CURRENTLY BEING EDITED, NOT FINAL
Experience applied practice, take the qualifying exam, and integrate your learning
EDIT The DrPH program of studies is intended to be an individually designed program that makes it possible for students to develop the course of study that best fulfills their unique needs, with the advice of their Faculty Advisor and doctoral committee. We recognize that the students recruited into the program have experience in the field of public health or similar disciplines and have career directions that may vary tremendously, including policy development and services, senior leadership positions, applied research, and other foci. Students will be expected to graduate with not only excellent methodological skills, but also a wider and deeper understanding of public health and their individual area of focus.
DrPH Applied Practice Experience
EDIT Throughout your DrPH, you will rely on the advice and expertise of your advisors, mentors, and committee members.
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Your Faculty Advisor is your main advisor throughout your DrPH experience. Profiles of each faculty member and their research and practice interests can be found on the COPH website. Look under Faculty and Staff on each department's home page. You can find the areas of specialization, and if you click on individual faculty, you will find more detailed information. To change advisors see the Archivum Change Of Advisor process. |
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Once you are ready to form a dissertation committee (after the second year), you need a Major Professor to lead your committee. This role is typically filled by your Faculty Advisor. Here is USF information about your Major Professor: http://www.grad.usf.edu/policies_Sect8_full.php#drmajorprof Major Professors must meet the following requirements: - Be active in scholarly pursuits as evidenced by at least one refereed publication in the last three years.
- Be graduate faculty, as defined by the University, from the student's academic area. Faculty who do not meet this definition may serve as Co-Major Professor with faculty who do.
- Have been approved by the Department Chair (or equivalent) to serve as a Major Professor or Co-Major Professor.
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You should form a dissertation committee after your second year, as you approach finishing your coursework. Your dissertation committee must have four members. Three of them must come from the College of Public Health faculty (full-time or joint appointments), and one must be an external member. Here is more information about the dissertation committee: http://www.grad.usf.edu/policies_Sect8_full.php#disscomm
In the DrPH program, we require you to select someone in the field who is a mentor to you to be your external member. That person will have to go through a credentialing process by submitting their CV to the college and graduate school. That person does not have to have a doctoral degree, but must be active in the profession.
DISSERTATION COMMITTEE FORM:
To get your committee approved, you must submit the form located here: http://health.usf.edu/publichealth/pdf/PhD_Committee_Form_2006.doc
If you change your committee after this form is submitted, you need to do that on this form: http://health.usf.edu/publichealth/pdf/PhD_Change_of_Committee_Form_2006.doc
Note: Although these forms reference the PhD, they apply to the DrPH as well.
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When the candidate, major professor and committee members agree that it is time to schedule the final defense of the dissertation, the candidate distributes the final dissertation draft at least 4 weeks before the final defense date. This time period allows the committee to thoroughly review the document and the student to make changes before the final defense. The final defense date must be at least one week prior to the final submission deadline to the Office of Graduate Studies.
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We expect you to develop mentoring relationships throughout your DrPH experience. You will need mentors to act as preceptors for your field study, and you will need a mentor to participate on your dissertation committee. Here are some ideas for how you can develop a mentoring relationship with leaders in the field of Public Health. Practice-Based Mentor: The role of the mentor is to assist the DrPH student with developing professional and organizational leadership skills, goal setting, access to resources, and connecting the student with an appropriate local and national network of colleagues and resources. Examples of mentoring activities include the following: - Participating in meetings and/or conference calls with internal and external collaborators
- Observing or participating in program activities
- Exposure to policy-related activities
- Exploring funding sources
- Exploring resources that are most useful to the mentor’s agency, population of interest, and/or leadership style
- Managing teams and projects
- Discussing the mentor’s own leadership style
- Providing leadership opportunities within an agency
- Providing leadership opportunities within the community at local, state, regional, national and/or international levels
- Providing access and time with individuals in various other levels of leadership
Identifying and Selecting a Mentor Understanding your mentoring needs: Before approaching a potential mentor, you need to identify what you hope to gain from a mentoring relationship and what type of a mentor is best for helping you meet your objectives. The person that best meets your mentoring needs may or may not be in your area of expertise. That said, the best thing to do is to start by identifying your career goals. Where do you see yourself in 5-10 years? What knowledge, skills, and abilities do you need to get there? What key experiences could a mentor provide that would benefit you most? Choosing a mentor who is right for you: In addition to being able to meet your developmental needs, the best mentors are people who are excited about learning and who are continuing their own development. You'll want to seek out someone who possesses such traits and who also sets high standards for his or her work and can set an example for you. It may be that you could have different mentors at different stages of your career. Once you identify your mentoring needs, meet with your academic and practice-based advisor to discuss potential mentors that match your mentoring needs. Approaching your potential mentor: Initiation of the mentoring relationship is, and should be, done by the mentee. You need to have the self-confidence to approach a potential mentor and effectively present the merits of a mentoring relationship. Once you have found an appropriate individual, approach your potential mentor and share your long-term goals, your accomplishments, and your major developmental needs and objectives. Your potential mentor needs to know if he or she will be able to help you acquire the skills or competencies you want to develop. Please note that your potential mentor may feel that he or she is not an appropriate choice for you, or the individual may not have the time to commit right now. If the person agrees to begin a mentoring relationship, you'll want to have a focused conversation about what you both want to accomplish. |
Qualifying Examination
EDIT Students must develop a program of study to meet the requirements of the DrPH program in the USF graduate catalog of their choice, beginning with the catalog published in the year of their admission. The plan of study should be prepared with the student’s Faculty Advisor, and completed by the end of the first year of enrollment. A copy of the completed and signed plan of study should be submitted to your advisor and the DrPH program director.
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The requirements for your degree program are contained in the USF catalog for the year you start your degree. When a new catalog is released subsequently, you have the choice of following the new catalog or the one you started with. The USF Graduate School has current and archived catalogs for all USF degrees and programs, available at this link: http://www.grad.usf.edu/catalog.php. There is also a College catalog, although the USF Catalog has precedence. Current and archived College catalogs are available here: College of Public Health Catalog |
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title | Timing, Plan, and Notification |
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You can find your DrPH program of study form on this page: Program of Study Index. Select your admission year (or a later year) and use that form. You will document which courses you are taking or substituting while admitted to the DrPH program, which courses you are transferring from another degree program, and which courses you can waive because of prior learning or experience. For the processes to document these different categories, please see the section on Prior Learning below. |
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title | Content and Parameters of Exam |
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title | Evaluation of the Exam |
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The USF College of Public Health DrPH degree is completed through distance‐learning (fall, spring, and summer semesters) in addition to on‐campus learning via the 1‐week DrPH Institute. The combination of program delivery formats allows working professionals to broaden their grasp of public health management, practice, and research without interrupting their careers. We have been offering the DrPH Institute in the Summer semester, but we are going to move it to the Fall semesters. For current students, there will be a transition period from Summer to Fall. Please look for our communications on this subject. Information on the upcoming Institutes will be provided here as we obtain it. |
Admission to Candidacy
Use of "c" in Degree Acronyms
DrPH Competencies and Prior Learning
Each student must present a portfolio of documentation and evidence for any course substitutions, transfers, or waivers requested. This is the supporting evidence to the Program of Study form that the student must complete by the end of the first year. The documentation needs to make the case for achievement of DrPH competencies and course learning objectives, as appropriate to the request.
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title | Courses and Competencies |
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title | Domains and Competencies |
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| Advocacy Domain: The ability to influence decision-making regarding policies and practices that advance public health using scientific knowledge, analysis, communication, and consensus-building. - Present positions on health issues, law, and policy in multiple sectors.
- Analyze the impact of legislation, judicial opinions, regulations, and policies on population health.
- Influence health policy and program decision-making based on scientific evidence, stakeholder input, and public opinion data.
Leadership Domain: The ability to create and communicate a shared vision for a positive future; inspire trust and motivate others; and use evidence-based contextually and culturally appropriate strategies to enhance essential public health services - Demonstrate a commitment to public health professional values.
- Influence others to achieve high standards of performance and accountability.
- Promote effective strategies to address the challenges presented to public health leadership
- Collaborate with multi-disciplinary researchers and practitioners.
Communication Domain: The ability to assess and use communication strategies across diverse audiences to inform and influence individual, organization, community, and policy actions. - Discuss the inter-relationships between health communication and marketing.
- Prepare oral and written communications from briefs, position papers, scientific articles, community pieces
- Guide an organization in setting communication goals, objectives, priorities, and strategies.
- Integrate health literacy concepts in all communication and marketing initiatives.
Community/Cultural Orientation Domain: The ability to communicate, interact, engage and work with people across diverse communities and cultures for development of programs, policies, and research. - Develop collaborative partnerships with communities, policy makers, and other relevant groups.
- Conduct community-based participatory intervention and research projects.
- Engage communities in creating evidence-informed, culturally competent programs.
- Implement culturally and linguistically appropriate programs, services, and research.
Management Domain: The ability to provide fiscally responsible strategic and operational guidance within both public and private health organizations for achieving individual and community health and wellness. - Develop capacity-building strategies at the individual, organizational, and community level.
- Apply principles of human resource management.
- Organize the work environment with defined lines of responsibility, authority, communication, and governance.
- Implement strategic planning processes.
- Guide organizational decision-making and planning based on internal and external environmental research.
- Evaluate organizational performance in relation to strategic and defined goals.
Professionalism and Ethics Domain: The ability to identify and analyze an ethical issue; balance the claims of personal liberty with the responsibility to protect and improve the health of the population; and act on the ethical concepts of social justice and human rights in public health research and practice. - Demonstrate cultural sensitivity in ethical discourse and analysis.
- Design strategies for resolving ethical concerns in research, law, and regulations.
- Develop tools that protect the privacy of individuals and communities involved in health programs, policies, and research.
Critical Analysis Domain: The ability to synthesize and apply evidence-informed research and theory from a broad range of disciplines and health-related data sources to advance programs, policies, and systems promoting population health. - Interpret quantitative and qualitative data following current scientific standards.
- Synthesize information and derive pertinent implications from multiple sources for research and practice.
- Apply theoretical and evidence-informed perspectives from multiple disciplines in the design and implementation of programs, policies, and systems.
- Design needs and resource assessments for communities and populations.
- Translate research-informed approaches to public health practice
- Evaluate the performance and impact of health programs, policies, and systems
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title | Table of Competencies and Courses |
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| This form shows all of the DrPH competencies along with the courses that meet these competencies. This table can be downloaded here: http://health.usf.edu/publichealth/pdf/DrPH-Table-of-Competencies-&-Courses.docx Cluster 1: Advocacy, Leadership, and Community Engagement Domains | Definitions | Benchmark Competency Knowledge/Comprehension | Milestone Competency Apply/Analyze | Capstone Competency Evaluate/Create | Advocacy | The ability to influence decision-making regarding policies, and practices that advance health using scientific knowledge, analysis, communication, and consensus building | Present positions on health issues, law, and policy in multiple sectors | Analyze the impact of legislation, judicial opinions, regulations, and policies on population health | Influence health policy and program decision making based on scientific evidence, stakeholder input, and public opinion data | Courses | PHC 6120 Community Partnerships and Advocacy (3cr) | PHC 7932 Practical Applications 1: Policy, Advocacy, and Public Health (1cr) | Practice-Based Mentorship Practice-Based Field Study (9cr) Practice-Based Dissertation (9cr) | Leadership | The ability to create and communicate a shared vision for a positive future; inspire trust and motivate others; and use evidence-informed contextually and culturally appropriate strategies to enhance essential public health services | Demonstrate a commitment to public health professional values | Influence others to achieve high standards of performance and accountability | Promote effective strategies to address the challenges presented to public health leadership Collaborate with multi-disciplinary researchers and practitioners | Courses | PHC 7103 Transforming Public Health Practice (3cr) | PHC 7149 Practical Applications II: Public Health Leadership (1cr) | Practice-Based Mentorship Practice-Based Field Study (9cr) Practice-Based Dissertation (9cr) | Communication | The ability to assess and use communication strategies across diverse audiences to inform and influence individual, organization, community, and policy actions | Discuss the inter-relationship between health communication and marketing | Prepare oral and written communications from briefs, position papers, scientific articles, community pieces Guide an organization in setting communication goals, objectives, priorities, and strategies | Integrate health literacy concepts in all communication and marketing initiatives | Courses | PHC 6411 Introduction to Social Marketing in Public Health (3cr) | PHC 7935 Risk Communication in Public Health (3cr) | Practice-Based Mentorship Practice-Based Field Study (9cr) Practice-Based Dissertation (9cr) | PHC 7934 Writing for Scholarly Publication in the Health Sciences (3cr) | PHC 7937 Advanced Seminar in Grant Writing (3cr) | Community/ Cultural Orientation | The ability to communicate, interact, engage and work with people across diverse communities and cultures for development of programs, policies, and research | Develop collaborative partnerships with communities, policy makers, and other relevant groups | Conduct community-based participatory intervention and research projects Engage communities in creating evidence-informed, culturally competent programs | Implement culturally and linguistically appropriate programs, services, and research | Courses | PHC 7103 Transforming Public Health Practice (3cr) | PHC 6412 Health Disparities & Social Determinants (3cr) | Practice-Based Mentorship Practice-Based Field Study (9cr) Practice-Based Dissertation (9cr) | PHC 6462 Cultural Competency in Public Health Practice (2cr) | PHC 6462 Cultural Competency in Public Health Practice (2cr) |
Cluster 2: Management and Ethics Domains | Definitions | Benchmark Competency Knowledge/Comprehension | Milestone Competency Apply/Analyze | Capstone Competency Evaluate/Create | Management | The ability to provide fiscally responsible strategic and operational guidance within both public and private health organizations for achieving individual and community health and wellness | Develop capacity-building strategies at the individual, organizational, and community level | Apply principles of human resource management Organize the work environment with defined lines of responsibility, authority, communication, and governance Implement strategic planning process Guide organizational decision making and planning based on internal and external environmental research | Evaluate organizational performance in relation to strategic and defined goals | Courses | PHC 7103 Transforming Public Health Practice (3cr) | PHC 6181 Organizational Behavior in Health Services (3cr) | Practice-Based Mentorship Practice-Based Field Study (9cr) Practice-Based Dissertation (9cr) | PHC 6104 Management of Public Health Programs (3cr) OR PHC 6146 Health Services Planning and Evaluation (3cr) | Professionalism and Ethics | The ability to identify and analyze an ethical issue; balance the claims of personal liberty with the responsibility to protect and improve the health of the population; and act on the ethical concepts of social justice and human rights in public health research and practice | Demonstrate cultural sensitivity in ethical discourse and analysis | Design strategies for resolving ethical concerns in research, law, and regulations | Develop tools that protect the privacy of individuals and communities involved in health programs, policies, and research | Courses | PHC 6412 Health Disparities & Social Determinants (3cr) OR PHC 6442 Global Health Applications in the Field (3cr) | PHC 6421 Public Health Law & Ethics (3cr) | Practice-Based Mentorship Practice-Based Field Study (9cr) Practice-Based Dissertation (9cr) |
Cluster 3: Evidence-informed Public Health Domains | Definitions | Benchmark Competency Knowledge/Comprehension | Milestone Competency Apply/Analyze | Capstone Competency Evaluate/Create | Critical Analysis | The ability to synthesize and apply evidence-informed research and theory from a broad range of disciplines and health-related data sources to advance programs, policies, and systems promoting population health | Interpret quantitative and qualitative data following current scientific standards Synthesize information and derive pertinent implications from multiple sources for research and practice | Apply theoretical and evidence-informed perspectives from multiple disciplines in the design and implementation of programs, policies, and systems Translate research-informed approaches to public health practice | Design needs and resource assessments for communities and populations Evaluate the performance and impact of health programs, policies, and systems | Courses | PHC 6063 Public Health Data, Information and Decision-Making (3cr) OR PHC 6442 Global Health Applications in the Field (3cr) | PHC 7154 Evidence-Informed Public Health: Part I (3cr) | Practice-Based Mentorship Practice-Based Field Study (9cr) Practice-Based Dissertation (9cr) | PHC 7610 Transforming Public Health Practice (3cr) | PHC 7156 Evidence-Informed Public Health: Part II (3cr) | PHC 7154 Evidence-Informed Public Health: Part I (3cr) |
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| The syllabi for all DrPH courses can be found at this link: Course Listing . You can look to see what content, competencies, learning objectives, and assessments are offered in each course. |
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title | Prior Learning Documentation |
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Marcia Conner: "In what is known as the 70/20/10 learning concept, 70% of learning and development takes place from real-life and on-the-job experiences, tasks, and problem solving, 20% of the time development comes from other people through informal or formal feedback, mentoring, or coaching, and10% of learning and development comes from formal training.” Our philosophy in the DrPH program is consistent with this quote. We know that you bring a myriad of knowledge, skills, and experience with you to our program. If you are fully prepared in an area, there is no need for you to take a course covering what you already know and do. However, you must establish this by providing convincing documentation substantiating your knowledge, skills, and experience. Any transfers, substitutions, or waivers must be approved by your Faculty Advisor. Expand |
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| You can transfer up to 40% of the DrPH degree program from courses taken in other degree programs, or as a non-degree student. If you took those courses at USF prior to the DrPH degree, they still must be transferred in. First, you must follow a college-internal process for course transfer approval, and once approved, you must follow a USF process to get credit for those courses towards your degree. Any transferred courses have to be completed with a B grade, and the pre-requisite core courses cannot be transferred into the program. Expand |
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title | COPH Transfer Process |
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| The process for getting your transfer courses approved is explained on the DrPH Course Transfer form: http://health.usf.edu/publichealth/pdf/DrPH-Course-Transfer-Form.docx. If your advisor approves, you can transfer courses to meet the core requirements, or you can transfer courses into the focus area. You have to fill out this form for each course you desire to transfer, and attach supporting documentation if required: - If you are transferring in the focus area, they will be approved if your Faculty Advisor agrees, but no justification of competencies or learning outcomes is required.
- If you are transferring into the core requirements, you must follow the process for showing that the courses you took included similar competencies and learning objectives as the required course.
Note: You can transfer in more than one course to meet the requirements of one course if needed. |
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title | USF Transfer Process |
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| All courses approved for transfer to USF must be submitted to USF on the following form: http://www.grad.usf.edu/inc/linked-files/transfer_course.pdf. You have to submit official transcripts to USF in order to have transfer courses processed by them, unless the courses were taken at USF. |
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| The process for waiving a required course is explained on the DrPH Prior Learning form: http://health.usf.edu/publichealth/pdf/DrPH-Prior-Learning-Waiver-Form.docx. You can waive a course if your advisor approves, and you can document, with evidence, that you have any combination of experience or learning that meets all of the competencies and learning outcomes of the required course you want to waive. |
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DrPH Applied Practice Experiences (APE)
All DrPH students will engage in one or more practice-based experiences. The applied practice experiences (APE) should develop the student’s advanced practice and leadership skills and knowledge through completion of meaningful projects for public health organizations, including government, non-government, non-profit, industrial, and for-profit settings. These can include the student’s own work setting, or another setting that the student selects, and the student must identify a mentor in the organization who will guide the student during these experiences.
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title | Directions and Forms |
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APE Process Overview COPH FORM: DrPH Applied Practice Experience Form Purpose & Setting: All DrPH students will engage in one or more practice-based experiences. The applied practice experiences should develop the student’s advanced practice and leadership skills and knowledge through completion of meaningful projects for public health organizations, including government, non-government, non-profit, industrial, and for-profit settings. These can include the student’s own work setting, or another setting that the student selects, and the student must identify a mentor in the organization who will guide the student during these experiences. Please see the section on Practice-Based Mentors. Process: While attending each DrPH Institute, the student will start a proposal for an applied practice experience. The student will then work with their faculty advisor and an identified mentor to develop a complete proposal for the competencies, learning objectives, activities, and deliverables required for each applied practice experience. The final proposal must be approved by the student, the faculty advisor, the mentor, and the DrPH Director. Competencies: The student is expected to achieve demonstrated growth in at least five of the DrPH competencies throughout the series of practice experiences, and at least one competency must relate to leadership or management. The student will identify the targeted competencies for each applied practice experience in their proposal, drawn from the competencies specified in the list of DrPH Courses and Competencies for their concentration. The experiences proposed to meet these competencies can be done in a single large project, or several smaller projects, and can be spread across multiple semesters; this depends on the objectives, activities, and deliverables of each practice experience. Learning Objectives: In consultation with the faculty advisor and mentor, the student will identify the learning goals for the applied practice experiences based on the competencies targeted. The student will honestly assess their experience and build upon any limitations to enhance the skills and knowledge needed as an advanced professional, or to inform the doctoral project the student would like to pursue. Carefully considering the additional experiences needed to round out the student’s skills and practical knowledge is primary, along with ensuring that opportunities are included to enhance leadership skills. Activities: Details of the practice activities are developed and agreed to jointly by the student, mentor, and faculty advisor. This represents the heart of the three-way agreement that is integral to developing practice experience. It is necessary to describe the specific actions, projects, processes, and tasks that will allow the student to meet the chosen competencies and objectives. Activities should take the form of statements that begin with action verbs, that are specific, measurable, and time-limited. The student should also state the expected dates for involvement in and completion of the activities, including a temporal view of the entire lifetime of each proposed activity. Deliverables: The proposal must include deliverables that both meet the needs of the organization, and demonstrate reflection on development of the stated competencies and fulfillment of the learning objectives. This may require more than one deliverable (e.g., the completed project for the organization plus a reflection on competencies and learning objectives achieved). The student should consider what type of deliverables are appropriate for the organization, whether a report on activities performed, a summary of data collected and analyzed, tests from training sessions, etc. Evaluation: The practice site mentor provides guidance on an ongoing basis, and assists the student with the project deliverables as needed. The student will submit the final deliverables to the faculty advisor, who will provide a final evaluation of the quality and achievement of the deliverables, and whether the student met the stated learning objectives. The deliverables, reflection paper, and signed evaluation must also be submitted to the DrPH Director for final review and approval. |
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title | Courses and Competencies |
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Here is the table of courses and competencies for each concentration in the DrPH. You must use the competency list that applies to your concentration for your APE requirement. At present there is only one concentration: Advanced Practice Leadership in Public Health, that is effective in Fall 2017. We are also developing a second concentration: Public Health Laboratory Science and Practice, which will be submitted for Fall 2018 approval. We will post those documents as they become available. Students who are admitted to a particular catalog year can select a different catalog year later on, and may request to change their concentration as concentrations become available. To change their concentration, students must complete and submit the USF Change of Graduate Concentration form to cophdoctoral@usf.edu.
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title | Advanced Practice Leadership in Public Health |
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| DrPH Courses and Competencies 2017
DrPH Courses and Competencies: Advanced Practice Leadership in Public Health Fall 2017 COURSES (22 credits) | F=CEPH FOUNDATIONAL COMPETENCIES | C=APL CONCENTRATION COMPETENCIES | Cluster 1: Community Engagement | PHC 7103 Transforming PH Practice 3 credits | F6. Integrate knowledge, approaches, methods, values and potential contributions from multiple professions and systems in addressing public health problems F9. Promote equity within public health programs, policies and systems F14. Design a system-level intervention to address a public health issue F17. Propose interprofessional team approaches to improving public health C1. Demonstrate a commitment to public health professional values C2. Demonstrate holistic thinking ability and understanding of the inter-connectivity of system elements | PHC 7932 Policy & Advocacy 1 credit | F5. Communicate public health science to diverse stakeholders, including individuals at all levels of health literacy, for purposes of influencing behavior and policies F16. Integrate scientific information, legal and regulatory approaches, ethical frameworks and varied stakeholder interests in policy development and analysis | PHC 7466 Health Disparities/ Cultural Competency 1 credit | F4. Propose strategies for health improvement and elimination of health inequities by organizing stakeholders, including researchers, practitioners, community leaders and other partners F10. Propose strategies to promote inclusion and equity within public health programs, policies and systems | Cluster 2: Leadership and Management | PHC 7119 Org Behavior in PH Systems 3 credits | F7. Create a strategic plan F8. Facilitate shared decision making through negotiation and consensus-building methods F9. Create organizational change strategies F12. Propose human, fiscal and other resources to achieve a strategic goal F13. Cultivate new resources and revenue streams to achieve a strategic goal F17. Propose interprofessional team approaches to improving public health | PHC 7149 Practical Applications II: Public Health Leadership 1 credit | F11. Assess one’s own strengths and weaknesses in leadership capacities, including cultural proficiency C3. Influence others to achieve high standards of performance and accountability | Cluster 3: Communication and Education | PHC 7934 Scholarly Writing in Health Sciences 3 credits | F5. Communicate public health science to diverse stakeholders, including individuals at all levels of health literacy, for purposes of influencing behavior and policies C5. Communicate public health research, policy, or practice in a scholarly paper suitable for publication in a recognized journal | PHC 7504 Innovative Education in Public Health 1 credit | F18. Assess an audience’s knowledge and learning needs F19. Deliver training or educational experiences that promote learning in academic, organizational or community settings F20. Use best practice modalities in pedagogical practices | Cluster 4: Evidence-Informed Public Health | PHC 6411 Introduction to Social Marketing 3 credits | C6. Use concepts and methods from social and behavioral sciences in the design and implementation of community health research and intervention programs | PHC 7154 Evidence-Informed PH 1 3 credits | F1. Explain qualitative, quantitative, mixed methods and policy analysis research and evaluation methods to address health issues at multiple (individual, group, organization, community and population) levels F3. Explain the use and limitations of surveillance systems and national surveys in assessing, monitoring and evaluating policies and programs and to address a population’s health | PHC 7156 Evidence-Informed PH 2 3 credits | F2. Design a qualitative, quantitative, mixed methods, policy analysis or evaluation project to address a public health issue F6. Integrate knowledge, approaches, methods, values and potential contributions from multiple professions and systems in addressing public health problems F15. Integrate knowledge of cultural values and practices in the design of public health policies and programs C4. Translate research-informed approaches to public health practice |
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