 2. Leadership skills; team building; cultural competence; and written and oral communication skills. The faculty in the Department of Health Education is committed to your success in our program. This manual will be a valuable resource for you over the next three years as it explains how the curriculum at SFSU unfolds as well as many of your responsibilities as a student in the MPH at SFSU. We also encourage you to get involved with the Public Health Organization of Graduate Students (PHOGS). Here you will find equally committed students who can help guide and shepherd you through this degree program. Welcome again, are we look forward to getting to know you through our work together over the next three years. Warmly, Mary Beth Love, Ph.D. Professor and Chair 2

4 TABLE OF CONTENTS PAGE # Master of Public Health in Community Health Education SFSU: 5-6 Mission, Program Design & Goals MPH Principles to Achieve Health Equity & Cultural Competence 7-8 History of the MPH at SFSU 9 Health Education Faculty & Staff Directory 10 SFSU MPH Faculty & Courses SFSU MPH Faculty: Biographies & Research Interests Faculty MPH Student Advising MPH Student Cohorts Directory Student Leadership: Membership in Professional Associations Public Health Organization of Graduate Students (PHOGS) Northern California Professional Organizations National Professional Organizations Code of Ethics for the Health Education Profession SFSU Campus Resources Graduate Essay Test (GET) The SFSU Literacy Requirement 45 SFSU MPH Department of Health Education Instructions for Preparing a Paper SFSU MPH Department of Health Education Plagiarism and Academic Honesty SFSU Registration, Enrollment & Course Waivers 48 MPH-SFSU Grading SFSU MPH Curriculum SFSU MPH Course Descriptions HED 811: Electronic Portfolio Format Guidelines for SFSU MPH Candidates MPH Reflective Seminars HED , , Responsibilities & Competencies for MPH Courses

5 Practice-Conjoined Courses (Practicum) Roles & Responsibilities: Community Adjunct Faculty (CAF) & Practice Coordinator Table 1: Sample MPH Practice Sites, CAFs, & Project Descriptions HED 892: MPH Summer Internship HED 892: MPH Summer Internship Guidelines Table 2: Sample HED 892 Internship Projects & Preceptors HED 895: Culminating Experience (CE); Important Resources and Websites Graduation: Preparation & Completion of Application for the Master s Degree 142 Appendices 143 U.S. Schools of Public Health and other MS and MPH Programs Professional Websites Request for Independent Student Travel Funding Guidelines 150 4

6 MASTERS OF PUBLIC HEALTH IN COMMUNITY HEALTH EDUCATION SAN FRANCISCO STATE UNIVERSITY MISSION STATEMENT The Mission of the MPH in Community Health Education at San Francisco State University is to promote health and social justice in urban communities. Central to this vision is an emphasis on a community-based approach that builds diverse, collaborative leadership and recognizes the importance of understanding the multiple determinants of health to design effective, comprehensive solutions. To fulfill our mission, we engage students through contextual and participatory teaching approaches integrating theory and practice, with an emphasis on developing team, leadership and communication skills in our graduates. The ultimate aim is to develop culturally and professionally competent leaders in public health able to work with communities to apply systems theory to prevent disease and promote the health of the public. PROGRAM DESIGN & GOALS The curriculum for the MPH is designed as a three-year sequence in which collaborative learning and problem solving are fostered. The three years include practice courses in semesters 2-4, a summer internship after year two, and a creative culminating research project in the last semester. Students move through the entire program as a cohort learning community for the entire three years. Upon graduation our students demonstrate mastery of the responsibilities and competencies for Community Health Educators, adapted from those developed by the Society for Public Health Education (SOPHE) and the American Association of Health Education (AAHE). Every MPH student develops a portfolio with examples of deliverables reflecting mastery of responsibilities I-X, competencies and professional skills. Responsibility I: Responsibility II: Responsibility III: Responsibility IV: Responsibility V: Responsibility VI: Responsibility VII: Responsibility VIII: Responsibility IX: Responsibility X: Assessing Individual and Community Needs for Community Health Education Planning Effective Community Health Education Programs Implementing Community Health Education Programs Evaluating Effectiveness of Community health Education Programs Coordinating Provision of Community Health Education Services Acting as a Resource Person in Community Health Education Communicating Health and Community Health Ed. Needs, Concerns, & Resources Apply Appropriate Research Principles and Methods in Community Health Education Administering Community Health Education Programs Advancing the Profession of Community Health Education 5

7 SFSU s MPH curriculum embraces an ecological approach, emphasizing the importance of addressing determinants of health at the individual, interpersonal, organizational, community and policy levels. MPH courses provide students with the theoretical foundations and skills necessary to develop, implement and evaluate comprehensive, multi-sectoral programs. Upon graduation, our students demonstrate an ability to identify and analyze and address public health problems from a multi-level perspective. They demonstrate knowledge of the political, economic, social and cultural environments in which they are working, and are able to apply that knowledge to understanding and solving complex health problems of diverse, urban populations. To summarize, the SFSU MPH curriculum is distinct in the following ways: 1. The learning community model fosters team work and collaborative leadership as well as providing social and peer academic support to MPH students. 2. The curriculum integrates three semesters of practice-conjoined courses, beyond the normal summer internship experience. In the practice-conjoined courses, students spend a minimum of 5 hours per week in the community practicing the core skills of assessment, planning and evaluation. These three core public health competency courses (HED 820, 830, 840) include a community-based practice component (HED 821, 831, 841) with Community Adjunct Faculty (CAF) as preceptors and a summer internship (HED 892). These placements provide hands-on experience for the students in the application of public health theory and competence in practice. 3. Pedagogy within the classroom emphasizes the use of active student learning and casebased instruction. This approach utilizes the principles of adult learning theories that requiring students to think critically about complex problems in the context of diverse communities. Team and leadership skills are honed through the development of a learning community for each MPH cohort. This provides students with a living lab to learn how to delegate work, resolve conflict and problem solve collaboratively. 4. Students spend 15 hours in a one-unit reflective seminar (HED 890) offered each semester designed to nurture self care, identifying as a learner and developing leadership and build community skills. Students also discuss ethics, understand group dynamics, practice conflict resolution and explore issues of power and cultural competence. 5. Students develop a skills portfolio (HED 811) and a culminating experience project (HED 895) that illustrates the synthesis and knowledge integration of the theory and principles of community health education in public health practice. 6. Formal presentations to local public health leaders and funders as well as other forms of professional contributions are encouraged. 6

8 MPH PRINCIPLES TO ACHIEVE HEALTH EQUITY & CULTURAL COMPETENCE 1 Masters in Public Health (MPH) students and faculty have developed a set of principles to achieve health equity as well as address discrimination and other forms of oppression/societal privilege in our curriculum. The following six principles apply to the entire program not just to the content of a particular course. They address outreach, recruitment and retention as well as cross cohort activities, faculty-student relations and learning across the curriculum. Cultural competence emphasizes the ability to function effectively with members of different groups through cultural awareness and sensitivity. Cultural competence is a developmental process that evolves over an extended period. MPH students and faculty have various levels of awareness, knowledge and skills along a cultural competence continuum. Nonetheless, we are united by our departmental mission and committed to taking the steps necessary for addressing injustices at the personal and community levels. 1. The MPH faculty will speak to our mission statement in the classroom and/or syllabus by identifying how the principles are operationalized and manifested throughout their class. The Mission of the MPH in Community Health Education at SFSU focuses on promoting health and social justice in urban communities. Central to this vision is an emphasis on a community-based training approach that builds diverse, collaborative leadership and recognizes the importance of understanding the multiple determinants of health to design effective, comprehensive solutions. 2. The MPH program will pro-actively reach out to, recruit and retain students from the communities where health disparities manifest. The Health Education Department will identify steps to address the lack of diversity in the public health workforce on an on-going basis. 3. The theme of health equity, cultural competence and power dynamics will be taught across the curriculum. The Health Education Department and its faculty recognize that achieving health equity is a long-term process. It takes time and commitment to social justice to build relationships of trust and evolve cultural competencies in service to achieving social justice. 4. The department will assist students and faculty in organizing learning opportunities where experiences of oppression, power imbalance, and societal privilege are discussed. Emphasis will be on developing exchanges of ideas where people feel safe to speak their mind including expressing any internal fears or feelings of inadequacy that exists within individuals and/or organizations. Respect is always the cornerstone of this discussion. 5. Faculty will have on-going training opportunities that address issues of health equity and cultural competency issues, with special attention on techniques for proactively identifying and engaging cultural diversity and power dynamics within the classroom. 1 Adopted at the MPH retreat on August 26,

9 6. Faculty/students will actively seek teaching moments regarding how oppression, power imbalance, and societal privilege express themselves constructively/destructively in the classroom and community. In service to these teachable moments, they will: A) Identify personal value systems as well as positions of power, oppression and societal privilege relevant to working on improving health equity. B) Identify techniques for working effectively in cross-cultural settings including practicum and classroom group projects, acknowledging diversity within and between racial/ethnic groups. C) Develop an in-depth understanding of the present-day existence related to health equity. Develop an in-depth understanding of the impacts of institutionalized/structural, personally mediated and internalized racism that emphasizes the intersectionality of race, gender, age, disability, sexual orientation, and class as well as forms of oppression, power imbalance and societal privilege. D) Define cultural competency within an organizational setting. Discuss culturally appropriate public health interventions locally, nationally and internationally. E) Identify the role of political, economic, cultural, societal and behavioral factors in determining disease, as well as supporting disease prevention and health promotion behavior, and medical service delivery. 8

10 HISTORY OF THE MASTERS IN PUBLIC HEALTH PROGRAM AT SFSU This first memo of intention to begin planning for a new degree was written in During the next year a group of 30 leaders in public health in the Bay Area were engaged as members of an advisory board to help in the development of the mission and curriculum for the program. In spring of 1995, the Department undertook an extensive labor market survey to assess the employment prospects for MPH graduates and to ascertain the competencies most desired from an employers perspective. Of hiring factors deemed most important to 519 prospective employers of masters level health educators, multicultural competence, knowledge of health problems important to the clientele, and health education experiences were ranked most important in hiring decisions. These same three factors were deemed to be the areas of greatest weakness among current staff and also the factors most difficult to find when hiring new staff. About a third of all respondents reported that Latinos, African-Americans, and Asians were underrepresented in their current health education staff. In academic year 95-96, the MPH received approval from the SFSU Curriculum Review Board and the Faculty Senate. We also gained approval by the chancellor s office to be placed on the CSU Master plan. In 1997, we were very busy with our final proposal to the California Postsecondary Education Commission (CPEC) which was submitted in April, Nine months later, in January 1998, CPEC approved the MPH at SFSU. With the support of an external grant from the Fund for the Improvement of Post Secondary Education (FIPSE), a new MPH degree was launched in Community Health Education at SFSU. FIPSE supported the innovations in the MPH degree which included: practice based course development where students applied in community-based settings what they learned in their coursework; reflective seminars where leadership and team work could be nurtured; ecological thinking using innovative contextual learning; and learning communities where students work and study with a cohort of fellow students over three years and 53 academic units. The first group of 20 students were admitted to the MPH at SFSU in the fall of 1998 and graduated in the spring of In the Spring of 2003, the MPH degree was accredited by the Council on Education for Public Health (CEPH). 9

11 HEALTH EDUCATION FACULTY & STAFF DIRECTORY Department of Health Education Main Office: HSS Holloway Avenue San Francisco, CA Tel: (415) Fax: (415) Website: FACULTY TELEPHONE OFFICE POSITION Ramon Castellblanch (415) HSS 318 Assistant Professor Vivian Chavez (415) HSS 314 Assistant Professor Zoe Clayson (415) HSS 314 Professor John P. Elia (415) HSS 321 Associate Professor & Chair and MPH Co-Coordinator Roma Guy (415) HSS 319 Clinical Faculty Rick Harvey (415) HSS 318 Assistant Professor Mary Beth Love (415) HSS 323 Chair and Professor Mia Luluquisen (415) HSS 319 Lecturer/Consultant Lisa Moore (415) HSS 315 Associate Professor Juliana van Olphen (415) HSS 312 Victoria Quijano (415) HSS 319 Lecturer Jose Ramon Fernandez-Pena Assistant Professor and MPH Co-Coordinator (415) HSS 303 Associate Professor Emma Sanchez (415) HSS 315 Assistant Professor Jessica Wolin (415) HSS 319 Lecturer HEALTH EDUCATION SUPPORT STAFF STAFF TELEPHONE OFFICE POSITION Atina Delfino (415) HSS 326 Academic Office Coordinator Mari Fong (415) HSS 326 Administrative Support Assistant Lesa Gerhard (415) HSS 319 Graduate Assistant 10

12 SFSU Masters in Public Health Faculty & Courses Ramon Castellblanch Assistant Professor HED 835: Public Health Policy HED 850: Health Administration and Management HED 895: Culminating Experience Vivian Chávez Assistant Professor HED 810: Public Health and Principles of Community Organizing HED 895: Culminating Experience Zoe Cardoza Clayson Professor HED 840: Program Evaluation Design and Research HED 855: Environmental Health HED 895: Culminating Experience Lisa Moore Associate Professor HED 815: Theories of Social Behavioral Change in Community Health Education HED 895: Culminating Experience Roma Guy Clinical Faculty HED 821: Community Health Assessment Planning HED 831: Community Health Assessment Implementation Practicum HED 841: Program Planning & Evaluation Design Practicum HED 895: Culminating Experience Emma Sanchez Assistant Professor HED 829: Biostatistics HED 895: Culminating Experience John P. Elia Associate Professor/Associate Chair HED 845: Training and Educational Processes HED 895: Culminating Experience Jessica Wolin Lecturer HED 830: Program Planning for Community Change Mary Beth Love Professor/Chair HED 811: HED Skills Portfolio HED 890: MPH Seminar HED 895: Culminating Experience Juliana van Olphen Assistant Professor HED 815: Theories of Social Behavioral Change in Community Health Education HED 895: Culminating Experience Victoria Quijano Lecturer HED 815: Theories of Social Behavioral Change in Community Health Education HED 830: Program Planning for Community Change HED 840: Program, Evaluation Design and Research HED 845: Training and Educational Processes HED 892: Supervised Field Internship José Ramón Fernández-Peña Assistant Professor HED 895: Culminating Experience Rick Harvey Assistant Professor HED 895: Culminating Experience Mia Luluquisen Lecturer/Consultant HED 830: Program Planning for Community Change 11

13 SFSU Master in Public Health Faculty: Biographies and Research Interests Ramon Castellblanch, PhD Education: A.A., Merritt College (Labor & Urban Studies) A.B., University of California at Berkeley (Economics) Master in Public Policy, Harvard University Ph.D., The Johns Hopkins University (Health Policy & Management) Dr. Castellblanch s research focuses on the politics of health policy. He had two articles on the politics of prescription drug prices published in the Journal of Health Politics, Policy & Law in He also writes on health administration and has a peer-reviewed book chapter on how managers can take a preventative approach to racism. He is conducted focus groups of people with mental disabilities on their attitudes toward US mental health care under a grant from the National Institute of Mental Health; the results were published in Professional Psychology. He served on the Section Council of the Medical Care Section of the American Public Health Association and as chair of the Health Equity & Public Hospital Caucus of the APHA. He is an op-ed columnist for the Progressive Media Project syndicated through Knight-Ridder and a guest op-ed columnist for the Sacramento Bee. Dr. Castellblanch is lobbying the state capitol on prescription drug policy on behalf of Senior Action Network. He is coordinating a 2005 California conference that will bring together state policy makers concerned about state legislation promoting access to prescription drugs. At SFSU Ramón is faculty advisor for PHOGS, the Public Health Organization of Graduate Students, and serves on the Committee for the Protection of Human Subjects. Prior to earning his doctorate, he served as the California health policy lobbyist for the Service Employees International Union and as national political action director for the Bazelon Center for Mental Health Law. Vivian Chávez, DrPH, MPH Education: B.A., Universidad Complutense - Madrid, Spain (Spanish Philology) B.A., San Francisco State University (La Raza Studies, Behavioral and Social Sciences) M.P.H., University of California at Berkeley (Community Health Education) Dr PH., University of California at Berkeley (Community Health Education; International Health Specialty; Designated Emphasis: Women, Gender and Sexuality) Dr. Chávez s dissertation research titled: Violence in the Lives of Young Women in Urban Environments, was a qualitative study focused on female perspectives and language about youth violence. Her research interests are in community organization, collaborative leadership, youth development, violence prevention and multimedia evaluation. Chávez serves on the American Public Health Association s Health Education Health Promotion section as governing councilor; she also serves on the W. K. Kellogg Foundation National Advisory Committee for the Community Health Scholars Program. She produced A Bridge between Communities a 32-minute documentary video on the research partnership between community-based organizations in Detroit, the Center s for Disease Control and the University of Michigan. At SFSU Vivian is faculty advisor for HESA, the Health Education Student Association. Soon she will be working with the San Francisco Department of Public Health as lead evaluator on their new youth violence prevention project targeting Latina and Asian newcomer high school students. 12

14 Zoe Cardoza Clayson, ScD Education: B.A., California State Hayward (Political Science) Sc.D., The John Hopkins University School of Hygiene and Public Health (Health Policy and Management) Dr. Clayson has directed numerous projects, policy analyses and program evaluations in the areas of women s health, children s services, community economic development, and occupational and environmental health. She has been instrumental in developing new prototypes for evaluating interventions that seek to improve the overall health and well-being of communities; and, she has crafted innovative approaches to public health education using problem-based learning and multi-media methods. She has extensive experience working with low income, diverse ethnic communities as well as with small community organizations, large public agencies, statewide coalitions, international non-governmental organizations (NGO s), policymakers and foundation executives. Her current research projects include evaluation studies of the David and Lucile Packard Foundation s Communities 2000 Initiative and the National Economic Development and Law Center s Family Support Initiative. John P. Elia, Ph. D. Education: B.A., San Francisco State University (Physical Education) (1986) B.A., San Francisco State University (History) (1986) M.A., San Francisco State University (History) (1989) Advanced Study, San Francisco State University (1991) Ph.D., University of California, Davis (Education) (1997) Dr. Elia, Associate Professor of Health Education, has been on the faculty at San Francisco State University for nearly two decades. Besides teaching over a dozen courses on the undergraduate and graduate levels, he has served as Interim Chair and Associate Chair of the Department of Health Education, and is Co- Graduate Coordinator of the Masters of Public Health Program. His recent scholarship has focused on democracy and sexuality education in public schools, and he has published numerous articles and book reviews in The Educational Forum, The Journal of Sex Education and Therapy, the Journal of the History of Sexuality, and the Journal of Homosexuality. The books he has co-edited include: Sex and Relationships, 2 nd edition (2005), Readings in Contemporary Sexuality, 2 nd edition (2005), Queer Theory and Communication: From Disciplining the Queers to Queering the Disciplines (2003), and If You Seduce a Straight Person Can You Make Him Gay?: Issues in Biological Essentialism and Social Constructionism in Gay and Lesbian Identities (1993). Currently, he is co-editing two books. One of them deals with the contested terrain of queer theory and gay, lesbian, bisexual, and transgender studies, and the other volume is on sexual minority youth and school culture. Recently, he was interviewed as an expert on school-based sexuality education for a PBS video series on sociology. Most recently, he has authored encyclopedia entries on homophobia and sexuality education for The International Encyclopedia of [Homo] sexualities, Education, and Cultures (2005), as well as serving on the international advisory board of this publication. His areas of expertise are: school-based sexuality education, school health education, health promotion of sexual minority youth, youth development, history and philosophy of American education, critical pedagogy, and queer studies. He is on the editorial boards of two international peer reviewed journals, The Educational Forum and the Journal of Gay and Lesbian Issues in Education. Additionally, after many years, he continues to serve as the Associate Editor and Book Review Editor of the Journal of Homosexuality, an internationally renowned peer-reviewed journal. 13

15 Roma Guy, MSW Education: B.S., University of Maine (Major History, Minor Sociology; Teaching Credential) M.S.W., Wayne State University (Major Community Organizing, Concentration Urban Planning) Roma Guy is the practice coordinator for the internships and team placements in the MPH conjoined and sequence courses. Ms. Guy has developed innovative courses and approaches to distance learning, problem-based learning and community service learning courses on health, homeless and public policy as well as a course that focus on wealth/poverty/health and justice. Ms. Guy has supervised undergraduates and graduate students in Health Education, Social Work and Women's Studies both on and off-campus in the disciplines of health and human services, community organizing, policy and program planning. A long-time community activist in San Francisco and the Bay Area, Ms. Guy maintains her involvement with advocacy and non-profit organizations. She is a community activist for women, girls, disabled and sexuality rights; issues related to universal health care and access, multiculturalism and the civil rights of poor and disenfranchised related to race and immigrant/refugee status. She is a founder of the Women s Building, the Women s Foundation and California Women s Agenda and other community based projects. She currently serves on two policy governing boards: Health Commission, City and County of San Francisco and the Local Homeless Board. Richard Harvey, PhD Education: B.A., University of California at Santa Cruz (Psychology) M.A., San Francisco State University (Research Psychology) Ph.D., University of California at Irvine (Health Psychology) Dr. Harvey specializes in applied health psychology. He worked as a Maternal, Child and Adolescent Health (MCAH) Epidemiologist for the Orange County Health Care Agency before joining the faculty at San Francisco State University. During his graduate career training, he worked for five years encouraging high-risk high school student to stay in school during a difficult transition to college. During that time, he also worked at the UC Irvine Counseling Center running the Stress Management Program and, was a research fellow at a national Transdisciplinary Tobacco Use Research Center (TTTURC). There, he authored several papers related to factors affecting successful collaboration between university and community health officers working to reduce adolescent susceptibility to tobacco use. He is currently focusing on developing interventions for encouraging high-risk students to have the courage to stay in school and improve their health. 14

16 Mary Beth Love, PhD Education: B.A., The Pennsylvania State University, (Psychology) M.S., University of South Carolina, (Community Health Education) Ph.D., University of Massachusetts, Amherst (Community Health Education) As Department Chair, Dr. Love manages both a Master in Public Health and a Bachelor of Science in Community Health Education as well as a minor in Holistic Health. Dr. Love has been integrally involved in numerous projects aimed at diversifying the public health workforce. She has been honored three times with highly competitive grants from the US Department of Education, Fund for the Improvement of Post Secondary Education (FIPSE) to develop innovative curriculum that strengthens public health practice skills and addresses the issue of diversifying the workforce. She was pivotal in the development of the Master of Public Health Program at SFSU now in its fifth year and is the founder of Community Health Works the first academic preparation program for Community Health Workers in the country. Dr. Love is the Principal Investigator of a statewide initiative to integrate foreign trained health care providers into health and public health professions in the US. Dr. Love is the Co-Principal Investigator of a new 12 million dollar statewide prevention (TCE) initiative to reduce asthma triggers to prevent childhood asthma. Mia Luluquisen, DrPH, MPH, RN Education: B.S., University of San Francisco (Nursing) M.P.H., University of California, Berkeley (Health Policy and Administration) Dr.P.H. University of California, Berkeley (Community Health Education) Mia Luluquisen has over 30 years of working in communities focusing on social justice. She was born in the Philippines and moved to Oakland as a child. Throughout college and early adulthood, Mia became acutely aware of social and economic differences among people based on their race, ethnicity, education and other factors. In the mid-1970?s while employed as a nurse, she became very active in health care organizing and community activism around issues facing people of color and women. She helped to create and nurture the early years of the San Antonio Neighborhood Health Center (SANHC), now part of La Clinica de la Raza on International Boulevard. Throughout the late 1970 s and early 1980 s, Mia taught classes and workshops on eliminating racism and internalized oppression throughout the Bay Area, Hawaii, other parts of the U.S. and Canada Currently, Mia works with Alameda County Public Health as a Senior Program Specialist, focusing on the department's community capacity building efforts, as a planner, evaluator/researcher, and trainer/educator. Since 2002, Mia has been a part-time faculty member with San Francisco State University's MPH program, teaching community assessment, program planning and evaluation courses Additionally, Mia continues to work on national and international social justice issues and serves on the Board of Directors for the Community Health Academy, the Native American Community Board and Sariling Gawa Youth Council, Inc. Lisa Dorothy Moore, DrPH Education: B.A., University of California at Berkeley (Health Arts and Sciences); B.A., University of California at Berkeley (Physiology); M.P.H., University of California at Berkeley (Community Health Education); Dr. P.H., University of California at Berkeley (Community Health Education) Dr. Moore has directed research projects in the areas of HIV epidemiology, qualitative and quantitative evaluations of harm reduction services, tuberculosis prevention evaluation and needs assessment and process evaluations associated with the Treatment on Demand initiative in San Francisco. She has experience working with diverse racial/ethnic and sexual communities and indigent drug user communities. She has worked to develop a national agency of harm reduction education as well as on local level interventions and policies. Her current research projects include a needs assessment of occupational health and harm reduction workers, and a continuing process evaluation of Treatment on Demand, funded by CSAT. 15

17 Juliana van Olphen, PhD, MPH Education: B.A., University of California at Berkeley (Anthropology) M.P.H., University of California at Los Angeles (Population & Family) Ph.D., University of Michigan School of Public Health at Ann Arbor (Health Behavior and Health Education) Dr. van Olphen has extensive experience in the design, implementation and evaluation of intervention projects guided by a community-based participatory research (CBPR) approach. She has developed expertise in the application of CBPR principles to applied mixed method (quantitative and qualitative) research projects implemented in diverse, urban communities. Her research interests include social inequalities in health, policy analysis and development, community reintegration of ex-offenders, and community development and social capital for health. With co-authors, she developed a model to enhance understanding of the linkages between social capital and health, and is currently developing innovative strategies to build social capital for health. Most recently, she was involved in the design and implementation of a community-based policy intervention to enhance the community reintegration of substance users leaving jail in New York City, and she continues to work on parallel issues in the San Francisco Bay Area. José Ramón Fernández-Peña, MD, MPA Education: M.P.A., New York University (Health Policy and Management) MD, National Autonomous University of Mexico (Medicine) José Ramón Fernández-Peña, MD, MPA is an associate professor of Health Education at San Francisco State University and the director of the Welcome Back Initiative, a statewide demonstration project developed to assist internationally trained health professionals, residing in California, in the process of re-entering the health workforce. He is also the co-director of Community Health Works of San Francisco, a partnership program between at San Francisco State University s Department of Health Education and City College of San Francisco s Health Sciences Dept. Previously, he was director of Health Education at Mission Neighborhood Health Center in San Francisco, where he oversaw the health education activities of the Center. Before coming to California, Dr. Fernández-Peña worked with the New York City Health and Hospitals Corporation in the areas of Quality Management, Medical Affairs, and Planning. His areas of expertise include the development and implementation of programs to diversify the health workforce and to improve cross cultural communication in health. Victoria Quijano, MPH Education: B.S., San Francisco State University (Community Health Education) M.P.H., San Jose State University (Community Health Education) Victoria Quijano has experience working closely and collaboratively with community-based organizations that serve culturally, linguistically, and economically diverse populations. A Filipino-Russian American, former welfare recipient, and SFSU Health Education alumni, Ms. Quijano is intimately familiar with and committed to working with diverse and underrepresented populations. As an independent consultant in the field for over 7 years, most of her work focuses on evaluating programs that serve women on welfare particularly those who wish to pursue a college degree. Ms. Quijano has extensive experience in the areas of evaluation, program planning, and curriculum development. Most recently, she was involved in the evaluation of a three-year, wage-based welfare-to-work pilot program through the San Francisco Department of Health and Human Services. 16

18 Emma V. Sanchez, PhD, MPH Education: Masters in Public Health, San Francisco State University Sc.D., Harvard University, School of Public Health Dr. Sanchez research interests include etiological research on social inequalities in health, methodological issues in the assessment and understanding of social disparities in health and disease outcomes pertaining to race/ethnicity, immigrant status and social class, investigating geographic variation of health inequalities and integrating qualitative and quantitative methodologies to produce sound theoretical and empirical research for the purposes of guiding program planning, implementing health evaluations and informing public health policies. As part of her dissertation, Ms. Sanchez research involves examining social inequalities in overweight and obesity in relation to race/ethnicity, socioeconomic status, and the role of place, migration and integration factors. Ms. Sanchez has extensive public health experience working across settings, including academic institutions, community based organizations and government entities. Prior to starting her doctoral studies, she served on a national blue ribbon panel put together by the Centers for Disease Control and Prevention to work on developing a guide for evaluating the efforts of community based programs working to eliminate racial/ethnic disparities in health. Jessica S. Wolin, MPH, MCP Education: B.A., Vassar College (Science, Technology and Society) Masters in Public Health, UC Berkeley (Health Policy and Admin) Henrik Blum Award for Social Action, UC Berkeley 1996 Masters in City and Regional Planning, UC Berkeley (Community Development) Jessica Wolin has over a decade of experience in planning and implementing public health programs in the Bay Area. She has served in leadership and consulting positions at the San Francisco Public Health Department, Alameda County Public Health Department and numerous local non-profits working on community health issues. Along with several clinicians, Jessica Wolin founded the Women's Community Clinic, the only free clinic for women in San Francisco. Currently, JessicaWolin is the Associate Director, Community Support at the Marin Institute where she directs the organizations efforts to support communities as they engage in environmental prevention of alcohol problems. 17

19 FACULTY MPH STUDENT ADVISING Beyond general advising and career counseling, the nature of advising varies according to where students are in the MPH curriculum. Students are assigned a Faculty Advisor in the first semester at SFSU and work closely with the Practice Coordinator for specific academic and career guidance throughout their graduate experience. It is expected that students will initiate advising appointments, develop a professional relationship with their assigned advisor, and seek advice when difficulties occur. Advisors and the Practice Coordinator facilitate intellectual, professional, and personal development, and are committed to work in collaboration with students each semester. By initiating regular advising meetings, students insure professional success and enhance academic performance. In general, student and advisor roles and responsibilities are delineated as follow: Student roles and responsibilities include: Pre-registering for all courses during the SFSU touch tone timeline prior to each semester; Meeting program deadlines for internship, culminating experience and field practicum ; Meeting SFSU Graduate Division deadlines for internship, culminating experience, and graduation; Meeting course deadlines to complete requirements, follow program sequence and maintain grade point average of 3.0; Consulting early with advisor and graduate coordinator to resolve personal and community difficulties; Consulting early with instructors about difficulties related to coursework; and Notifying Health Education Department and SFSU Registrar of change of address/telephone/ . Advisor roles and responsibilities include: Holding introductory meeting with advisee; Ensuring that all advisees have passed the Graduate Essay Test (GET); Reviewing field internships (HED 892); Approving culminating experience (HED 895); Approving independent study (HED 899) or electives; Serving as chair of culminating experience (HED 895) committee; and Filing Report of Completion for Culminating Experience Approval of application for graduation. While much of the advising occurs in the context of the faculty advisor relationships, all the Faculty, as well as the Practice Coordinator, play a role in supporting the advising process. For example, at end of each semester at an MPH Faculty meeting, the Faculty participates in a discussion related to individual student status and any particular challenges that need to be addressed. This discussion serves to enhance on-going advising by providing each Advisor with an opportunity to gain a more comprehensive understanding of her/his advisee by hearing the perspectives of the other Faculty members in contact with the particular student. 18

20 ADVISING TASKS BY YEAR IN THE PROGRAM YEAR 1 The MPH student meets her/his advisor during the first semester orientation session scheduled the day before the first day of classes. This is an informal and brief opportunity to get acquainted; students can learn about their advisor s research and service expertise as well as teaching philosophy, and the advisor can learn about the student s work experience, along with reviewing statement of purpose and long term goals. Students are urged to schedule subsequent meetings as necessary. YEAR 2 In addition to ongoing advising, Year 2 includes discussion and guidance for students summer internship placement. The MPH student initiates a meeting with her/his advisor to discuss goals and competencies wish to practice at potential internship sites. The Practice Coordinator facilitates a discussion of site selection during one of the Reflective Seminars in the fall semester. Students pursue final site selection in the spring semester. Advisor listens and asks questions about the student s preferences in terms of: (1) public health issue/topic area of interest; (2) local, statewide, national, international site location; (3) private non-profit, government, business, hospital, research, academic sector; and (4) specific preceptor or agency of interest. Students are invited to schedule subsequent meetings as necessary to discuss the relationship between the internship and a potential culminating experience project. YEAR 3 The MPH student initiates a meeting with her/his advisor to discuss culminating experience possibilities and to debrief about the internship experience. In the beginning of the Fall semester, a culminating experience committee is formed with the student advisor as chair. Exceptions are made for students to work with faculty with specific experiences in their topic of interest. The advisor reviews the proposed culminating experience project and arranges an appointment with the student to review the drafts of human subjects protocol before submission. The advisor and graduate coordinator meet with the students in the spring semester to guide the culminating experience project. A minimum of three meetings are scheduled with students to advise completion of the project and prepare them to present it in written and oral format. Career options are discussed and letters of reference are completed upon request. 19

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