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Doctoral students successfully completing a program of study in the Department of Community and Family Health (CFH) will possess a defined set of competencies in four areas.  These competencies should be used as a guidepost for the student and academic advisory committee in planning a program of study.  Competencies can be met through previous academic or work experience, or they can be fulfilled through a combination of planned course work and other scholarly experience.  

In addition to the overall Doctor of Philosophy degree competencies, a graduate from the Community & Family Health Doctoral program will be able to perform the following competencies:

Domain 1: Scientific Knowledge and Theory

1. Defend the importance of theoretical frameworks in planning, implementation, and evaluation of community and family health interventions.
2. Describe significant public health achievements, changing paradigms, and continuing challenges.
3. Analyze research traditions in community and family health from the standpoint of the philosophy of science.

Domain 2: Research

1. Critically analyze research literature;
2. Identify models for guiding independent research;
3. Formulate research questions and testable hypotheses that will impact community and family health;
4. Align research questions with appropriate methods of inquiry;
5. Describe techniques and methods for community-based participatory research;
6. Assess appropriateness of existing data sets to answer research questions;
7. Analyze research data;
8. Interpret research findings;
9. Demonstrate appropriate methods of data collection and analysis for innovative;
10. Apply ethical standards of public health in the conduct and dissemination of research;
11. Work as an effective research team member;
12. Prepare scholarly publications and deliver oral presentations; and
13. Recognize appropriate funding sources for research.

Domain 3: Teaching

1. Demonstrate ability to teach a university level course using current pedagogical techniques; and
2. Align teaching methods to learner needs.

 Domain 4: Practice

1. Identify the practice and policy implications of specific research;
2. Describe techniques and methods for including community members in planning, implementing, and evaluating public health programs;
3. Disseminate knowledge across targeted audiences in practice, policy, and community settings;
4. Demonstrate proficiency in writing audience-centered technical reports; and
5. Advocate for public health issues in community and family health.

Entering a doctoral degree program is a serious endeavor for both students and faculty. Since students bring a broad spectrum of academic and professional experiences and interests, they are encouraged to shape their doctoral program to meet their individual needs, goals and desires. At the same time the faculty views doctoral study as an endeavor that must meet strict standards to achieve ideals for scholarship and intellectual discipline. It is expected that doctoral students will devote at least two consecutive semesters, preferably in the first year, to full time study.

The degree offered is the Doctor of Philosophy (PhD). With the underpinnings of philosophy, the doctoral degree spans the academic spectrum from strong theoretical bases to practical, experiential methods.

By working in cooperation with faculty and members of the doctoral committee, the student has the responsibility to:

• Take the lead in designing the course of study;
• Devote at least two consecutive semesters, preferably during the first year following admission, to full time study;
• Develop and maintain the understanding that the doctoral program is a serious commitment of time and dedication;
• Participate in intellectual and scholarly activities of the Department;
• Work independently as much as possible;
• Demonstrate continuous progress through the doctoral program from start to finish;
• Respect the many demands that are placed on faculty;
• Be responsible for knowing and adhering to mandatory deadlines, forms, and signature requirements set forth by the department, college, and university;
• Arrange and schedule committee meetings as deemed necessary;
• Be open and receptive to challenges set forth by the doctoral committee; and
• Assume a place in a community of scholars and family of learners.

Doctoral studies are a joint effort of the faculty and students.  In a very real way, we all learn together.  We try to follow the department motto of "A Community of Scholars; A Family of Learners." The faculty tries to create the atmosphere and opportunity for each student to learn and explore new areas of knowledge. However, students must chart their own course, take responsibility for their own learning program, and use the faculty for guidance and support. In the Department of Community and Family Health, the faculty are committed to the serious obligation of mentoring and guiding doctoral students through the PhD process.  Thus, major professors: 

• Advise on curriculum and course selection;
• Assist in selection of committee members;
• Direct the preparation and grading of the qualifying examination;
• Guide and direct the dissertation research;
• Read and edit all drafts of the dissertation in a timely manner;
• Act as a liaison between the student and other committee members as needed;
• Determine when the student is prepared to present the research proposal and dissertation;
• Prepare the student for the format and rigor of the dissertation;
• Introduce students into the community of scholars and family of learners; and
• Mentor students in professional development and pursuit of career goals.

The Department of Community and Family Health offers a Doctor of Philosophy degree to qualified candidates.  Students complete required doctoral level courses, as well as additional courses in the major focus area. The major focus area is identified and developed jointly by the student and the student's program planning committee. The major focus area must be related to one of the academic program areas within the Department of Community and Family Health, although it may involve an interdisciplinary linkage to disciplines outside of the Department.

All doctoral students typically make at least a one-semester commitment to teaching an undergraduate course, and a one-semester commitment to serving as a teaching assistant in a graduate course. This teaching requirement may only be waived if the student has documented evidence of prior and in-depth teaching experience at the post-secondary level. The student will be asked to submit the course syllabus and teaching evaluations as documentation. Undergraduate teaching should include having primary responsibility for all phases of course development, implementation, and evaluation.  Graduate teaching should include having at least partial but significant responsibility for course planning and delivery. Guest lecturing and performing clerical or other course-related work for a faculty member does not meet this requirement.

Upon completion of the teaching assignment, the student will have:

• Demonstrated college level teaching skills in terms of course design, delivery and evaluation;
• Utilized principles of adult learning in teaching situations;
• Assessed the role of faculty in academic settings; and
• Gained competency in technology enhanced instruction.

The student, with concurrence of the doctoral committee, must identify the nature and timing of the teaching requirement in the student’s plan of study.  Once this schedule has been completed, it is up to the student to submit it to the Department Chair.  The schedule must be submitted a minimum of one semester prior to when the student plans to teach to allow the Department Chair to make the necessary arrangements for the scheduling.

During the semester in which the student is teaching, a tuition waiver for 9 credit hours and a stipend are awarded. Any student who is teaching is assigned work space in which to meet with students and secure course materials.

All doctoral students (full-time or part-time) are expected to participate in various Department-organized activities. These activities may include:

• Retreats,
• Seminars and guest lectures,
• Mentoring Opportunities,
• Service on Committees,
• Meetings to which doctoral students have been invited,
• Selected off-campus activities, and
• Presentations of other students’ proposals and dissertations.

Purpose of the qualifying examination:  The purpose of the qualifying examination is to move the students into formal candidacy through written demonstration of the knowledge and skills related to his or her specific field, the overall scope of community and family health, and the ability to synthesize and use the professional literature in problem-solving situations.

Timing of the Examination:  The qualifying examination is administered when there is consensus between the doctoral program committee and the student regarding the student's preparation and readiness for the examination. A student is eligible to sit for the qualifying examination when the following minimum criteria have been met.

• The student has successfully completed all or most course work including tools of research;
• There is an agreement between the student and all members of the doctoral committee that the student is prepared to take the qualifying examination; and
• The student must be registered for a minimum of 2 credit hours for the semester in which the qualifying examination is taken.

 Candidacy: If passing, the student receives an official Letter of Candidacy from Graduate Studies upon approval of written notification of qualifying examination results. Doctoral students who have completed all degree requirements, and have been admitted to candidacy, are required to register for a minimum of 2 credit hours every semester following admission to candidacy, until the degree is granted.