CONTENTS
Page
I. GENERAL DESCRIPTION 1
II. GENERAL PROGRAM REQUIREMENTS 2
III. MASTER OF PUBLIC HEALTH (M.P.H.) DEGREE 8
A. School Core Courses 8
B. Department Core Courses 8
C. Department Required Courses 9
D. Electives 11
E. Required Professional-Level Course 11
F. Field Studies 11
G. Certifications and Specializations 11
H. Articulated and Concurrent Degree Programs 13
I. Competencies 19
IV. MASTER OF SCIENCE (M.S.) DEGREE 20
A. School Core Requirements and Course Waiver Information 20
B. Department Requirements 23
1. Comprehensive Examination Option 24
2. Masters Thesis Option 24
C. Competencies 26
TABLE I CHS DEPARTMENT COURSES OFFERED 2020-21 27
APPENDIX I SAMPLE COURSE PLAN AND DEGREE CHECKLISTS 28
APPENDIX II ACCELERATED MPH POLICIES FOR
MEDICAL SCHOOL STUDENTS 31
APPENDIX III GUIDE TO FIELD EXPERIENCE (CHS 400) 33
APPENDIX IV GUIDE TO DIRECTED INDIVIDUAL STUDY (CHS 596) 34
APPENDIX V COMPREHENSIVE EXAMINATION 36
APPENDIX VI HUMAN SUBJECTS APPROVAL 37
CHS DEPARTMENT FACULTY AND THEIR RESEARCH INTERESTS 38
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I. GENERAL DESCRIPTION
The Department of Community Health Sciences is concerned with health equity and well-being for all
individuals and communities. To understand and foster optimal health among diverse communities, the
mission of the Department is to (1) prepare students to be interdisciplinary, global leaders who can
effectively address persistent and emerging public health issues, (2) conduct and disseminate innovative
research on the social determinants of health, (3) translate the findings for public health practice, and (4)
collaborate with communities in research and training.
The Department offers schoolwide professional (M.P.H.) and academic (M.S. and Ph.D.) degree programs.
Graduates of the professional programs assume positions in the planning, administration, and evaluation of
public health programs and policies. Graduates of the academic programs assume teaching, research, and
administrative positions in universities, government agencies, nongovernmental organizations, international
health agencies, and research centers.
The Department also offers articulated degrees in conjunction with the Latin American Studies program and
the School of Medicine, and concurrent degrees with the African Area Studies program; the Departments of
Asian American Studies, Social Welfare, and Urban Planning; and the School of Law.
The Department’s faculty reflects the multidisciplinary nature of public health practice on both national and
international levels. Students in the program likewise come from a variety of disciplinary and professional
backgrounds.
A minimum of 60 units of graduate and upper division coursework is required for the M.P.H. and M.S.
degrees. Candidates with a prior doctoral degree or advanced preparation in a related field may waive
certain requirements for the M.P.H. or M.S. degree, but only after formal consideration and approval by the
Department's faculty. Students must document that their prior coursework is relevant to specific
requirements in the M.P.H. or M.S. curriculum.
Information about general rules and requirements appears in the School of Public Health Program
Requirements (online at the UCLA Graduate Division website).
1
Students are responsible for the
information contained in this document. Further information may be found at the Department’s website:
http://chs.ph.ucla.edu.
1
This is the definitive statement concerning regulations for graduate programs.
See https://grad.ucla.edu/programs/school-of-public-health/public-health/#program-requirements for the
M.P.H. and https://grad.ucla.edu/programs/school-of-public-health/community-health-sciences-
department/community-health-sciences/#program-requirements for the M.S.
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II. GENERAL PROGRAM REQUIREMENTS
FOR
MASTER OF PUBLIC HEALTH (M.P.H.)
AND MASTER OF SCIENCE (M.S.)
ADMISSION REQUIREMENTS
Applicants should meet the University requirement of a Bachelor’s Degree with a minimum 3.0 grade point
average (B). Admission also requires:
Satisfactory performance on the Graduate Record Exam (GRE) taken within the last five years. There is
no minimum combined score requirement for the GRE. As a guideline, the average GRE scores for
those offered admission to the masters program in the CHS Department over the past three years are
Verbal: 72%, and Quantitative: 56%. The analytical writing section is also reviewed. MCAT or DAT
scores are accepted only for applicants already holding M.D. or D.D.S. degrees, or currently enrolled in
medical or dental school. LSAT scores are accepted only for applicants to the joint J.D./M.P.H.
program.
A minimum score of 87 on the Test of English as a Foreign Language (TOEFL), taken within the last
three years, for students whose undergraduate degree is from an institution where the primary language
of instruction is not English.
Prior work experience in community health or health education is strongly considered in the evaluation
of applicants for admission. Public health work experience is strongly preferred.
Three letters of recommendation, which should come from professors (preferably two of the three) and
employers, and should address past performance and potential as a masters student in public health.
A statement of purpose outlining academic background, personal and work experience, educational
goals, and career goals as they relate to the focus of the program.
A current resume.
The program has many more qualified applicants than can be admitted, so meeting the above minimum
requirements does not ensure admission.
For application materials, please see the Fielding School of Public Health’s website at
http://ph.ucla.edu/prospective-students/application-checklist-and-submission-instructions. All application
materials for the School’s graduate programs are available online for electronic submission at
https://grad.ucla.edu and at www.sophas.org. Students are admitted to the M.P.H. and M.S. programs for
the Fall Quarter only.
LENGTH OF STUDY PERIOD
The M.P.H. and M.S. degrees are normally obtained after six academic quarters (two years) of full-time
study. The M.P.H. also requires a 400-hour internship, usually completed in the summer between the first
and second years. The length of the course of study depends upon the academic background and experience
of the candidate.
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ADVISORS
Students are assigned a Faculty Advisor on the basis of probable compatibility of interests and availability
of faculty. This assignment is made before the start of Fall Quarter. Students’ interests mature and change
as they progress through the program. As a result, the student and/or the advisor may decide that the student
should either change advisors or work with a different faculty member on independent study courses (CHS
596). Such changes can be initiated only after consultation with, and approval by, the original and new
faculty advisors. Formally changing advisors requires a blue petition.
ACADEMIC COURSE LOAD
A normal load is 12 units per quarter; a minimum of 8 and maximum of 18 units are permitted. Only graded
courses (i.e., not Pass/Fail or Satisfactory/Unsatisfactory) can be counted toward the degree requirements.
Undergraduate-level courses (numbered 100-199) taken outside the School must have applicable content
and be approved by the student’s advisor prior to registration to count toward the degree requirements.
Students must petition to take additional units above the quarterly maximum allowed. A blue petition
(available through the Student Affairs Officer) must be signed first by the student’s advisor, then by the
Chair/Vice Chair before it is filed in the Student Affairs Office. Students must maintain an average of no
less than 3.0 (B) in all required and elective courses during graduate residence at the University of
California.
COURSE AND UNIT REQUIREMENTS
A full course is defined as four units. A total of at least 60 graduate (200-series or higher) and upper-
division (100-series) units, taken for a grade (not Pass/Fail or Satisfactory/Unsatisfactory), is required for
graduation. All students must take at least six full graduate courses. For the M.P.H. degree, at least eight
units must be 400-series courses. Only one 596 course (four units) taken in any department at UCLA may
be applied toward the six graduate courses. The 597 and 598 courses may not be applied toward the M.P.H.
degree; only four units of CHS 598 may be applied toward the M.S. degree. Up to eight units taken through
UCLA Extension may be applied toward the degree if taken before the student is enrolled in the
Department, and this requires a blue petition for approval (see below).
No fewer than 32 units must be taken in the Department. A maximum of 12 elective units from outside the
Department may count toward the 60 units.
It is possible, but not routine, for candidates with a prior doctoral degree or advanced preparation in a
related field to waive certain requirements for the M.P.H. or M.S. degree. Candidates must document how
their previous doctoral work is relevant to specific requirements in the M.P.H. or M.S. curriculum. The
request and documentation must be formally considered and approved by the Department's faculty.
BLUE PETITION
The blue petition is a form submitted to explain a student’s request to be exempted from any rule or
regulation of the masters program. It is the only way to obtain formal approval from the department, the
school, the Registrar, or whoever has authority to grant a particular request. A petition to waive a course
must be signed by the instructor of record, as well as by the student’s advisor and Department Chair/Vice
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Chair. The blue petition may be obtained only from the Student Affairs Officer (SAO). All petitions should
be filed as soon as possible.
COMPREHENSIVE EXAMINATION
All M.P.H. students must successfully pass the CHS Department’s Comprehensive Exam. The
Comprehensive Exam is held once each Fall and Spring quarter. For additional details, see Appendix V.
M.S. students who opt to complete the research paper instead of a masters thesis must also pass the
Comprehensive Exam.
FILING FEE
The filing fee allows students to pay a nominal fee to complete their final degree requirements—
comprehensive exam for M.P.H. students, and report/thesis for M.S. students—in their final quarter instead
of paying full tuition and fees. All other degree requirements must be completed, meaning that students
must complete all required coursework and advance to candidacy during the quarter before they intend to
be on filing fee. While on filing fee, students cannot enroll in courses, work as an Academic Apprentice
Personnel (AAP) (i.e. GSR, TA) or student staff title, or receive financial aid (loans, fellowships). Certain
student services are also suspended. Students may be on filing fee status only once. If students are
unsuccessful in passing the comprehensive exam and/or submitting the M.S. report/filing the M.S. thesis
during the filing fee usage quarter, they are not eligible to apply for filing fee status again and must reapply
for admission to continue their masters program. A student seeking to use the filing fee must submit a
completed application with all necessary approvals by the established 5 p.m. PT deadline of the Filing Fee
usage term. For Fall, Winter, and Spring academic terms, the application deadline is the Tuesday of Week
1 of the Filing Fee usage term.
Eligibility Criteria:
1. All formal requirements for the degree, except for taking the masters comprehensive examination
and/or submitting the M.S. report, or filing the M.S. thesis, must be completed before the first day
of classes;
2. Since last being registered and up to the first day of classes, the combined use of University
facilities and faculty time must not exceed 12 hours;
3. During the quarter in question, the thesis committee must have suggested only stylistic and/or
typographical changes in the M.S. thesis OR M.S. report; and
4. The student must have been registered in the previous academic term.
For full information please see https://grad.ucla.edu/academics/graduate-study/filing-fee-application/.
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ADVANCEMENT TO CANDIDACY FOR GRADUATION
Students who wish to graduate must petition for advancement to candidacy. Advancement to candidacy is a
requirement for all M.P.H. and M.S. degree students; a workshop for it is held at the beginning of a
student’s second Winter quarter. If a student misses the workshop, the petition for advancement to
candidacy is available from the Student Affairs Officer. It must be completed, signed by the student’s
advisor, and returned to the Student Affairs Office. The deadline for Advancement to Candidacy for Fall or
Winter quarter is generally the first week of that quarter. The Student Affairs Office regularly notifies
potential graduates of the specific due dates. Students going on filing fee must advance to candidacy the
previous quarter before the quarter they apply for filing fee.
DISQUALIFICATION AND APPEAL
Failure to maintain a 3.0 grade point average may result in dismissal. Students experiencing academic
difficulty should immediately consult their advisor to discuss ways of improving their coursework. A
student whose grade point average has fallen below this standard must achieve a 3.0 by the end of the
following term. Failure to complete required coursework within seven terms of enrollment may result in
termination. The conditions that could result in this action, along with procedures for appeal, are described
in detail on the UCLA website, under “Standards and Procedures for Graduate Study at UCLA”:
http://www.gdnet.ucla.edu/gasaa/library/spintro.htm. A student may appeal dismissal directly to the CHS
Department (their advisor and the Chair/Vice Chair).
ACADEMIC INTEGRITY
Members of the University community are expected to credit others’ ideas and information accurately, and
to complete exams and projects independently when so required. A summary of types of issues that can lead
to sanctions is available at http://www.deanofstudents.ucla.edu/Portals/16/Documents/StudentGuide.pdf.
A useful guide on avoiding plagiarism is available at http://guides.library.ucla.edu/citing. Depending on
the type of the lapse in integrity, action can be determined by the instructor in consultation with Department
leadership, or may be referred to the UCLA Dean of Students for evaluation of the charges and
determination of sanctions.
PROCEDURES FOR COMPLAINTS
Bias, harassment, or unfair treatment is contrary to our educational commitments and University policy.
Complaints should be discussed first with the Departmental leadership (Vice Chair or Chair), with appeals
at the Dean’s level and finally through the Vice Chancellor’s office. The formal procedure to file a campus-
level complaint of illegal discrimination is at http://www.adminpolicies.ucla.edu/pdf/230-1.pdf.
All gender-based discrimination, including sexual harassment, assault, and violence:
o Title IX Team, https://equity.ucla.edu/about-us/our-teams/civil-rights-office/title-ix/
All disability claims if seeking investigation:
o ADA & 504 Compliance Office, https://www.ada.ucla.edu/
All other discrimination claims:
o Against faculty: Discrimination Prevention team of the Office of Equity, Diversity and
Inclusion, https://equity.ucla.edu/about-us/our-teams/civil-rights-office/discrimination-
prevention/
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o Against staff: Staff Diversity & Compliance, https://www.chr.ucla.edu/staff-
diversity/filing-an-eeo-complaint
o Against student: Office of Dean of Students, http://www.deanofstudents.ucla.edu/
To report violent behavior or threats of harm affecting the workplace:
o Behavioral Intervention Team, https://www.chr.ucla.edu/behavioral-intervention-team
The Campus Ombuds office, http://www.ombuds.ucla.edu/, is helpful when deciding how to handle
complaints, and the Sexual Harassment Prevention office, http://www.sexualharassment.ucla.edu, provides
a range of alternatives to the formal grievance process.
HONORS, AWARDS, AND FELLOWSHIPS
During the year, students receive announcements about the availability of various honorary and financial
awards. Some of these awards require a departmental nomination. Students should discuss their eligibility
for awards with their advisor.
Limited funds may be available from the School to partially subsidize travel to professional conferences at
which students make presentations. Funding varies from year to year. Application instructions are provided
by the Student Affairs Officer at the beginning of the academic year. and should be submitted before the
conference.
PROFESSIONAL DEVELOPMENT
In addition to coursework, students are encouraged to improve their professional skills through attending
professional development workshops offered through the School (required as part of CHS 400) as well as
self-study in areas that they are likely to need in the workforce. Employers have told us that they value the
ability to use Excel for both budgeting and data analysis. A number of websites offer free training in Excel,
PowerPoint, and other standard programs.
ENGLISH AS A SECOND LANGUAGE
All entering UCLA graduate students whose first language is not English and who have not otherwise
satisfied the ESL requirement are required to take the English as a Second Language Placement Exam
(ESLPE). Students may be exempt from this requirement, or may be required to take up to two graduate
writing courses: ESL 300 and 301.. Students may take the exam only once. The ESLPE is offered ONCE
every quarter during the academic year only. In Fall it is offered four times. Students must register at the
Writing Programs website at www.wp.ucla.edu (under “Placement Exam Schedule” then “ESLPE”).
Students must make note of the time for which they register. Students who fail to register for the scheduled
exam must wait until the next exam is offered. The department does not administer individual exams. For
more information, please see https://www.internationalcenter.ucla.edu/resources/esl#graduate-students.
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STUDENTS WITH DISABILITIES
Students with documented permanent or temporary disabilities are encouraged to consult with the Center
for Accessible Education (CAE), http://www.cae.ucla.edu, (310) 825-1501. The philosophy and mission of
the program is to encourage independence, assist students in realizing their academic potential, and
facilitate the elimination of physical, programmatic, and attitudinal barriers. Students are advised to register
and to make arrangements for accommodations for courses (e.g., examinations) and for degree requirements
(e.g., comprehensive examinations) in advance of the due dates for these requirements.
EXECUTIVE PROGRAM FOR HEALTH PROFESSIONALS
Working professionals who are unable to pursue a degree program during their regular working hours may
earn the M.P.H. degree by completing coursework in once-a-month weekend sessions during the academic
year. Courses are taught by faculty members in the Fielding School of Public Health. Applicants are
expected to fulfill the minimum overall requirements for admission to the M.P.H. program. In addition, they
must have at least three years of professional experience or its full-time equivalent. For further information,
contact the Program at (310) 794-7500, or go to the Program’s website at http://mphhp.ph.ucla.edu.
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III. MASTER OF PUBLIC HEALTH (M.P.H.) DEGREE
The Master of Public Health is a professional degree in the field of public health. The objective of the
program is to have the student acquire broad knowledge related to professional skills with a focus on public
health practice.
The M.P.H. degree requires all students to take the schoolwide core course, four Department core courses,
and four other courses within the Department (see page 9). Elective courses are used to bring the student to
the minimum number of required graduate or upper-division units. A maximum of 8 elective units from
outside the Department may count towards the minimum number of units. All courses for the M.P.H.
degree must be taken for a letter grade.
A. School Core Courses
(20 units)
8 units Public Health 200A Foundations in Public Health (Fall)
8 units Public Health 200B Foundations in Public Health (Winter)
4 units PH 401 (Fall of 2
nd
Year) Public Health as a Profession
PH 200 A and B introduce students to the foundational concepts, definitions, historical milestones, and
essential methods in the core disciplines of public health. Using a mix of traditional lecture presentations,
active-learning case-based classroom discussions, lab sessions, and team-based community projects,
students will learn essential knowledge about public health as well as the skills needed to be effective
public health professionals. This includes oral and written presentation skills for relevant audiences, data
analytic skills, and multidisciplinary team-building skills working with fellow students from every
department in the School.
B. Department Core Courses
(16 units)
4 units CHS 210 (Fall only) Community Health Sciences (must be taken
in Fall of first year)
8 units CHS 211A (Winter only) Program Planning, Research, and
CHS 211B (Spring only) Evaluation in Community Health Sciences (must
be taken in Winter and Spring of first year)
4 units CHS 400 Field Studies in Public Health
(400 hours of fieldwork)
NOTES:
Students with a grade of B or lower in CHS 211 A or B should consult with their advisors to
determine what supplemental courses should be taken to ensure that the degree competencies have
been mastered. Students with a grade of C+ or lower in any of the department core courses are
required to meet with their faculty advisor for guidance.
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In addition to CHS 400, students are required to take one more 400-level course in the CHS Department.
The second 400-level course may also be counted as a curricular area course (see section C below).
C. Department Required Courses
(16 units)
Students are required to select one course from each of the three curricular areas of A) Public Health
Practice, B) Populations, and C) Individual and Structural Influences (12 units total). The courses for these
three areas are listed below. New CHS department courses will be added to these areas as appropriate. Not
all CHS courses fulfill a curricular area. No substitutions or exceptions are allowed.
In addition, students are required to take at least one additional course (4 units) within CHS. An additional
course that includes elements of program planning or evaluation, similar to CHS 211 A&B, is strongly
recommended for students in the second year of the program. This additional course does not have to be
from one of the three curricular areas. If a student enrolls in the non-CHS side of a multiple-listed course
(where the letter M precedes the course number), that course will count as an outside course, not a CHS
course.
A. Public Health Practice
B. Populations
C. Individual and Structural
Influences
212: Advanced Social Research
Methods in Health
200: Global Health Problems
220: Racism and Public Health:
Social Epidemiologic Approaches
213: Research in Community and
Patient Health Education
205: Immigrant Health
224: Social Determinants of Nutrition
and Health
M216: Qualitative Research
Methodology
M208: Introduction to
Demographic Methods
227: Conceptualizing and Measuring
Structural Racism
M218: Questionnaire Design and
Administration
M209: Population Models and
Dynamics
229: Policy and Public Health
Approaches to Violence Prevention
M228: Introduction to Mixed
Methods Research
226: Women’s Health and Well-
Being
235: Influence of Social and Physical
Environment on Racial Health
Disparities
238: Evolving Paradigms of
Prevention: Interventions in
Adolescence
231: Maternal and Child
Nutrition
247: Population Change and Public
Policy
257: Program Planning in
Community Disaster Preparedness
M239: Race, Ethnicity, and
Culture as Concepts in Practice
and Research
M250: HIV/AIDS and Culture in
Latin America
258: Cooperative Interagency
Management in Disasters
240: Child and Reproductive
Health in Communities: Global
Environmental Perspective
M263: Social Demography of Los
Angeles
271: Health-Related Behavior
Change
246: Women’s Roles and Family
Health
M272: Social Epidemiology
276: Complementary and
Alternative Medicine
M260: Health and Culture in
Americas
284: Sociocultural Aspects of Mental
Health
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A. Public Health Practice
B. Populations
C. Individual and Structural
Influences
282: Social Marketing for Health
Promotion and Communication
M264: Latin America:
Traditional Medicine,
Shamanism, and Folk Illness
291: Health Policy and Aged
283: Evidence-Based Health
Promotion Programs for Older
Adults
290: Race, Class, Culture, and
Aging
293: Social and Behavioral Research
in AIDS: Roundtable Discussion
288:Health Communication in
Popular Media
M294: Social and Behavioral
Factors of HIV/AIDS: Global
Perspective
M430: Building Advocacy Skills:
Reproductive Health Focus
292: Information Technology for
Health Promotion &
Communication
427: Reproductive Health in Sub-
Saharan Africa
440: Public Health and National
Security at U.S.-Mexico Border
295: Overview of Emergency
Public Health
431: Foundations of
Reproductive Health
448: Nutrition Policies and Programs:
Domestic and International
Perspectives
441: Planning and Evaluation of
Global Health Programs
432: Perinatal Healthcare:
Principles, Programs, and
Policies
449: Nutrition and Chronic Disease
444: Anthropometric and Dietary
Aspects of Nutritional Assessment
434A: Maternal and Child Health
in Developing Areas
CM470: Improving Worker Health:
Social Movements, Policy Debates,
and Public Health
451: Post-Disaster Community
Health
447: Health and Social Context
in Middle East
484: Risk Communications
477: Health Disparities, Health
Equity, and Sexual Minority
Populations
485: Resource Development for
Community Health Programs
487: Community Organization for
Health
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D. Electives
(8 units)
Students must take eight units of elective courses to meet the 60-unit minimum for the M.P.H. degree. A
maximum of eight units from outside the Department may count towards the 60 graduate or upper-division
units. Any 100-199 level course outside the Fielding School of Public Health must be blue-petitioned to
count as an elective. Courses numbered 0-99 within or outside the Fielding School of Public Health cannot
be blue-petitioned to count as an elective. If a student enrolls in the non-CHS side of a cross-listed course,
where the letter M precedes the course number, that course will count as an outside course, not a CHS
course.
Students have the option of concentrating their studies in a specific area, as described in section G,
“Certifications and Specializations.”
E. Required Professional-Level Course
In addition to CHS 400 (Field Studies), students are required to take one more 400-series (401-499) course
in the CHS Department. The second 400-series course may also be counted as a curricular area course (see
C, above) or an elective (see D, above).
F. Field Studies
Field Studies/Fieldwork/Field Experience Requirements. All students are required to complete a practical
fieldwork experience, CHS 400 (4 units), which requires a minimum of 400 hours in the field. Fieldwork
takes place in a health agency or organization in the community, under the supervision of a qualified public
health professional. Most students arrange to do their fieldwork experience in the summer between the two
years of study, but other arrangements are possible. Students must have a GPA of at least 3.0, and must
have completed CHS 210 and 211 A and B, prior to conducting fieldwork. The Department maintains a
Field Program Office; the Director of Field Studies is responsible for supervising student fieldwork
experiences. See Appendix III for full details and refer to the Field Studies website at
http://chs.ph.ucla.edu/academics/field-studies.
G. Certifications and Specializations
Certificate in Population and Reproductive Health
Offered by the UCLA Bixby Center on Population and Reproductive Health, this certificate program is for
students who wish to develop expertise in population and reproductive health. The certificate represents the
completion of appropriate coursework and fieldwork and competency in population and reproductive health
policies and programs, socioeconomic and behavioral factors, program design and evaluation, health
education, and ethics and advocacy. For more information, see the Bixby Program website at
http://bixby.ucla.edu.
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Child and Family Health Leadership Training Program
The Child and Family Health Leadership Training Program is offered by the UCLA Center for Healthier
Children, Families, and Communities. At least 12 units in the training program are recommended. While
some of the courses focus on children and families in general, others focus on special populations, such as
children with special health care needs, pregnant women and newborns, adolescents, or abused and
neglected children. Students with an interest in these and other special populations can tailor their course
selections accordingly with the consent of the advisor. For more information, see the Center for Healthier
Children, Families and Communities website at
http://www.healthychild.ucla.edu/pages/child-family-health-leadership-training/.
Food Studies Certificate
With food security and environmental sustainability becoming increasing global concerns, there is an
urgency to educate the next generation of leaders with strong interdisciplinary foundations. The Food
Studies graduate certificate program offers UCLA Ph.D., M.A., M.S., and professional school students the
opportunity to investigate this growing field. The program will prepare students from diverse disciplines to
address complex topics that span food cultures and histories, nutrition and public health, food policy and
food justice, urban planning, and agrifood systems and the environment. For more information, see the
certificate program website at https://chs.ph.ucla.edu/ucla-food-studies-graduate-certificate-program.
Global Health Certificate
The UCLA Center for Global and Immigrant Health will award a certificate in Global Health to any UCLA
graduate or professional student who meets the coursework, fieldwork, project, and seminar requirements as
described at http://ph.ucla.edu/academics/degrees/certificates/global-health-certificate. In conferring a
Global Health Certificate, the UCLA Fielding School of Public Health recognizes a student's capability to
work as a public health or health care professional with a global health perspective. For more information,
contact [email protected].
Specialization in Health Education/Promotion
Students focusing in health education/promotion may select coursework to meet the requirements for the
Society for Public Health Education; see http://chs.ph.ucla.edu/specializations-and-certifications. Students
completing this coursework are prepared to take the Certified Health Education Specialist national exam;
see http://www.nchec.org/.
Specialization in Public Health and Disasters
The specialization in the area of public health and disasters explores the adverse public health effects of
disasters and both the public health and emergency management principles that can be applied to reduce
those effects. Students interested in specializing in this area are advised to follow an academic pathway that
includes four core courses through the Center for Public Health and Disasters (CPHD). Students who
satisfactorily complete the four courses will be given a letter outlining their specialization in the area of
public health and disasters. In addition to these four courses, it is recommended that students meaningfully
participate in a disaster-related research project or a relevant field internship, such as with an emergency or
public health agency. Students who satisfactorily complete the research or internship will be given a letter
outlining their specialization with distinction in the area of public health and disasters. For more
information, see the CPHD website at http://www.cphd.ucla.edu.
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For a listing of the research and training centers affiliated with the Fielding School of Public Health, see
https://ph.ucla.edu/research/centers-and-programs .
For additional information, see the Departmental website at http://chs.ph.ucla.edu/academics/degree-
programs.
NOTE: A student must complete all requirements before participating in commencement.
H. Articulated and Concurrent Degree Programs
The Department offers articulated degrees in conjunction with the Latin American Studies program (M.A.)
and the School of Medicine (M.D.), and concurrent degrees with the African Area Studies program (M.A.);
the Departments of Asian American Studies (M.A.), Social Welfare (M.S.W.), and Urban Planning
(M.U.R.P.); and the School of Law (J.D.). The following is an outline of the M.P.H. degree requirements
for each dual program. Students who are interested in pursuing an articulated or concurrent degree should
contact the CHS Student Affairs Officer and the Student Affairs Officer of the targeted program. Please
note that the articulated M.P.H-M.D. program is open only to current UCLA medical students.
Program Requirements for the J.D./M.P.H. in Community Health Sciences Concurrent Degree
The J.D./M.P.H. program with a specialization in Community Health Sciences requires a minimum of 60
quarter units in the M.P.H. program, taken for a letter grade. All students must take at least six graduate
courses. At least eight units must be 400-series courses. No fewer than 32 units must be taken in the
Community Health Sciences Department.
M.P.H. in Community Health Sciences Requirements
for the Concurrent J.D./M.P.H.
REQUIRED COURSES
Public Health 200A
8 units
Public Health 200B
8 units
Community Health Sciences 210
4 units
Community Health Sciences 211A
4 units
Community Health Sciences 211B
4 units
Community Health Sciences 400
400 hours of fieldwork
4 units
Public Health Practice Course
4 units
Populations Course
4 units
Individual and Structural Influences Course
4 units
4-unit course in Community Health Sciences
4 units
Public Health 401
4 units
REQUIRED UNIT TOTAL IN THE M.P.H. PROGRAM
See note below.
52
CAPSTONE
Masters Comprehensive Exam, taken in the Fall or Spring Quarter
14
The remaining eight units of the regular 60-unit requirement for the M.P.H. degree are fulfilled through
courses taken for the J.D. degree. The J.D./M.P.H. program allows students to use a maximum of eight
quarter units of Law coursework to be applied toward both the J.D. degree and the M.P.H. degree through a
pro forma petition to the Graduate Division upon application for advancement to candidacy. Please consult
with the School of Law for the J.D program requirements.
Program Requirements for the M.A. in African Studies/M.P.H. in Community Health Sciences
Concurrent Degree
The M.A. in African Studies/M.P.H. program with a specialization in Community Health Sciences requires
a minimum of 60 quarter units in the M.P.H. program, taken for a letter grade. All students must take at
least six graduate courses. At least eight units must be 400-series courses. No fewer than 32 units must be
taken in the Community Health Sciences Department.
M.P.H. in Community Health Sciences Requirements
for the Concurrent M.A. in African Studies/M.P.H.
REQUIRED COURSES
Public Health 200A
8 units
Public Health 200B
8 units
Community Health Sciences 210
4 units
Community Health Sciences 211A
4 units
Community Health Sciences 211B
4 units
Community Health Sciences 400
400 hours of fieldwork
4 units
Public Health Practice Course
4 units
Populations Course
4 units
Individual and Structural Influences Course
4 units
4-unit course in Community Health Sciences
4 units
Public Health 401
4 units
REQUIRED UNIT TOTAL IN THE M.P.H. PROGRAM
See note below.
52
CAPSTONE
Masters Comprehensive Exam, taken in the Fall or Spring Quarter
The remaining eight units of the regular 60-unit requirement for the M.P.H. degree are fulfilled through
courses taken for the M.A. degree. The M.A. in African Studies/M.P.H. program allows students to use a
maximum of eight quarter units of African Studies coursework to be applied toward both the M.A. degree
in African Studies and the M.P.H. degree through a pro forma petition to the Graduate Division upon
application for advancement to candidacy. Please consult with African Studies for the M.A. program
requirements.
Program Requirements for the M.A. in Asian American Studies/M.P.H. in Community Health Sciences
Concurrent Degree
The M.A. in Asian American Studies/M.P.H. program with a specialization in Community Health Sciences
requires a minimum of 60 quarter units in the M.P.H. program, taken for a letter grade. All students must
take at least six graduate courses. At least eight units must be 400-series courses. No fewer than 32 units
must be taken in the Community Health Sciences Department.
15
M.P.H. in Community Health Sciences Requirements
for the Concurrent M.A. in Asian American Studies/M.P.H.
REQUIRED COURSES
Public Health 200A
8 units
Public Health 200B
8 units
Community Health Sciences 210
4 units
Community Health Sciences 211A
4 units
Community Health Sciences 211B
4 units
Community Health Sciences 400
400 hours of fieldwork
4 units
Public Health Practice Course
4 units
Populations Course
4 units
Individual and Structural Influences Course
4 units
4-unit course in Community Health Sciences
4 units
Public Health 401
4 units
REQUIRED UNIT TOTAL IN THE M.P.H. PROGRAM
See note below.
52
CAPSTONE
Masters Comprehensive Exam, taken in the Fall or Spring Quarter
The remaining 8 units of the regular 60-unit requirement for the M.P.H. degree are fulfilled through courses
taken for the M.A. degree. The M.A. in Asian American Studies/M.P.H. program allows students to use a
maximum of 8 quarter units of Asian American Studies coursework to be applied toward both the M.A.
degree in Asian American Studies and the M.P.H. degree through a pro forma petition to the Graduate
Division upon application for advancement to candidacy. Please consult with Asian American Studies for
the M.A. requirements.
Program Requirements for the M.A. in Latin American Studies/M.P.H. in Community Health Sciences
Articulated Degree
The M.A. in Latin American Studies/M.P.H. program with a specialization in Community Health Sciences
requires a minimum of 60 quarter units in the M.P.H. program, taken for a letter grade. All students must
take at least six graduate courses. At least eight units must be 400-series courses. No fewer than 32 units
must be taken in the Community Health Sciences Department.
M.P.H. in Community Health Sciences Requirements
for the Articulated M.A. in Latin American Studies/M.P.H.
REQUIRED COURSES
Public Health 200A
8 units
Public Health 200B
8 units
Community Health Sciences 210
4 units
Community Health Sciences 211A
4 units
Community Health Sciences 211B
4 units
Community Health Sciences 400
400 hours of fieldwork
4 units
Public Health Practice Course
4 units
Populations Course
4 units
Individual and Structural Influences Course
4 units
4-unit course in Community Health Sciences
4 units
16
Public Health 401
4 units
Additional Elective(s)
May not be used towards the M.A. in Latin American Studies.
8 units
REQUIRED UNIT TOTAL IN THE M.P.H. PROGRAM
60
CAPSTONE
Masters Comprehensive Exam, taken in the Fall or Spring Quarter
No courses or exams taken for the M.P.H. degree may apply to the M.A. degree. Please consult Latin
American Studies for the M.A. program requirements.
Program Requirements for the M.D./M.P.H. in Community Health Sciences Articulated Degree
The M.D./M.P.H. program with a specialization in Community Health Sciences requires a minimum of 60
quarter units in the M.P.H. program, taken for a letter grade. All students must take at least six graduate
courses. At least eight units must be 400-series courses. No fewer than 32 units must be taken in the
Community Health Sciences Department.
M.P.H. in Community Health Sciences Requirements
for the Articulated M.D./M.P.H.
REQUIRED COURSES
Public Health 200A
8 units
Public Health 200B
8 units
Community Health Sciences 210
4 units
Community Health Sciences 211A
4 units
Community Health Sciences 211B
4 units
Community Health Sciences 400
400 hours of fieldwork
4 units
Public Health Practice Course
4 units
Populations Course
4 units
Individual and Structural Influences Course
4 units
4-unit course in Community Health Sciences
4 units
Public Health 401 or equivalent course (via blue petition)
4 units
Additional Elective(s)
May not be used towards the M.D. degree.
8 units
REQUIRED UNIT TOTAL IN THE M.P.H. PROGRAM
60
CAPSTONE
Masters Comprehensive Exam, taken in the Fall or Spring Quarter
No courses or exams taken for the M.P.H. degree may apply to the M.D. degree. Please see Appendix II for
a sample accelerated timeline for students who must return to their medical program after 12 months. This
program is only open to current UCLA medical students.
Program Requirements for the M.S.W./M.P.H. in Community Health Sciences Concurrent Degree
The M.S.W./M.P.H. program with a specialization in Community Health Sciences requires a minimum of
60 quarter units in the M.P.H. program, taken for a letter grade. All students must take at least six graduate
courses. At least eight units must be 400-series courses. No fewer than 32 units must be taken in the
Community Health Sciences Department.
17
M.P.H. in Community Health Sciences Requirements
for the Concurrent M.S.W/M.P.H.
REQUIRED COURSES
Public Health 200A
8 units
Public Health 200B
8 units
Community Health Sciences 210
4 units
Community Health Sciences 211A
4 units
Community Health Sciences 211B
4 units
Community Health Sciences 400
400 hours of fieldwork
4 units
Public Health Practice Course
4 units
Populations Course
4 units
Individual and Structural Influences Course
4 units
4-unit course in Community Health Sciences
4 units
Public Health 401
4 units
REQUIRED UNIT TOTAL IN THE M.P.H. PROGRAM
See note below.
52
CAPSTONE
Masters Comprehensive Exam, taken in the Fall or Spring Quarter
The remaining eight units of the regular 60-unit requirement for the M.P.H. degree are fulfilled through
courses taken for the M.S.W. degree. The M.S.W./M.P.H. program allows students to use a maximum of
eight quarter units of Social Welfare coursework to be applied toward both the M.S.W. degree and the
M.P.H. degree through a pro forma petition to the Graduate Division upon application for advancement to
candidacy. Please consult with Social Welfare for the M.S,W. program requirements.
This is a structured program. Students begin one program in their first year, begin the other program in their
second year, and finish all remaining degree requirements in their third year.
Program Requirements for the M.U.R.P./M.P.H. in Community Health Sciences Concurrent Degree
The M.U.R.P./M.P.H. program with specialization in Community Health Sciences requires a minimum of at
least 60 quarter units in the M.P.H. program, taken for a letter grade. All students must take at least six
graduate courses. At least eight units must be 400-series courses. No fewer than 32 units must be taken in
the Community Health Sciences Department.
M.P.H. in Community Health Sciences Requirements
for the Concurrent M.U.R.P./M.P.H
REQUIRED COURSES
Public Health 200A
8 units
Public Health 200B
8 units
Community Health Sciences 210
4 units
Community Health Sciences 211A
4 units
Community Health Sciences 211B
4 units
Community Health Sciences 400
400 hours of fieldwork related to both Public Health and Urban Planning
4 units
Public Health Practice Course
4 units
Populations Course
4 units
18
Individual and Structural Influences Course
4 units
4-unit course in Community Health Sciences
4 units
Public Health 401
4 units
Additional Elective(s)
May not used towards the M.U.R.P. degree. See note below.
4 units
REQUIRED UNIT TOTAL IN THE M.P.H. PROGRAM
56 units
CAPSTONE
Masters Comprehensive Exam, taken in the Fall or Spring Quarter
The remaining four units of the regular 60-unit requirement for the M.P.H. degree are fulfilled through
courses taken for the M.U.R.P. degree. The M.U.R.P./M.P.H. program allows students to use a maximum
of four quarter units of Urban Planning coursework to be applied toward both the M.U.R.P. degree and the
M.P.H. degree through a pro forma petition to the Graduate Division upon application for advancement to
candidacy. Please consult with Urban Planning for the M.U.R.P. program requirements.
This is a structured program. Students begin one program in their first year, begin the other program in their
second year, and finish all remaining degree requirements in their third year.
19
I. Competencies
Upon graduation, a student with an M.P.H. should be able to do the following:
Competency
Source of Training
& Evaluation
1. Analyze the social determinants of health at multiple levels to
identify social or behavioral intervention opportunities.
CHS 210
2. Apply social or behavioral theories, models, or frameworks to
understanding or ameliorating a public health problem.
CHS 210
3. Write a professional-level program justification for specific
health problems, including a problem, a population description,
and a needs assessment.
CHS 211A
4. Develop a comprehensive social or behaviorally-based
intervention to address a health problem, including a basic
process and outcome evaluation plan and a dissemination plan.
CHS 211 A&B
5. Describe specific program evaluation methods that have been
applied to previous social or behaviorally-based public health
intervention
CHS 211B
6. Explain the key ethical issues in program design and evaluation.
CHS 211 A&B
7. Critique the design of, and inferences drawn from, evaluations of
existing community health interventions.
CHS 211B
Evaluation of competencies to be demonstrated through:
CHS 210: Exams
CHS 211 A&B: Exams and final projects
20
IV. MASTER OF SCIENCE (M.S.) DEGREE
The Master of Science in Community Health Sciences is a research-oriented degree that emphasizes
community or psychosocial research within the general field of public health. It requires completing the
coursework listed below and concludes with a capstone assignment which can be completed in either of two
ways (details below):
Option 1: Completion of the Department comprehensive examination and a major written
report on a topic selected by the student in consultation with his/her faculty advisor
or another CHS faculty member (by blue petition). It can be an analysis of
secondary data that may be submitted as an abstract to a scientific meeting, such as
that of APHA or another professional organization.
Option 2: Development of a research project leading to a formal masters thesis. It may be
original research or secondary data analysis. A concept paper is submitted to the
thesis committee (two faculty members from CHS) for approval. The committee
reviews the thesis, provides comments and suggestions, and signs off. There is no
formal defense of the thesis. The thesis is filed with Graduate Division.
A. School of Public Health Core Requirements
(12 units)
4 units Biostat 100A Introduction to Biostatistics
4 units Biostat 100B Introduction to Biostatistics
4 units Epidemiology 100 Principles of Epidemiology
Students may replace Epi 100 with Epi 200 A and B or PH 200 A and B. Students must file a
blue petition for this substitution upon successfully passing the course/course series.
Course Waiver: M.S. students who have recently completed courses equivalent to one or more of
the required School core courses may request a waiver examination (see pages 21-22). A student who
passes a waiver examination waives only the course requirement, not the units requirement. The student
must file a blue petition for the substitution.
21
Course Waiver Information
Biostatistics 100A & B--Introduction to Biostatistics
NOTE: Biostatistics 100A will be offered in the Fall quarter; 100B will be offered in the Winter quarter.
The Biostatistics 100A waiver exam will be given on:
Tuesday, September 29, 2020
Time TBD
Students who want to waive the requirement for 100A must have taken a college-level course equivalent to
100A, AND pass the waiver examination.
To sign up, email Ms. Roxy Naranjo at [email protected] in the Biostatistics Department Office, no
later than 12:00 noon, Monday, September 28, 2020, and attach a transcript showing that they have had a
college-level course equivalent to Biostatistics 100A (including the use of an appropriate statistical software
package), and a copy of the course syllabus. Signups are official only after the Chair of the Department of
Biostatistics approves the request to take the exam. No written material may be brought to the exam. The
exam is closed-book. Calculators are allowed.
Most of the subject matter for Biostatistics 100A is covered in O.J. Dunn and V.A. Clark, Basic Statistics:
A Primer for the Biomedical Sciences, 3
rd
edition (D&C), or David Moore and George McCabe,
Introduction to the Practices of Statistics, 3
rd
edition (M&M). Relevant material can be found in the
following chapters:
Topics
D&C (chapters)
M&M (chapters)
Graphical Methods
3
1.1
Descriptive Statistics; Summaries
3, 4
1.2
Design, Sampling
2
3
Probability, Random Variables, Distribution
5
1.3, 4, 5
Sampling Distributions, Principles of Inference
6
6
Confidence Intervals, Test for Means
6, 7
7.1, 7.2
Inference for Proportions
8, 9
8, 9
A page of formulas will be provided. Also, methods for paired enumeration data are not fully covered in
these texts, so a supplement is available. See https://biostat.ucla.edu/100a-waiver.
For Biostatistics 100B, there is no waiver exam. To waive out of the course, a student must present
evidence of an equivalent course to the Biostatistics Department and have a blue petition signed.
22
Epidemiology 100--Principles of Epidemiology
This course will be offered in Spring quarter for graduate students. . The waiver exam will be given on:
Date TBD
Time TBD
The waiver exam is offered ONLY ONCE EACH YEAR, in the fall. Students who have previously taken
a college- or graduate-level course in epidemiology may apply to take an exam to waive out of the
course. Upon successful completion of the exam, students will not be required to take Epidemiology 100
but will be required to make up the units in accordance with their department’s requirements.
To petition to take the exam, students must provide proof (e.g., a photocopy of transcript) that they have
taken a course equivalent to Epidemiology 100 and provide a course description from the school’s catalog
or a course syllabus. Requests to take the exam must be approved by the Administrator of the Exam or the
Department Chair for Epidemiology.
If you are interested in taking the Epi 100 Waiver Exam, please submit in a single pdf document titled:
Last Name, First Initial_2019Epi100Waiver:
1. a course description from the school’s catalog or the course syllabus, and
2. proof (e.g., unofficial transcript) of having taken a course equivalent to Epidemiology 100.
Information about how to sign up for the waiver exam will be provided once the date and the time of the
exam is determined. Questions may be directed to Joy Miller, jdmiller@ph.ucla.edu.
23
B. Department Requirements
(48 units)
4 units Biostat 406 Applied Multivariate Biostatistics
4 units CHS 210 (Fall only) Community Health Sciences (must be taken
in Fall of first year)
8 units CHS 211A (Winter only) Program Planning, Research, and Evaluation
CHS 211B
2
(Spring only) in Community Health Sciences (must be taken in
Winter & Spring of first year)
4 units CHS 212 Advanced Social Research Methods in Health
(or equivalent course approved by instructor
of 212)
4 units PH 201 Fundamentals of Public Health
24 units Electives Selected in consultation with advisor
NOTES: MS students who do not have a degree from a CEPH accredited school of public health
are required to take PH 201, which is offered every Fall quarter.
Except for CHS 598, courses taken for S/U grading may not be applied toward the degree
requirements. All graduate courses especially designed for programs leading to graduate degrees
other than the M.A., M.S., and Ph.D. are numbered in the 400 series. These may not be used to
satisfy the minimum graduate course requirements for M.S. degrees.
ONLY ONE COURSE OF 4 UNITS
FROM THE FOLLOWING MAY BE APPLIED TOWARD THE M.S. DEGREE:
CHS 596 Directed Individual Study or Research (must be taken for a letter grade)
CHS 598 Master’s Thesis Research (may be taken for an S/U grade)
2
Biostat 100A or Epi 100 is a requisite for 211B. Please plan accordingly.
24
1. Comprehensive Examination Option
If the comprehensive examination/report option is selected, the student’s advisor (or another CHS faculty
member, appointed via blue petition) will oversee the student’s work. It is recommended that this faculty
member be designated no later than the end of the student’s final Fall Quarter. The preparation of a major
written research paper is required. The student is expected to submit the report to the designated faculty
member two weeks prior to the finals week of the student’s final quarter, to allow sufficient time for the
faculty member to read and review the report. If the report is approved, the faculty member will notify the
student. The student must then obtain the Masters Report Form from the Student Affairs Officer, and gather
the signature of the faculty member, who will approve and certify successful completion of all degree
requirements. The signed form must be submitted to the Student Affairs Officer by the last day of the
student’s final quarter.
In addition, the student must pass the Department comprehensive exam (offered once each Fall and Spring
quarter). A candidate who fails may retake the examination once. For additional details, see Appendix V.
2. Masters Thesis Option
If the thesis option is selected, a Thesis Committee is established. It is recommended that the committee be
nominated and appointed no later than the end of the student’s final Fall Quarter. The committee approves
the thesis prospectus before the student files for advancement to candidacy, typically before the start of the
student’s final Spring Quarter.
Approval from the UCLA Human Subjects committee must also be obtained before any data collection or
analysis starts (see page 37).
The Masters Thesis Committee is appointed by the Dean of the Graduate Program after consultation with
the student and upon nomination by the Chair of the Department. The student must contact the
Department’s Student Affairs Officer to obtain the appropriate committee nomination form. The committee
must be officially approved by the UCLA Graduate Division before the student may file the thesis.
Selection of the Thesis Committee must meet the following requirements:
1) A minimum of three (3) UCLA faculty members must be selected from the following
ranks:
Professor (any rank, regular series)
Professor Emeritus
Professor-in-Residence (any rank)
2) The Chair of the committee and one other member must hold academic appointments in
Community Health Sciences. One of the minimum three members may be faculty from
another UC campus who holds one of the above ranks.
3) Additional members holding any of the above ranks may be appointed to the committee
and shall have the same voting rights and responsibilities.
4) An Adjunct Professor may serve as a fourth outside member. A Lecturer may be added to
the committee as an outside member, but may not act as Chair.
25
Upon completion, the thesis is filed electronically with Graduate Division; see
http://www.grad.ucla.edu/gasaa/library/thesisintro.htm. The student must abide by the appropriate filing
deadline.
Distinction between Masters Thesis and Masters Paper
The thesis is similar to a doctoral dissertation but shorter and more limited in scope, usually consisting of
one study with one to three research questions that can be addressed with empirical data. The research
carried out for the thesis may be an original data collection or secondary analysis of existing data. Similar to
the dissertation, the thesis should include the following chapters: (1) a short introduction that outlines the
significance of the problem, reviews the relevant literature, and states the study hypotheses; (2) a
description of the methods including sample, methods of data collection, measures, and data analysis plan;
(3) a results section that outlines the data analyses carried out for the study and the findings of those
analyses; and (4) a discussion that includes the summary, interpretation, and implications of the findings.
The thesis is shorter than a dissertation, usually about 50-60 double-spaced pages. It must exhibit expertise
in each of the competencies for the M.S. degree.
The research paper can take one of three forms:
1) A paper differs from a thesis by proposing a research study but not necessarily conducting it or
analyzing data. This proposal is for a study with one to three research questions that could be addressed
with empirical data. The paper should include: (1) an introductory portion that outlines the significance of
the problem, provides a detailed and critical literature review that presents the context for the research
question, and states the hypotheses; (2) a method section that describes how the research question could be
conducted; (3) a results section that outlines the type of data analyses that would be necessary and potential
outcomes of those analyses; and (4) a discussion section that includes an interpretation of potential
outcomes and their implications. These sections resemble those of a journal article (as distinct from being
separate chapters as in the thesis).
2) The paper, as described above, could be focused on an existent, secondary data set and include
analyses. In that case, the analytical strategy and results would be emphasized, and would be more limited
in scope than a thesis.
3) The paper could focus on a comprehensive theoretical analysis, synthesizing the current
knowledge, which goes well beyond a literature review.
The paper is shorter than a thesis, usually about 20-25 double-spaced pages. An assignment
completed as part of a course does not fulfill the requirement for a masters paper and cannot be used unless
the masters paper is substantially transformed from the course paper.
26
C. COMPETENCIES
Upon graduation, a student with an M.S. should be able to do the following:
Competency
Source of Training &
Evaluation
1. Critique the underlying assumptions behind demographic
categories such as gender, race, or class.
CHS 210
2. Apply social or behavioral theories of health determinants to
community health research questions.
CHS 210
CHS 212
3. Select and apply research methods to plan and conduct community
health research.
CHS 211 A&B
CHS 212
4. Determine how research goals, methods, and analysis should be
adapted to a specific population.
CHS 211 A
CHS 212
5. Conduct analysis of public health and community health data,
interpret findings, and draw conclusions about community health
research questions.
CHS 212
Evaluation of competencies to be demonstrated through:
CHS 211 A&B: Exams and final projects
Other Courses: Exams and assignments
27
TABLE I As of 9/14/2020‡
CHS DEPARTMENT COURSES OFFERED 2020-21
FALL 2020
132 Health, Disease & Health Services in Latin America
(Taub)
200 Global Health Problems (von Ehrenstein) (B)
210 Community Health Sciences (Macinko)
212 Advanced Social Research Methods in Health
(Kuhn) (A)
219 Theory-Based Data Analysis (Upchurch) (*)
220 Racism & Public Health: Social Epidemiologic
Approaches (Ford) (C)
224 Social Determinants of Nutrition & Health (Wang)
(C)
235 Influence of Social and Physical Environment on
Racial Health Disparities (Gee) (C)
238 Evolving Paradigms of Prevention: Interventions in
Adolescence (D’Amico) (A)
M263 Social Demography of Los Angeles (Pebley) (C)
286 Doctoral Roundtable in CHS (TBA) (*)
288 Health Communication in Popular Media (Glik) (A)
290 Race, Class, Culture, & Aging (Wallace) (A)
440 Public Health & National Security at US-Mexico
Border (Stratton) (C)
WINTER 2021 (TENTATIVE)
200 Global Health Problems (von Ehrenstein) (B)
205 Immigrant Health (Wallace) (B)
211A Program Planning, Research, & Evaluation in
Community Health Sciences (Gipson/Prelip)
M216 Qualitative Research Methodology (George) (A)
M217 Current Issues in Food Studies (Wang)
227 Conceptualizing and Measuring Structural
Racism (Gee) (C)
231 Maternal & Child Nutrition (Herman) (B)
247 Population Change & Public Policy
(Sudhinaraset) (C)
M260 Health & Culture in Americas (Taub) (B)
270A Foundations of Community Health Sciences
(Ford) (*)
276 Complementary & Alternative Medicine
(Upchurch) (A)
286 Doctoral Roundtable in CHS (TBA) (*)
296 s. 3 Advanced Research Topics in CHS: Primary
Health Care (Macinko)
427 Reproductive Health in Sub-Saharan Africa
(Tavrow) (B)
444 Anthropometric and Dietary Aspects of
Nutritional Assessment (Wang) (A)
SPRING 2021 (TENTATIVE)
211B Program Planning, Research, & Evaluation in
Community Health Sciences (Kuhn/Wallace)
225 Writing for Publication in Public Health (Gee) (*)
229 Policy & Public Health Approaches to Violence
Prevention (Wagman) (C)
240 Child & Reproductive Health in Communities
(von Ehrenstein) (B)
246 Women’s Roles & Family Health (Tavrow) (B)
M250 HIV/AIDS & Culture in Latin America (Taub)
(C)
258 Cooperative Interagency Management in
Disasters (Stratton) (A)
M264 Latin America: Traditional Medicine,
Shamanism, & Folk Illness (Taub) (B)
270B Foundations of Community Health Sciences
(Pebley) (*)
286 Doctoral Roundtable in CHS (TBD) (*)
296 s. 1 Advanced Research Topics in CHS
(Sudhinaraset)
M430 Building Advocacy Skills: Reproductive Health
Focus (Elginer) (C)
431 Foundations of Reproductive Health (Gipson) (B)
448 Nutrition Policies & Programs: Domestic &
International Perspectives (Wang) (C)
449 Nutrition & Chronic Disease (Hunnes) (C)
485 Resource Development for Community Health
Programs (Prelip) (A)
(new course) Public Health Critical Race Praxis (Ford)
(new course) Qualitative Research: Analysis and
Dissemination (Gipson)
Bold: Department core courses Curricular Area indicated: (A) Public Health Practice
(B) Populations
(C) Individual and Structural Influences
(*) None; course is designed for doctoral students
‡ NOTE: Course offerings subject to change. Check the Registrar’s Schedule for updates: https://sa.ucla.edu/ro/Public/SOC .
28
APPENDIX I. SAMPLE COURSE PLAN AND DEGREE CHECKLISTS
Note: This is only an example and does not account for unanticipated changes in course
offerings, or for the individualized timing of the field experience (M.P.H.) or research (M.S.).
Sample Course Plan for an M.P.H. Student in Community Health Sciences
YEAR 1 FALL
YEAR 1 WINTER
YEAR 1 SPRING
CHS 210 (must be taken
Fall quarter of first year)
CHS 211A (must be taken
Winter quarter of first year)
CHS 211B (must be taken
Spring quarter of first year)
PH 200A (must be taken
Fall quarter of first year)
PH 200B (must be taken
Winter quarter of first year)
Dept. required course*
Elective
SUMMER
400 hours of Fieldwork
YEAR 2 FALL
YEAR 2 WINTER
YEAR 2 SPRING
CHS 400 (enrolled only)
Dept. required course*
Additional elective
PH 401
Dept. required course*
Additional elective
Dept. required course*
Additional elective
Additional elective
Elective
+ Comprehensive exam
*See page 9-10, section C.
Sample Course Plan for an M.S. Student in Community Health Sciences
YEAR 1 FALL
YEAR 1 WINTER
YEAR 1 SPRING
CHS 210 (must be taken
Fall quarter of first year)
CHS 211A (must be taken
Winter quarter of first year)
CHS 211B (must be taken
Spring quarter of first year)
Biostat 100A
Biostat 100B
Biostat 406
PH 201
Elective
EPI 100
YEAR 2 FALL
YEAR 2 WINTER
YEAR 2 SPRING
CHS 212
Elective
Elective
Elective
Elective
Submit Report +
Comprehensive exam
OR
File Thesis
Elective
Report or Thesis Research
29
DEPARTMENT OF COMMUNITY HEALTH SCIENCES
M.P.H. DEGREE REQUIREMENTS CHECKLIST
Requirement
Quarter Completed
FSPH CORE COURSES
Public Health 200A (8 units)
Public Health 200B (8 units)
PH 401 (4 units)
CHS DEPARTMENT CORE COURSES
CHS 210 (4 units)
CHS 211A (4 units)
CHS 211B (4 units)
CHS 400 (4 units)
CHS REQUIRED COURSES
Public Health Practice (4 units)
Course:
Populations (4 units)
Course:
Individual and Structural Influences (4 units)
Course:
Additional 4-unit course in CHS (4 units)
ELECTIVES (8 units minimum)
Course:
Course:
Course:
Course:
COMPREHENSIVE EXAM
Second 400-level course in CHS
Can be from “CHS Required Courses” or
“Electives”
Course:
30
31
DEPARTMENT OF COMMUNITY HEALTH SCIENCES
M.S. DEGREE REQUIREMENTS CHECKLIST
Requirement
Quarter Completed
FSPH CORE COURSES
Biostatistics 100A (4 units)
Biostatistics 100B (4 units)
Epidemiology 100 (4 units)
DEPARTMENT REQUIRED COURSES
Biostatistics 406 (4 units)
CHS 210 (4 units)
CHS 211A (4 units)
CHS 211B (4 units)
CHS 212 (4 units)
PH 201 (4 units)
ELECTIVES (24 units minimum)
Course:
Course:
Course:
Course:
Course:
Course:
OPTION 1: REPORT & COMPREHENSIVE EXAM
If faculty advisor will not be providing guidance
for report, submit blue petition to designate
CHS faculty member who will be providing
guidance for report.
Comprehensive Exam
Submit report to faculty advisor or designated
CHS faculty member
OPTION 2: MASTERS THESIS
Form thesis committee
File thesis
32
APPENDIX II. ACCELERATED MPH POLICIES FOR MEDICAL SCHOOL STUDENTS
The M.P.H. in the Department of Community Health Sciences is designed as a two-year program (six
academic quarters). The Department does not offer a one-year program (nine or 12 months), nor will
special accommodations be made to guarantee completion earlier than six academic quarters. However, it is
possible for students to complete the program in less than six academic quarters. Students must complete a
total of 60 units. These include: 16 units of core courses in the Fielding School of Public Health, 36 units of
core/required courses in Community Health Sciences, and 8 units of graduate elective courses.
In addition to the coursework, M.P.H. Community Health Science students must complete 400 hours of
fieldwork. Fieldwork is completed in the summer, and students enroll in four units of CHS 400 during the
following Fall quarter to receive credit for the fieldwork. Students are not permitted to begin their fieldwork
until they have completed CHS 210, 211A, and 211B. Therefore, completing fieldwork will take a
minimum of 10 weeks past the Spring Quarter, typically ending around the middle of August. No
exceptions are made and it is up to the student to accommodate this requirement. Finally, during the second
Fall quarter, the student may be eligible to take the Masters Comprehensive Examination. Assuming that 56
units of required coursework are completed, excluding CHS 400, students do not have to be in residence at
UCLA to take the exam or while enrolled in CHS 400. University policy requires a student to be registered
in the final term in which the student expects to receive the degree. Guidelines for completion based on
medical program are below:
UCLA Medical Student
Current UCLA medical students will need to enroll in CHS 400 ("Field Studies") during the quarter in
which they complete their field work. Please discuss your plans with the CHS Department’s Student Affairs
Officer early.
UC Medical Student (non-UCLA)
Students in a medical program from another UC may complete the M.P.H. by either the end of their second
Fall Quarter or their second Summer Session, depending on their medical school schedule.
To complete the M.P.H. program by the end of their second Fall Quarter, students must either 1)
enroll in CHS 400 in the Summer, complete their field work in the Summer, and take the
Comprehensive Exam at the start of Fall Quarter OR 2) register and enroll at UCLA and their home
campus in the Fall Quarter, pay both campus fees, complete their field work by the end of Fall
Quarter, and take the Comprehensive Exam during Fall Quarter. Please discuss your plans with the
CHS Department’s Student Affairs Officer early.
Students from another UC who are not able to complete their field work in the first Summer due to
their medical school schedule must 1) file a leave of absence from UCLA for their entire second
M.P.H. year, 2) return to their home campus UC to resume and complete their fourth year of
medical school, and 3) return to UCLA in the Summer after completion of their medical program in
order to complete field studies and take the Comprehensive Exam. Please discuss your plans with
the CHS Department’s Student Affairs Officer early.
Non-UC Medical Student
Students in a non-UC medical program must be registered and enrolled in their final quarter.
33
Degree completion in less than six academic quarters
A sample degree timeline is below for students aiming to complete the program earlier than six academic
quarters. Students are required to manage their own schedules. The department recommends meeting with
the Student Affairs Officer regularly to plan their coursework.
YEAR 1 FALL
YEAR 1 WINTER
YEAR 1 SPRING
SUMMER
YEAR 2 FALL
CHS 210
CHS 211A
CHS 211B
400 Hours of
Fieldwork
CHS 400 (enrolled
only)
PH 200A
PH 200B
Dept. Required
Course
Comprehensive
Examination
Dept. Required
Course
Dept. Required
Course
CHS Elective
PH 401**
Elective
Elective
UNITS: 20*
UNITS: 20*
UNITS: 16
UNITS: 0
UNITS: 4
* Any student who wishes to enroll in more than 18 units per quarter must first receive permission from
their academic advisor via blue petition.
** Because PH 401 will not be available until starting Fall 2021, MPH-MD students on the accelerated
track may waive out of this requirement and instead take an elective course.
CHS 210, 211A, and 211B are CHS department core courses which must be taken in the quarters and
sequence indicated above. Department Required Courses and electives may be interchanged within
quarters, depending on when courses of interest are offered.
34
APPENDIX III. GUIDE TO FIELD EXPERIENCE (CHS 400)
Field Studies experience is required for all M.P.H. students. Students are required to (1) complete a
minimum of 400 qualifying hours of an internship, (2) have a GPA of at least 3.0, and (3) complete CHS
210 and 211 A&B before beginning their Field Studies internship.
Before making arrangements for a Field Studies internship, the student must consult the Director of Field
Studies, who will advise the student regarding the internship’s suitability and the availability of field
supervision. A Field Studies Syllabus will be distributed to all M.P.H. students. All students must submit
required documentation and receive written approval from the Director of Field Studies prior to beginning
internship hours. All students must also submit a field studies agreement and scope of work plan with the
Director of Field Studies as outlined in the syllabus.
Basic Purpose of the Field Studies Experience. Field Studies gives students firsthand experience within a
health or health-related social service agency or community program in elements of planning, program
implementation, and evaluation, and/or policy research, development, and analysis. Through Field Studies
internships, students will become familiar with the operation of the agency or program, its goals, policies,
administrative structure, types of health professionals employed, and population served. Field Studies
experience is required for all MPH students. Students must attend required meetings, submit required
deliverables, and complete a minimum of 400 internship hours.
Agency Requirements. Overall, the internship should provide the student with a wide variety of
organization experiences. Ideally, the tenor of the internship should be one of apprenticeship within the
organization, or of collaboration between the student and a “preceptor.” The preceptor, an individual within
the organization who is responsible for giving guidance and advice to the student, is an essential
prerequisite for a suitable internship. Preceptors must have an M.P.H. or related advanced degree. A related
advanced degree may be substituted only with prior approval from the Director of Field Studies. Preceptors
must also have at least three years of relevant public health experience, have an ability to meet with students
at least once per week and provide guidance throughout the internship, and be present on site for most of
the week. Organizations and preceptors must register with the Department of Community Health Sciences
annually.
Scope of Work and Contract. All students are required to complete a scope of work plan and contract,
which must be submitted and approved by the Director of Field Studies by the deadlines listed in the
syllabus.
Report on the Field Experience. Students must submit a final written report on the Field Studies experience
at the completion of the internship. Students are also required to submit weekly written logs which reflect
on internship activities and include a response to the weekly prompts. Weekly logs help track progress
towards reaching the objectives in the scope of work. Prompts provide an opportunity for students to talk to
professionals about public health practice, reflect on experiences and the public health profession, and grow
professionally. The logs also provide important feedback about students’ experiences to the Director of
Field Studies.
Grade for the Field Experience. CHS 400 is a 4-unit course. The hours and location will be arranged with
instructor approval. To receive academic credit, students enroll in the course CHS 400 during a quarter of
their choice, provided eligibility criteria are met. To be eligible to enroll, students must have either: 1)
already completed the minimum 400 qualifying internship hours and submitted all deliverables, or 2) will
be completing all required hours and associated deliverables during the quarter in which they are enrolling.
A Permission to Enroll (PTE) number will be required to register for CHS 400; students should request this
number from the Director of Field Studies.
35
In order for a student to receive a grade in CHS 400, the student must both complete their required
internship hours and submit a signed timesheet. The grade for CHS 400 will be based primarily on the
student’s completion of the internship, professionalism, and completion of deliverables. In addition, the
agency preceptor will complete an evaluation of the student’s work, which will be considered in the final
grade. The grading structure, including all deliverables and deadlines, is listed in the syllabus.
Field Studies Information. Students will be invited to a CCLE Collaboration Site containing additional
details about Field Studies, resources, and assignment submission pages. There are required departmental
meetings that will help prepare students for their Field Studies experience. Students may also schedule
office hours with the Director of Field Studies.
APPENDIX IV. GUIDE TO DIRECTED INDIVIDUAL STUDY (CHS 596)
The Directed Individual Study is designed to give interested CHS students the opportunity to undertake
field research into a problem related to their study objectives. The research project is conducted under the
guidance of the student’s advisor or another qualified faculty member. The faculty member(s) of record
assign(s) the final grade. CHS 596 must be taken for a letter grade if the student wishes to apply it towards
the 60 units for the M.P.H or M.S. degree. Only the first four units of a 596 course taken in any department
will count towards the degree. The project usually represents the work of an individual student, but joint
research projects may be approved, provided that clear-cut responsibilities are demarcated.
The form of a Directed Individual Study is flexible, and various models are acceptable. Often its emphasis
is on: a) identification of a significant problem in public health science or practice in any field of the
Department’s interests; b) development and implementation of a research design; c) analysis and
presentation of the data obtained in terms of significance and implication for the study setting and potential
for application. Original data can be collected by observation, from questionnaires, or from records, or
existent data sets may be analyzed to answer a question of interest to the student.
Carrying out the Directed Individual Study usually requires that a student, the advisor of record, and any
other faculty with whom the student(s) is/are working do the following:
1. Discuss and decide upon a problem of particular interest to the student. The student and
advisor must work together to create a contract that outlines the requirements/deliverables
that the student must complete, a timeline, and the basis for grading. Both the student and
advisor will sign the contract and file it with the Department’s Student Affairs Officer
before the student enrolls in the course. The number of units is dependent on the estimated
amount of time needed to work on the individual study per week. One unit is approximately
two hours of work per week.
2. With the help of the advisor, select an agency/field setting or data set where the question
can practically be investigated.
3. Ascertain whether the site can, in fact, be used.
4. If necessary, submit forms to the Human Subjects Committee. To avoid delays, this should
be done at least six weeks before the research project is started.
5. Develop, periodically discuss and, if necessary, modify the research plan. The first part of
this process can be completed as part of the requirements for CHS 211 A&B, if desired.
6. Conduct the study.
7. Complete a written report on the Directed Individual Study.
Directed Individual Studies can address either general or specific questions; e.g., the effectiveness of a new
family planning service or an evaluation of a Health Department Clinic (general); the role of the
36
pediatrician in counseling parents of handicapped children; the utilization of nutrition counseling by
pregnant Mexican-American women (specific). Whatever the scope, the student should develop a sound
method of collecting and analyzing data relevant to the research questions posed.
Time Frame. Students who are interested in conducting a Directed Individual Study should start to think
about potential content areas and sites in which the Directed Individual Study can be carried out as soon as
they begin the M.P.H. degree program. A typical student might begin to develop a content area as part of
one or more courses taken during the first two quarters at the School. Exploration of a topic may be
generated by exposure to subject matter as part of a course, term papers or other exercises designed to fulfill
course requirements, discussion with advisors or other students, and/or by exposure to clinical or work
settings. When possible, students should use CHS 211 A&B as a forum for “practicing” their ideas within
the format of a research design. This design can sometimes be adapted and/or modified for use in
completing the Directed Individual Study. Data for analysis of the problem are sometimes collected during
the summer, particularly if the student plans to do the study outside the United States. Analysis of the data,
interpretation, and write-up are usually completed during the second year of residence.
All students are urged to consult their advisors, other faculty members, and their fellow students while
planning and implementing their Directed Individual Studies.
Human Subjects Approval. Please see Appendix VI.
37
APPENDIX V. COMPREHENSIVE EXAMINATION (CAPSTONE REQUIREMENT)
The Masters Comprehensive Examination is given twice a year, during the Fall and Spring quarters. The
date and time (take-home exam, beginning on a Friday to Monday, halfway through the quarter) are
announced in an Official Information Memo distributed during the first week of the Fall and Spring
quarters. To sign up for the exam, students must follow the instructions in the Official Information Memo.
The exam draws on knowledge from all required courses and tests the student’s ability to fulfill each of the
departmental competencies. The exam has two parts. The first part requires the student to critically assess
the research literature. Several research articles are provided; the student chooses one to write an article
critique. The second part asks the student to create a health program. This program should draw upon the
student’s skills in planning and evaluation. The written examination will be marked High Pass, Pass, Low
Pass, or Fail. A grade of High Pass, Pass, or Low Pass is needed to pass the comprehensive exam.
Successful completion of the Exam:
1. Fulfills the Council on Education for Public Health accreditation requirements that “each student
demonstrates skills and integration of knowledge through a culminating experience” in order for an
M.P.H. degree to be granted;
2. Enables the student to demonstrate competence in the basic knowledge and skills provided in the
coursework for the Department of Community Health Sciences and the other FSPH Departments
(including the relevant 100-level courses), and to show that they have met the FSPH CHS
Competencies for the M.P.H. Degree.
Eligibility Requirements:
Students must meet the following eligibility requirements in order to take the exam:
M.P.H. students will be eligible to take the exam only if:
A. They have a cumulative GPA of at least 3.0
AND
B. They have passed CHS 400 OR submitted all field studies deliverables to the Field Studies
Supervisor by the comprehensive exam signup deadline. Verification of completed field studies will
be done by the Field Studies Supervisor and Student Affairs Officer when a student signs up to take
the exam.
AND
C. They have completed:
1. the Schoolwide core courses (Public Health 200 A&B)
and
2. the Department core (CHS 210, 211A, 211B)
and
3. One course from each of the three curricular areas; see section C under M.P.H. requirements.
EXCEPTION: M.P.H. students may be enrolled in no more than two of the required courses listed in item
C3 during the quarter in which they take the exam. All other requirements must be completed.
M.S. students will be eligible to take the exam only if:
A. They have a cumulative GPA of at least 3.0
AND
B. They submit a waiver signed by the student and the student’s faculty advisor
AND
C. They have completed:
38
1. the three Schoolwide core courses (Biostat 100A, Biostat 100B, EPI 100)
and
2. the Department core curriculum (CHS 210, 211A, 211B)
and
3. three courses from the remaining Department Requirements (Biostat 406, CHS 212) and/or
electives.
EXCEPTION: M.S. students may be enrolled in no more than two of the required courses listed in items
C1 and C3 during the quarter in which they take the exam. All other requirements must be completed.
A student who fails the exam must retake it at the next scheduled exam date. Students may retake the
exam only once. If a student wishes to retake the exam, the student first must meet with the Chair of the
Committee to develop a written plan for preparing for the second (and final) exam; a copy of this plan is to
be filed with the CHS Student Affairs Officer. It is highly recommended that the student complete a mock
exam, which will be evaluated in writing by the Committee. The Committee may also recommend tutoring,
as well as recommend services from appropriate campus resources such as the Graduate Student Resource
Center, the Office for Students with Disabilities, and Counseling and Psychological Services. A student
who wishes to appeal a failing grade should direct the appeal to the Chair of the Masters Comprehensive
Exam Committee, explaining why the scoring of the exam was in error. The Comprehensive Exam
Committee will review the appeal and will reply within 30 days of receiving the appeal.
Please note that students must pass the comprehensive exam and complete all course requirements by
the end of their final Spring Quarter to be allowed to participate in the Commencement ceremony.
APPENDIX VI. HUMAN SUBJECTS APPROVAL
A student must secure written approval from the Human Subjects committee prior to undertaking any
study involving human subjects, and after consultation with his/her advisor. The student will be required to
submit an outline of the proposed study, using the appropriate forms available from the Dean’s Office or
from the Office of the Human Research Protection Program website: http://ohrpp.research.ucla.edu. This
will apply to the Directed Individual Study (CHS 596) and to other field research studies. If the student
determines that an exemption is warranted, a “Statement of Exemption” form must be submitted for
approval. It is the student’s responsibility to complete and submit the Human Subjects Committee
Approval Application or exemption at least six weeks prior to the proposed date of commencement of
research.
39
CHS DEPARTMENT FACULTY
AND THEIR RESEARCH INTERESTS
Core Faculty
Demography of health and aging, with particular focus on
Latin American countries; biodemographic patterns of health
in adult populations in high- and low-income countries;
developing and applying demographic methods to investigate
health inequalities using macro and micro data.
Health equity; social epidemiology/social determinants of
health; health implications of racism; conceptualization &
measurement of race, ethnicity and related constructs; Public
Health Critical Race Praxis (PHCRP)/Critical Race Theory;
the HIV care continuum; HIV and aging; sexual minority
health; access to care.
Structural and interpersonal racism; health inequalities; racial,
ethnic, and immigrant populations; life course; stress;
neighborhoods; Asian Americans.
Global sexual and reproductive health; maternal health;
fertility preferences; family planning; unintended pregnancy;
abortion; HIV/AIDS; influence of gender and socio-cultural
context on couple communication, reproductive decision-
making and outcomes; mixed-method research.
Health communication research including implementation and
evaluation of an FAS prevention campaign; pretesting and
scripting of bioterrorism preparedness messages; risk
communication for environmental hazards; entertainment
media advocacy in areas of childhood disease prevention,
injury prevention, smoking, and disaster preparedness;
development of multimedia health curricula for children,
patients, and providers.
Global health; health and development; migration, health and
well-being; program evaluation and research design;
forecasting; survey design; analysis of administrative data;
South Asia and Middle East.
Global health; public health policy with a focus on regulation
of alcohol, tobacco, and firearms; health services research
focusing on primary health care organization, financing and
delivery; health inequalities and social determinants of health;
Latin America and Brazil.
Social inequality and determinants of health, both globally and
in the US; immigration from Mexico and Central America and
its consequences for health; social stratification in labor force
history and Latino-white differences in old age functional
limitations; neighborhood change in Los Angeles and family
and child well-being; reproductive health in the Tibetan region
of China.
40
Development and evaluation of community nutrition; health
communication; health promotion interventions. Current
projects include physical education in low-income schools;
changing the food environment by engaging small business
owners; using systems sciences to understand interventions’
impact on obesity in young children; development of health
literacy measures for West African youth. Works both locally
and internationally (West Africa and Mexico).
Global sexual and reproductive health, maternal health, family
planning, and abortion; social determinants of health; global
migration; health services, health equity; social contexts of
adolescents and migrant youth; social policies and immigrant
youth in the US; Asian and Pacific Islanders; Myanmar,
Kenya, India, Asia.
Psychosocial Stress and Coping; African Americans; racial
and SES health disparities; aging and the life course; mental-
physical health comorbidities; maternal and child health;
psychobiology of stress; biomarkers.
Women's health and health disparities; social and behavioral
determinants of women's health; psychosocial stressors and
health; biopsychosocial models of women's health; biomarkers
and allostatic load; complementary and alternative medicine;
acupuncture.
Global health; reproductive, perinatal and child health and
development; environmental and lifestyle factors; life-course
and reproductive epidemiology; child health disparities;
biomarkers in population research; policy impacts.
Social epidemiology; qualitative research; population-based
research; research ethics; intimate partner violence; campus-
based sexual assault and dating violence; HIV/AIDS;
congenital syphilis; alcohol and substance use problems;
global health; Uganda and sub-Saharan Africa; sexual and
reproductive health and rights; addressing violence in the
health sector; gender disparities in health.
Access to health care and health equity for older people,
including projects that identify inequities in health status and
in the use of health services for Latino, African American,
Asian American, and American Indian elders; analyses of
public policies that impact older adults; access to health care
and public policies for immigrants; organizational capacity
building projects in communities of color; and projects that
investigate equity of access for the elderly to health resources
within and between countries in Latin America.
Social and physical environmental determinants of diet-related
conditions with a focus on childhood obesity; immigrant food-
related behaviors; evaluations of nutrition programs for
children.
41
Affiliated Faculty
Nutrition policies and programs (domestic); maternal and child
health; access to care, especially primary and preventive care,
for children with special needs; nutritional status of children
with developmental disabilities.
Health communications; promoting health among high-risk
populations; identifying how to reach popular audiences with
health messages.
Behavioral and social health in the U.S. military with current
projects in suicide, food security, sleep hygiene, and mental
health outcomes; previous work was in sexual health in
lesbian, gay, bisexual, transgender, and non-binary populations
in the United States; has projects throughout the United States
as well as Asia and Europe.
Public health leadership and program development; managerial
and policy solutions to community health issues.
Adolescents, alcohol, marijuana, tobacco use; child health,
juvenile delinquency, substance use prevention.
ALINA H. DORIAN, Ph.D.
Adjunct Associate Professor
Associate Dean for Public Health Practice, and
Diversity, Equity and Inclusion
Emergency public health (domestic & international); disaster
relief; health education and health systems management; child
health; reproductive health.
Climate change; community partnered research; community
resilience; disasters; evaluation; heat waves; mental health in
primary care; trauma; violence prevention.
Health disparities relative to race/ethnicity, gender and culture-
based differences; health communication and health literacy;
sociotechnical challenges in use of health information
technologies such as telemedicine and mobile technologies
among multicultural underserved populations; cancer and
Asian Americans; qualitative and quantitative social research
methodology and community-based participatory research
approaches.
Health services research; maternal quality of care; cesarean
delivery (appropriateness); VBAC; health disparities in
pregnancy outcomes.
Preventive medicine; clinical informatics; value in healthcare;
program evaluation; respiratory epidemiology; pharmaceutical
and biotech industry; intentional disasters.
Maternal and child health; nutritional assessment with a focus
on dietary quality; food security; health disparities of
underserved populations; international nutrition.
42
Climate change, sustainable dietary patterns, and food security,
specifically how the impacts of global climate change and
variability affect the ability to grow sufficient food and
calories in developing countries; in particular, Ethiopia.
Medical Epidemiologist with the Centers for Disease Control
and Prevention (CDC) on assignment to the Los Angeles
County Department of Health Services Bioterrorism office.
Reduction, elimination and eradication of communicable
diseases; international public health; epidemiology for
evidence-based health policy; mitigation of, preparedness for,
and response to the natural occurrence, accidental release, or
the deliberate use of biological agents.
Health communication research, in particular the design and
evaluation of digital and traditional forms of health education
materials.
Health disparities and the impact of stress and psychological
factors on health and illness on the LGBT community.
Nutrition, obesity, physical activity and exercise, motivational
interviewing and behavior change, pediatrics and child health.
Family medicine; violence prevention; immigrant health;
access to health care for underserved populations; Latino and
Latin American communities.
Child and community psychology and psychiatry. Design,
implementation and dissemination of cognitive behavioral
interventions for multiple populations, including high risk
youth and families. Development and implementation of
programs promoting healthy lifestyles for families, and
decreasing risk of negative health and mental health outcomes
for high risk populations. Research interests also include
HIV/AIDS prevention with adolescents, suicide among
adolescents, homeless youths, assessment and modification of
children's social skills, ethnic identity, group processes, and
cross-ethnic interactions.
Infectious disease epidemiology and infectious disease
disasters in public health, public health workforce development
and evaluation, social entrepreneurship and public-private
partnerships in public health; current projects include:
development, monitoring and evaluation of a large-scale public
health workforce development program for COVID-19
response in the State of California.
Breastfeeding policy and promotion; international maternal
and child health; child nutrition with a focus on school based
intervention programs; pediatric residency education with a
focus on community pediatrics.
43
Health risk assessment for local community disaster hazards
using verified models; defining priority rural Public Health
issues including demographics of access to health care at the
US-Mexico Border; health care sector capacity in public health
disasters, or the ability of the acute health care system to
develop "surge" capacity in disasters; exploration of current
research techniques and methods used in public health disaster
research.
Health, culture, and human rights in Latin America; women
and children’s health; traditional medicine practices
worldwide; food studies; cultural awareness training of
clinicians and educators.
Reproductive health in sub-Saharan Africa, particularly of
adolescents; community-based approaches to improve women
and children’s health in sub-Saharan Africa; performance of
health providers in under-resourced clinics and hospitals.
Gerontology and aging; Health Disparities among the Older
adult population; the Impact of racism / discrimination on
health; the differential Impact of public policy on Diverse
populations; social, health, and economic issues affecting
minority elderly and their families.
Physical activity, obesity prevention; her current projects
include a telephone-based motivational interview intervention
trial to increase physical activity among adults with
prediabetes or diabetes; evaluating the effects of sugary
beverage taxes on weight and diabetes outcomes, comparing
CA cities with the tax with cities without the tax; much of her
work has been conducted in populations with high
racial and ethnic diversity; her work is state-based and
national.
Higher education; recruitment and retention of
underrepresented students in health professions.
Emeritus Faculty
Sociology of medicine and health promotion; complementary
and alternative medicine.
MARJORIE KAGAWA-SINGER, Ph.D., M.A.,
M.N., R.N.
Research Professor / Professor Emerita
marjorie.kagawasinger@gmail.com
Health disparities in cancer control among diverse ethnic
populations; development of cross-culturally valid concepts
and measures to expand existing behavior theories in public
health using qualitative research methods, and applied through
intervention studies primarily in the Asian American
communities; cultural competency training for health
professionals; doctor/patient communication; end-of-life care
in multicultural populations.
44
Multicultural health communication, global health education
and promotion; women’s empowerment and leadership
development.
International health emphasizing women’s reproductive health
and HIV prevention in China; reproductive health indicators
for rural areas of developing countries. Presently piloting
tobacco substitution strategies in China.
Planning and evaluation of patient- and community-based
health education programs; international health; adherence to
medical recommendations; STI/HIV-AIDS prevention;
hypertension, diabetes, and tuberculosis control (adolescents
and adults).
Nutrition research and intervention studies in Africa to
improve growth, cognition, and school performance of Kenyan
children and currently of HIV+ mothers and their children to
slow disease progress and improve nutrition.
Public health impact of disasters; program planning and
evaluation; international health; health in the Latino
community.
The impact of stress on health; psychological response to
natural and human-perpetrated disasters; obesity prevention for
students and personnel in the Los Angeles Unified School
District; health promotion in minority communities, with
particular emphasis on chronic disease prevention.
ISABELLE F. HUNT, Dr.P.H., R.D., Professor Emerita
ALFRED K. NEUMANN, M.D., M.P.H., Professor Emeritus
