l& THE UNIVERSllY OF ARIZONAf)

SIGNATURE COVER PAGE

Initiating college(s), school, department, or committee: Mel & Enid Zuckerman College of Public Health, Division of Health Promotion Sciences, Health Behavior Health Promotion Section

Title of this Request : Permission to implement a PhD & MSPH/PhD program in Health Behavior Health Promotion

Unit Administrator: Scott Carvajal, PhD , MPH , Associate Professor of Health Promotion Sciences and Chair,

Health Behavior Health Promotion Section

Administrator's Signature: ~~~ Date: /2 - I t - 20 /3

Unit Administrator: John Ehiri , P sor and Director, Division of Health Promotion Sciences

Administrator 's Signature: fr O - , / - - ~ ~ - Date : //I;J../L3­•r , -,,I

Dean 's Signature: -?~~~ Date: (J/~/(;>

Date:---=­Dean 's Signatu~-bJ===~~~~~~=~)t::' ==-:- _ 17.L!1Li3 .\ ----=t --.

m THE. UNIVE.RSllY Office of I he Dean Roy P. Drachman Hall 1295 N. Marrin Ave., Bldg . 202A l!\J.. OF ARIZONAo P.O . Box 245 163 Tu cson .Az; 85724

Mel and En id Zuc ke rman Tel: (5 20) 626-7083 Co llege of Public Health Fax: (520) 6266093

www.publichcah h.a rizo naed u

December 19, 2013

Gail Burd, PhD Vice Provost for Academic Affairs

Dianne Horgan, PhD Associate Dean, Graduate College

Dear Drs. Burd and Horgan:

This letter is to document my full support for the planned implementation proposal for the PhD and MSPHjPhD in Health Behavior Health Promotion. This program has emerged from significant and ongoing interactions over multiple years with faculty (within the College and outside of it), multiple college-level committee reviews, current students and alumni.

The implementation of this program and student enrollment is critical to the Mel and Enid Zuckerman College of Public Health's strategic growth in research and education; this program will become the flagship of its kind in the Rocky Mountain and Western regions, and substantively contribute to the College and University's standing. This program, which would be the fourth PhD program housed in the College, will further strengthen our positioning toward re-accreditation by the Council on Education for Public Health (CEPH). During our most recent re-accreditation site visit (we received full accreditation 2013­2020); we received extremely positive feedback on the diversity of our educational programs, their quality, and their integration within the College's research and outreach efforts. CEPH is currently in the process of revising their expectations for future reviews.

The College currently has an ongoing search for a faculty position in Health Behavior Health Promotion. I am committed to filling this position and to providing the faculty support needed for this doctoral program.

I look forward to having this program approved by the Graduate College and eventually by the Arizona Board of Regents. Should you have any questions, please do not hesitate to contact me.

Arizon a' s Firs t Un iversity - Since 188 5 .

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NEW ACADEMIC PROGRAM – IMPLEMENTATION REQUEST

I. PROGRAM NAME, DESCRIPTION AND CIP CODE

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

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

A program that focuses on the biological, behavioral, and socio-cultural determinants of health and health behavior, and the interventions and policies aimed at improving community and population health. Includes instruction in behavioral sciences, public health practice and policy, human services, and research methods. CIP Code (2010): 51.2207 – Public Health Education and Promotion A program that focuses on the application of educational and communications principles and methods to the promotion of preventive health measures and the education of targeted populations on health issues, and prepares individuals to function as public health educators and health promotion specialists. Includes instruction in human development, health issues across the life span, population-specific health issues, principles and methods of public health education, administration of health education campaigns and programs, evaluation methods, public communications, and applications to specific public health subjects and issues.

Summary of CIP code review: There are no doctoral programs in Arizona with the applicable CIP codes. There are no universities in the West Coast or Rocky Mountain regions with doctoral programs in Behavioral Aspects of Health (51.2212) according to the National Center for Education Statistics (NCES). There are three universities (a public one in Utah and two private institutions in California) with doctoral programs in Public Health Education and Promotion (51.2207), none are located within an accredited college of public health by the Council on Education for Public Health (CEPH)--public health education’s major accrediting body. An extended review of programs related to the proposed degree are provided in Section V.

C. DEPARTMENT/UNIT AND COLLEGE

Health Behavior Health Promotion Section Division of Health Promotion Sciences Mel and Enid Zuckerman College of Public Health

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II. PURPOSE AND NATURE OF PROGRAM

The Health Promotion Health Behavior (HBHP) Section of the Division of Health Promotion Sciences, Mel and Enid Zuckerman College of Public Health (MEZCOPH), proposes to implement a PhD and MSPH/PhD program in Health Behavior Health Promotion. The Health Behavior Health Promotion Section is one of two sections (the locations for the educational programs and charged with educational oversight within MEZCOPH) within the administrative unit of Division of Health Promotion Sciences (HPS). The other contained section within HPS is Family and Child Health--this section houses a concentration of the college-wide DrPH (HBHP does not have such a concentration). Health Behavior Health Promotion reflects one of the 5 core scholarly areas required of the major accreditation body (CEPH) for MEZCOPH. MEZCOPH was re-certified by CEPH for seven years, the maximum allowable, in 2013.

MEZCOPH is the only school/college of public health in Arizona, state supported or private. As the first, and one of two, nationally accredited public health college in the twelve state western mountain region (More recently, the Colorado School of Public Health, offered by a collaborative of the University of Colorado, Colorado State University, and the University of Northern Colorado, has been accredited by CEPH), MEZCOPH will play a vital role in training public health scholars in the region as well as scholars nationally/globally. At present, Health Behavior Health Promotion is the only one of the six sections within the College without an aligned doctoral degree. HBHP now has the capability and demand to launch an innovative program that will enhance the educational capability of the University and enhance the workforce of the State and region. The creation and implementation of a doctoral program housed in Health Behavior Health Promotion is also on the strategic growth plans of MEZCOPH (letter of support from the Dean of MEZCOPH is in the Appendix).

At present Health Behavior Health Promotion supports the Master of Public Health (MPH) with a concentration in Health Behavior Health Promotion, and is an active contributor to the college-wide undergraduate bachelors of science in public health (BSPH). HBHP also offers doctoral-level electives taken by advanced masters degree seeking students and doctoral students throughout the College and from other Colleges. However none of these current educational functions affords students sufficient depth in health behavior health promotion scholarship to optimally contribute to our state and nations’ basic and applied research knowledge base for confronting many contemporary public health challenges. It has been estimated (published in journals such as the New England Journal of Medicine) that persons’ health behaviors account for well over half the sources of premature mortality in the United States, with further unmeasured tolls on persons’ quality of life and society’s workforce productivity. The proposed doctoral program will help strengthen the academic standing of MEZCOPH and the University of Arizona, and foster diversity in multiple forms. This transdisciplinary doctoral program also builds on the rising capacity of the University of Arizona’s Health Behavior Health Promotion section--including aligned flagship centers of the Arizona Health Science Center lead by its--as well as University-wide strengths in many contributing disciplines and thematic areas.

The proposed program will offer a diverse and challenging curriculum that address health behavior health promotion theory, knowledge/skills in working on health issues within the diverse communities of the Southwest US, mixed qualitative/quantitative methods, statistics, and grant development skills. Students will further specialize in one or more areas by methodology (applicable quantitative and qualitative methods) and/or topic--examples include promoting population health equity in one or more underserved communities of the State or developing/testing theory-based healthy lifestyle promotion interventions.

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III. PROGRAM REQUIREMENTS Admission Requirements: The requirement for direct entry into the PhD will include a master’s degree, preferably in public health or field/discipline related to health behavior health promotion. The requirement for entry into the MSPH/PhD will be a bachelor’s degree. Outstanding course performance and strong evidence for research interests/aptitude in health behavior health promotion is required for all admitted students. The MSPH is not proposed a stand-alone degree; students interested in graduate studies in health behavior health promotion who are uncertain of a research career focus are encouraged to discuss the applying for the Master of Public Health (MPH) with section faculty and MEZCOPH’s Office of Student Affairs. The latter professional degree (MPH with a concentration in HBHP) affords sound preparation for the proposed PhD program while designed as a functional terminal degree for immediate workforce entry. Students will be asked to designate whether they are applying to the MPH, MSPH/PhD or PhD (only for those with a related master’s degree) program by checking a box on the application form. Students should complete separate applications if they want to be considered for multiple programs (e.g., the MSPH/PhD program and the MPH program). All applicants must submit three letters of recommendation, official academic records from undergraduate and graduate institutions, a resume or curriculum vitae, a personal statement of experiences and goals, and a writing sample. Applicants will be selected for program admission based on their potential to become outstanding scholars and researchers in health behavior health promotion. Criteria for admission and financial support include: prior course work and grades; Graduate Record Examination (GRE) scores; letters of recommendation that include an evaluation of the applicant’s aptitude in health behavior health promotion research; extent of contributing academic and professional experiences; scholarly interest fit with the section’s faculty, and institutional capacity to adequately mentor and support the prospective student. It is expected that doctoral program applicants (PhD or MSPH/PhD) will share similar interests with at least one of the faculty members of the Health Behavior Health Promotion Section. The candidates, however, will not be restricted to pursue specializations in the areas of expertise of the faculty. For students admitted to the MSPH/PhD program, the MSPH develops the student’s ability to think critically, develop and execute research, while also providing breadth in public health scholarship. These skills are essential to the success of a future PhD student and future health promotion health behavior scholar. Students are expected to complete the MSPH as a required component of this program when entering doctoral studies without a prior master’s degree. Except for the thesis credits, all internal MSPH coursework will apply toward the PhD provided the student received an A or B grade. Graduate credit earned at other approved institutions may be counted toward the requirements of the programs, if accepted by the student’s Graduate Committee. For the MSPH degree, the total number of units of coursework taken as an undergraduate, in graduate non-degree status and transferred from other institutions can be no more than 8. For the PhD program, transferred credit must be at the graduate level, with a maximum of 30 potential units from another University or prior degree. The Doctoral Plan of Study form requires a listing of all courses the student seeks to transfer from another institution. These grades will not be calculated in The University of Arizona grade-point average. Consideration and evaluation of transfer credit must occur in the first year of residence following completion of the “Evaluation of Transfer Credit” form, available at: http://grad.arizona.edu/system/files/TransferCreditForm.pdf. As per graduate college requirements, at least one half the units used on the Doctoral Plan of Study must be in

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courses in which regular grades (A, B, C) have been earned. A minimum of 33 units of graduate credit must be taken at The University of Arizona. To the extent possible, the curriculum of each student will be tailored to his or her background and interests. In the event that life-plans change or students who appear promising are not ultimately suited for the PhD program, students may be awarded the MSPH upon satisfactory completion of the coursework and thesis. Students may choose to leave after the MSPH; however we expect most students who are admitted to the MSPH/PhD (or PhD program directly) to complete their doctorate as the MSPH is not designed as a stand-alone program nor has separate admissions from the doctoral program. Doctoral Plan of Study: In collaboration with the Faculty Advisor, each student is responsible for developing a Doctoral Plan of Study during her or his first year in residence in the PhD or MSPH/PhD program. The Doctoral Plan of Study should be held in the student’s file as an advising tool, until the second to the last semester of coursework, at which point it should be formalized with required signatures and submitted to the Graduate College. The Doctoral Plan of Study form is found at the graduate college website: http://grad.arizona.edu/current-students/forms. The Doctoral Plan of Study identifies (1) courses the student intends to transfer from other institutions; (2) courses already completed at The University of Arizona which the student intends to apply toward the graduate degree; and (3) additional course work to be completed to fulfill degree requirements. The Plan of Study must have the approval of the major advisor and the Section Chair (or another designated faculty identified by the chair) of Health Behavior Health Promotion before it can be submitted to the Graduate College. The Plan of Study will be the basis for the initial Graduate Committee meeting. Degree requirements Credit Hours – For students entering with a master’s degree, the PhD curriculum will require a minimum of 63 credit hours (units). Of this, 15 units are required from major courses, 3 units are required on US minority/health disparities, 3 units on advanced grant proposal development, 6 units on health promotion research content electives, 9 units of other electives, 9 units (minimum) for the minor, and 18 units for the dissertation. A maximum of 30 units from a prior degree may be applied towards an admitted student, pending review by the student’s advisory committee. The 63 unit curriculum is detailed below: PhD in Health Behavior Health Promotion (students entering with a master’s degree)

REQUIRED MAJOR COURSES (15 UNITS) CPH 573A Basic Principles of Epidemiology (3) CPH 576B Biostatistics for Research (3) (prerec is CPH 576A or other introductory graduate statistics course) CPH 607 Qualitative Research Methods in Public Health (3) CPH 650 Applied Public Health Theory (3) (prerec is CPH 577 or related graduate coursework) CPH 609 Evaluating the Public Health Literature (1) CPH 696_ HBHP Seminar (1+1) (approved by MEZCOPH Education Committee 12/4/2013) REQUIRED US minority health/health disparities emphasis COURSE (Minimum of 3 UNITS) CPH 535 Multicultural Health Beliefs (3) or CPH 605 Community Based Participatory Action Research to Decrease Health Disparities (3)

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REQUIRED Grant proposal development emphasis COURSE (Minimum of 3 UNITS) CPH 628 Public Health Research and Evaluation (3) or CPH 652 Grantsmanship for a Winning Proposal (3) REQUIRED Health promotion emphasis ELECTIVES (Minimum of 6 UNITS) CPH 531 Contemporary Health Issues & Research (3) CPH 532A Applied Aspects of Program Planning, Implementation & Evaluation I (4) CPH 535 Multicultural Health Beliefs (3) (if not used to fulfill the minority health/disparities requirement) CPH 577 Sociocultural & Behavioral Aspects of Public Health (3) CPH 605 Community Based Participatory Action Research to Decrease Health Disparities (3) (if not used to fulfill the minority health/disparities requirement) CPH 619 Topics in Health Behavior Health Promotion (3) CPH 622 Applied Research Methods in Diet and Physical Activity (3) CPH 628 Public Health Research and Evaluation (3) (if not used to fulfill the grant proposal development requirement) CPH 642 Public Health Communication (3) CPH 652 Grantsmanship for a Winning Proposal (3) (if not used to fulfill the grant proposal development requirement) CPH 671 Social Epidemiology (3) CPH/EPID 6xx measurement/survey design (course approved by the MEZCOPH Education Committee 11/6/2013) OTHER ELECTIVES (Minimum of 9 UNITS, approved by faculty adviser/committee. These will often be independent studies with a research focus, public health graduate courses, or other graduate theory, content or methodology-related courses at the University that relate to the area of study) APPROVED MINOR (Minimum of 9 UNITS) DISSERTATION (Minimum of 18 UNITS) TOTAL UNITS (Minimum) = 63 For students applying without a master’s degree, the MSPH/PhD curriculum will require 72 credit hours, with 40 units required toward completing the MSPH component. The MSPH component requires 22 required major course credits, 3 units are required on US minority/health disparities, 3 units on health promotion research content electives, 6 units of other electives, and 6 units thesis. Additional units post completion of the MSPH component required include 2 additional major units, 3 units on advanced grant proposal development, 9 units (minimum) for the minor, and 18 units for the dissertation. A maximum of 8 units from prior graduate coursework may be considered (pending review) to be applied towards the MSPH component. MSPH/PhD in Health Behavior Health Promotion (students entering with a bachelors degree) MSPH requirements (40 UNITS) REQUIRED MAJOR COURSES (22 UNITS)

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CPH 531 Contemporary Health Issues & Research (3) CPH 573A Basic Principles of Epidemiology (3) CPH 576A Biostatistics in Public Health (3) CPH 576B Biostatistics for Research (3) CPH 577 Sociocultural & Behavioral Aspects of Public Health (3) CPH 607: Qualitative Research Methods in Public Health (3) CPH 650 Applied Public Health Theory (3) CPH 696_ HBHP Seminar (1)(approved by MEZCOPH Education Committee 12/4/2013) REQUIRED US minority health/health disparities emphasis (Minimum of 3 UNITS) CPH 535 Multicultural Health Beliefs (3) or CPH 605 Community Based Participatory Action Research to Decrease Health Disparities (3) REQUIRED Health promotion emphasis ELECTIVE (Minimum of 3 UNITS) CPH 532A Applied Aspects of Program Planning, Implementation & Evaluation I (4) CPH 535 Multicultural Health Beliefs (3) (if not used to fulfill the minority health/disparities requirement) CPH 605 Community Based Participatory Action Research to Decrease Health Disparities (3) (if not used to fulfill the minority health/disparities requirement) CPH 619 Topics in Health Behavior Health Promotion (3) CPH 622 Applied Research Methods in Diet and Physical Activity (3) CPH 628 Public Health Research and Evaluation (3) CPH 642 Public Health Communication (3) CPH 652 Grantsmanship for a Winning Proposal (3) CPH 671 Social Epidemiology (3) CPH/EPID 6xx measurement/survey design (course approved by the MEZCOPH Education Committee 11/6/2013) OTHER ELECTIVES (Minimum of 6 UNITS, approved by faculty adviser) REQUIRED Thesis (Minimum of 6 UNITS) CPH 910 Thesis (6) Additional core PhD requirements post the MSPH (32 units) REQUIRED (Minimum of 2 UNITS) CPH 609 Evaluating the Public Health Literature (1) CPH 696_ HBHP Seminar (1) (approved by MEZCOPH Education Committee 12/4/2013) REQUIRED Grant proposal development emphasis COURSE (Minimum of 3 UNITS) CPH 628 Public Health Research and Evaluation (3) or CPH 652 Grantsmanship for a Winning Proposal (3) (a course for this requirement may not also be counted towards a requirement described prior) APPROVED MINOR (Minimum of 9 UNITS) DISSERTATION (Minimum of 18 UNITS) TOTAL UNITS (Minimum) = 72

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For the PhD and the MSPH/PhD program both the elective and minor coursework are negotiated with the student’s Advisory Committee. Students are required to become familiar with the minor requirements set by the home department, be aware of potential changes approved by the home college/unit, and develop a minor course plan with their minor advisor’s approval. With committee approval (including the minor advisor), a minor may be selected from any program of study at the University of Arizona that offers a doctoral degree. The requirements for the minor are determined by the selected academic department and may exceed the minimum required credit hours for a minor proscribed by the doctoral program in Health Behavior Health Promotion. Related to the minor, the student must pass or complete a culminating experience as identified by the minor committee member. Declaration of the minor will be made on the Doctoral Plan of Study form when submitted to the Graduate College. Given health behavior health promotion scholarly breadth in methodology, theoretical underpinnings and pedagogical paradigms, as well as content that reflects behavioral, biological cognitive, cultural, environmental, and social factors inter-related to health behavior, there are many potential applicable minor fields. Some examples of potential minors at the University of Arizona (and home college) students might consider (must be approved for the individual student) include:

American Indian Studies (GIDP) Anthropology (SBS)

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

Nutritional Sciences (CALS) Pharmaceutical Sciences (COP)

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

Comprehensive Examination: Either all coursework must be completed prior to sitting for the written comprehensive exam or the student must be in their final semester of coursework. The student must be in good academic standing. It is recommended that the Comprehensive

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Examination be taken within 3 years from the date of admission to the program. The Comprehensive Examination consists of a written and oral portion. Students must pass the written examination before the oral examination takes place, in accordance with graduate college rules. Both written and oral comprehensive examinations must take place within no more than two consecutive semesters and at least three months prior to the Final Oral Examination (defense of dissertation). Written Portion of the Comprehensive Examination: The written portion of the Comprehensive Examination must occur prior to the oral examination. The exam will be written and graded by all members of the student’s Advisory Committee. The written exam format will be determined jointly by the student’s committee and will be graded as pass/fail. The written examination can be repeated once if it is failed the first time. Oral Portion of the Comprehensive Examination: The oral portion of the comprehensive examination (commonly referred to as the “oral comps”) consists of a presentation and defense of the student’s written portion of the Comprehensive Examination as well as sufficient depth and breadth of knowledge of the literature and methodology in health behavior health promotion. The Graduate College website provides guidelines for the comprehensive examination. Available at: http://grad.arizona.edu/current-students/program-requirements/doctor-of-philosophy/comprehensive-examination

"Before admission to candidacy for the doctoral degree, the student must pass a written and an oral Doctoral Comprehensive Examination. This examination is intended to test the student's comprehensive knowledge of the major and minor subjects of study, both in breadth across the general field of study and in depth within the area of specialization. The Comprehensive Examination is considered a single examination, although it consists of written and oral parts. While the Graduate College sets general policies and guidelines for exams, it is expected that each program will have different ways of assessing a student's knowledge of the field and their preparation to begin the dissertation. Each program determines the format and administration of the written portion. A student will pass the written portion before sitting for the oral portion." – The student is responsible for scheduling the Oral Comprehensive Examination with

the members of the Graduate Committee and the Graduate College. – In order to schedule the examination, the student is required to have submitted the

Doctoral Plan of Study which can be found at http//grad.Arizona.edu/gcforms/. – The Application for Oral Comprehensive Examination for Doctoral Candidacy

(http://grad.arizona.edu/current-students/forms) must be filed with the Graduate College no later than seven working days before the date of the exam.

– The student may retake the oral portion Comprehensive Examination once if necessary.

– A minimum of six months must elapse between oral comps and final defense. Advancement to Candidacy: When the student has an approved Doctoral Plan of Study on file, has satisfied all course work, and residence requirements, and passed the written and oral portions of the comprehensive examination, he or she must file an Application to Advance to Candidacy and submit to the graduate college. To meet the minimum Graduate College residence requirement, the student must have spent two regular semesters of full-time work or complete a minimum of 30 units of graduate credit in residence at The University of Arizona. "In residence" is defined as taking credits offered by The University of Arizona, whether or not they are offered on campus.

– The application to advance to candidacy must be submitted no later than six months prior to the Final Oral Dissertation Defense.

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– The student is responsible for obtaining each of these forms from the Graduate College, available on-line at http://grad.arizona.edu/current-students/forms.

– Once approved by the Graduate College, a one time fee will be added to the student’s Bursar’s Account. These charges are for degree candidacy and dissertation processing and archiving. A copyrighting fee is optional. See http://grad.arizona.edu/current-students/costs/degree-audit-processing-fee for current rates.

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

“Research involving human subjects or live vertebrate animals requires permission from the relevant University committee. Consult your research director and the Human Subjects Office for details. Their telephone number is (520) 626-6721. You must have Human Subjects approval in your own name; your project is not covered under your director's approval. Research activities involving the use of human subjects require the review and approval of the University Human Subjects Committee. A copy of the Human Subjects approval letter along with the Human Subjects Research Statement must be in the student's file in the Graduate College Degree Certification Office. Research involving any live vertebrate animals must be approved by the Institutional Animal Care and Use Committee (IACUC) - The Animal Research Protocol Review form must be completed by the student/instructor and submitted to the protocol office for review and approval. Contact University Animal Care for instructions, forms and protocol. Their telephone number is (520) 621-3454”

The thesis format will follow the requirements of the University of Arizona graduate college. The accepted standard format for a thesis consists of an extensive written review of the literature and a comprehensive research report or submission of published or accepted articles from a professional, peer-reviewed journal. In the thesis oral defense, the student must show significant expertise in the field and demonstrate an ability to not only defend the quality and relevance of the original research, but also to integrate it into broader research currently being conducted by experts in the field. The thesis should be of publishable quality. The adequacy of the student’s performance (pass/fail) is determined by the thesis committee. The PhD dissertation should involve innovative original research and demonstrate a sophisticated command of the Health Behavior Health Promotion field. Either the compilation of a sufficient body of research as a traditional dissertation or a minimum of three papers, bound by a common theme, will be the basis of the doctoral dissertation. After the dissertation

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committee approves the written dissertation, the student will present a formal defense of the dissertation in a public forum. The accepted standard format for a thesis/dissertation consists of an extensive written review of the literature and a comprehensive research report or submission of published or accepted articles from a professional, peer-reviewed journal, as stated by The University of Arizona Graduate College Manual for Thesis and Dissertation:

“At the option of the student and the program of study committee, an alternate format permitting inclusion of papers published or accepted for publication in scholarly journals may be used. The decision to allow the inclusion of previously published or submitted work in a dissertation or thesis is left to the candidate's degree-granting unit. The alternate format for the dissertation or thesis is based on the philosophy developed by the Council of Graduate Schools: The published work must be logically connected and integrated into the dissertation in a coherent manner. Simply binding reprints or collections of publications together is not acceptable as a dissertation in either format or concept.”

It is expected that the student will spend up to two productive years conducting research and writing to complete the dissertation requirement. All requirements for the degree of Doctor of Philosophy must be completed within 5 years of passing the Comprehensive Exam. Should a student not finish within that time period, he or she will be required to re-take the Comprehensive Exam with permission of the program, and then proceed to complete other requirements, e.g., the dissertation. When the student and dissertation advisor consider the dissertation of publishable quality and sufficiently complete, the student submits a complete copy of the draft to each member of the committee. This document must be submitted to the dissertation committee members at least ten (10) working days prior to the proposed final examination. Oral Defense: Formal oral defense of the MSPH thesis and PhD dissertation research constitutes are required. This consists of a public seminar by the candidate of no more than one hour, followed by an oral examination by the candidate's committee. The student must submit the Announcement of Final Oral Examination Form (http://grad.arizona.edu/current-students/forms) to the MEZCOPH Academic Progress Coordinator at least 15 working days before the proposed date of the examination. The exact time and place of this examination must be scheduled with the Graduate Degree Certification Office at least 7 working days in advance of the dissertation defense. It is to be announced publicly at least one week in advance. The Academic Progress Coordinator will work with the student to schedule the examination and to publicize the open portion of the examination. The dissertation director presides over the examination with the attending examining committee. Except for the initial seminar portion, the examination is closed to the public. The entire exam must be completed within three hours. The candidate must bring the final draft of the dissertation and two typed and signed ‘Approval Pages’ (obtained from the Graduate Certification Office), to the examination.

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Completion of Doctoral Requirements: Following the successful completion of the Final Oral Defense Examination and completion of any revisions required by the Advisory Committee, the candidate presents the final copy of the dissertation to his/her Advisory Committee for review. The candidate makes any corrections required by the department and submits an electronic copy to the Graduate College at:

http://dissertations.umi.com/arizona/. The Dean of the Graduate College then certifies that the candidate has fulfilled all requirements for the Doctoral Degree. In addition to the two copies of the dissertation required by the Graduate College, the student is required to provide a bound copy of the dissertation to his/her advisor and, if requested, committee members. The student must also provide a complete electronic copy of the final, approved, dissertation to the section chair. Student Support and Required Teaching Experience: The section faculty and the Office of Student Affairs (MEZCOPH) will work with doctoral student to identify optimal research and teaching-related opportunities, and are committed to identifying sustained support. The track record for student support in the College, including for HBHP professional master’s degree seeking students, has been outstanding. It is expected the doctoral students will be highly competitive for research assistantship and fellowship opportunities. However during the course of their studies all PhD students are expected to serve as a graduate teaching assistant (GTA) for at least one Health Behavior Health Promotion course (or engage in a more intensive mentored teaching experience). This teaching assistantship is arranged with the course instructor and will include lecture opportunities. Students are encouraged, however, to consider pursuit of independent teaching of a course or course component (e.g., stand alone discussion section, laboratory), via online, intensive service-learning or standard in-person instruction, as best matching the individual student’s interests and competencies.

A. CURRENT COURSES AND EXISTING PROGRAMS:

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

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CPH 671 Social Epidemiology (3) CPH/EPID 6xx measurement/survey design (course approved by the MEZCOPH Education Committee, Nov. 2013) Sample of other current electives (General Catalog 2013-2014): CPH 505 Biology in Public Health CPH 506 Economic Foundations for Health Sciences CPH 507 Health Care Economics and Policy CPH 508 Disabilities and Public Health CPH 512 Public Health Approach to Mental Health Disorders in the U.S. CPH 513 Health Technology Assessment CPH 514 Analytic Methods in Planning and Strategic Management CPH 516 Ethics, Values and Public Health Policy CPH 525 Latino Health Disparities CPH 533 Global Health CPH 543 Health Services Research Methods CPH 545 Understanding Integrative Models and Preventive Programs Healthy Lifestyles CPH 549 Family Violence CPH 557 Food We Eat, Drugs We Take, How We Work and Play - The U.S. Regulatory Agencies CPH 563 United States Mexico Border Health Policy CPH 565 Public Health Advocacy CPH 566 Participatory Action Research and Policy Change CPH 567 Public Health Leadership and Management CPH 568 American Indian Health Policy CPH 569 Fundamentals of Health Budgeting and Financial Management CPH 575 Environmental and Occupational Health CPH 576C Applied Biostatistic Analysis CPH 578 Public Health Nutrition CPH 580 Community Based Research Methods CPH 586 Maternal and Child Health CPH 588 Adolescent Health CPH 589 Public Health Preparedness I CPH 596E Health Education/Behavioral Sciences Leadership Seminar CPH 596H Prevention and Control of Disease CPH 597A Maternal & Child Health Programs in Urban Settings CPH 597B Maternal & Child Health Programs in the Rural Southwest CPH 597C Border Health Service Learning Institute CPH 597D Rural Health Service Learning Institute CPH 597E Public Health for Community Wellness CPH 597S Skin Cancer Prevention in the Community Setting CPH 599 Independent Study CPH 606 Changing Health Policy: Cultural Understanding & Epi Analysis CPH 612 Patient-Reported Health Outcomes CPH 615A Cancer Epidemiology and Prevention CPH 616 Public Health & Rural Policy Analysis CPH 617 Advanced Public Health Policy Analysis CPH 618 Drugs of Abuse in Public Health: Policy Implications of Addiction, Trtmnt & Prev CPH 620 Theories of Social Influence CPH 621A Applied Health Technology Assessment CPH 627 Methamphetamine and Other Illicit Drug Education (MethOIDE)

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CPH 629 Special Topics in Public Health Practice CPH 630 Maternal and Child Health Epidemiology CPH 634 Data Management in Healthcare Systems CPH 644 Applied Program Planning and Evaluation CPH 645 Nutritional Epidemiology CPH 647 Analysis of Categorical Data CPH 648 Analysis of High Dimensional Data CPH 653 Applied Exposure Assessment CPH 655 Control of Occupational Exposures CPH 660 Infectious Disease Epidemiology CPH 670 Chronic Disease Epidemiology CPH 675 Clinical Trials and Intervention Studies CPH 676 Spatial Epidemiology CPH 677 Principles of Genetic Association Studies CPH 678 Principles of Public Health and Health Informatics CPH 680 Environmental, Occupational, and Injury Epidemiology CPH 682 Women & Children Health Policy CPH 684 General Linear and Mixed Effects Models CPH 685 Special Topics in Biostatistics CPH 686 Survival Analysis CPH 687 Theory of Linear Models CPH 696B Cancer Prevention and Control Seminar CPH 696D International Planning CPH 696E Economic, Environmental, and Social Issues Along the Border CPH 696G Nutrition and Physical Activity in a Biocultural Context CPH 696K Survey of Interdisciplinary Pediatric Pulmonary Issues Seminar CPH 699 Independent Study Many existing graduate programs give strength to the proposed program and this program well represents University strategic growth efforts. For example, potential minors described below from some of the academic programs below (sampled from across the University) may enhance the scholarship and opportunities of doctoral graduate in HBHP, and those programs below with doctoral degrees might utilize coursework (or the minor) afforded by the proposed HBHP doctoral degree. In fact students from many of such programs may enhance their health behavior health promotion expertise as part of their studies in response to changing workforce dynamics and trends (e.g., rising national/international problem of preventable illnesses and chronic disease; relative increased growth of academic interdisciplinary departments, research centers and positions thereof nationally). A sample of such programs and notable academic degrees where there may be mutual benefits from the proposed degree include: American Indian Studies (PhD), Anthropology (PhD), Biostatistics (PhD), Communication (PhD), East Asian Studies (PhD), Economics (PhD), Educational Psychology (PhD), Environmental Health Sciences (EHS), Epidemiology (PhD), Family Studies and Human Development/Family and Consumer Sciences (PhD), Global Change (PhD), Gender and Women’s Studies (PhD), Geography (PhD), Government and Public Policy (PhD), Immunobiology (PhD), Language, Reading and Culture PhD), Latin American Studies (MA, PhD Minor), Management (PhD), Mexican American Studies (PhD), Middle Eastern and North African Studies (PhD), Natural Resources (PhD), Near Eastern Studies (PhD), Neuroscience (PhD), Nutritional Sciences (PhD), Pharmaceutical Sciences (PhD), Physiological Sciences (PhD), Political Science (PhD), Psychology (PhD), , Rehabilitation (PhD), School Counseling (PhD), Sociology (PhD), Special Education (PhD), Speech, Language and Hearing Sciences (PhD), Statistics (PhD), and Teaching and Teacher Education (PhD).

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

B. NEW COURSES NEEDED

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

C. REQUIREMENTS FOR ACCREDITATION

There are no specific accreditation criteria for a PhD program in health behavior health promotion or for CIP Code (2010): 51.2212 Behavioral Aspects of Health or CIP Code (2010): 51.2207 – Public Health Education and Promotion. The proposed PhD will be governed by the Arizona Board of Regents (ABOR). ABOR authorizes the University of Arizona Graduate College to grant advanced degrees in ABOR approved programs. This process is reviewed every ten years when the University of Arizona undergoes accreditation review by the North Central Association, one of six regional entities that review higher education institutionsThe proposed PhD and MSPH/PhD degree in Health Behavior Health Promotion will be subject to that accreditation process.

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

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Science in Public Health (MSPH) are expected to have some public health breadth, they are also expected to be more intensive disciplinary and research foci than typical of the Master of Public Health (MPH) degree. Such elements are contained in this proposed program.

D. DISTANCE LEARNING

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

IV. STUDENT LEARNING OUTCOMES AND ASSESSMENT

A. STUDENT OUTCOMES

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

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

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

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

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

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

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

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

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

empirical research with external funding potential.

B. STUDENT ASSESSMENT

All students who enter the program will have outstanding credentials and aptitude for health behavior health promotion research as demonstrated in previous collegiate performance, standardized exam performance, evaluation of his/her scholarly materials, demonstration of research skills, and professional recommendations. Students undertaking the PhD and MSPH/PhD programs in Health Behavior Health Promotion will be assessed through their coursework, written and oral comprehensives, thesis (for those entering with a bachelors), and dissertation in the expected student outcomes. Assessments as part of the required common courses for all students include exams, written scholarly papers, group and individual oral presentations, assignments requiring stakeholder interface outside of class, grant proposal assignments, and observations of class engagement/interaction. Students in all cases will also be provided feedback for improvement in any area as appropriate, through the process/feedback around completing the above described program elements as well as through

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progress report meetings with their adviser (and informed by the HBHP faculty as relevant) occurring no less than at yearly intervals. Faculty in the section, faculty in the College, students, and other stakeholders will discuss program progress and challenges in regular intervals. More specifically, such issues will be discussed during a HBHP section, Division of Health Promotion Science, and College-wide Educational Committee (which include diverse representation from faculty, students, Office of Student Affairs, and other program, stakeholders) meetings as applicable, all of these meetings occur monthly during the academic year. Additionally, through other activities (e.g., alumni surveys, interactions with leaders of other related programs nationally, College-wide faculty assembly, CEPH accreditation reviews, unit/College reviews) the status and potential improvements to the program will be regularly elicited and responded to by program faculty.

V. STATE'S NEED FOR THE PROGRAM

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

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

B. IS THERE SUFFICIENT STUDENT DEMAND FOR THE PROGRAM?

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

5-YEAR PROJECTED ANNUAL ENROLLMENT

1st Year 2nd Year 3rd Year 4th Year 5th Year

Number of Majors

3 6 9 12 12

From 2009-2013 there have been 313 applicants to the HBHP MPH degree. Of these, 70 enrolled in the program. With only 20% of these students having the background and interest for the doctoral program, we could meet expectations. Further, both a PhD (which most national CEPH accredited competitors offer in a highly social and behavioral science-grounded public health area of study) and the direct entry MSPH/PhD (which few national competitors have) will

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significantly enhance MEZCOPH’s competitive for the most outstanding students at all levels. Another benefit of the doctoral program is that it will further enhance the already strong quality of the pool and acceptance rate in the HBHP MPH (in state and out of state) as those interested in a seamless transition to a HBHP doctoral program can now do this at the UA. Currently the programs where the greatest portions of our MPH admitted students decline us for have directly aligned PhD degrees in Behavioral Aspects of Health (CIP 51. 2212) or Public Health Education and Promotion (51.2207)

2. What is the local, regional and national need for this program? Provide

market analysis data or similar evidence of the need for this program. Include an assessment of the employment opportunities for graduates of the program during the next three years.

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

3. Beginning with the first year in which degrees will be awarded, what is

the anticipated number of degrees that will be awarded each year for the first five years?

PROJECTED DEGREES AWARDED ANNUALLY

1st Year 2nd Year 3rd Year 4th Year 5th Year

Number of Degrees

0 0 2 PhD 1 MSPH

3 PhD 1 MSPH

3 PhD 1 MSPH

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

IV. APPROPRIATENESS FOR THE UNIVERSITY As described in the University of Arizona’s 2013 Never Settle plan, the program fits squarely with efforts to 1) innovate by expanding “our research and creative inquiry to not only discover new knowledge and create new ideas, but also to innovate new ways of knowing and seeing that will ensure our continued leadership in interdisciplinary scholarship”, and 2) promoting synergy, specifically efforts to “Redesign the University to avoid isolation and specialization in ever-narrowing disciplines.” As there is no program in the state (see below) with a program in the area, and the Health Behavior Health Promotion section within the Mel and Enid Zuckerman

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College of Public Health has the capacity to execute the program now as planned, the program would be ideally placed within the Universities with oversight by the Arizona Board of Regents. It should also be noted the program will significantly contribute to the University and Graduate College’s efforts to promote diversity. Public Health is highest within its field categorization in percent of underrepresent minority students enrolled. Further, the current HBHP MPH program has 24% of those enrolled of Hispanic, Native American or African American descent, a rate far higher than that of full University student body, let alone that for graduate students. With a major foci and capacity of the proposed program on addressing health disparities, and connections to research partners working with underserved populations in the region, we expect out doctoral program to be similarly competitive in recruiting leading future scholars who are from underrepresented groups.

V. EXISTING PROGRAMS WITHIN THE ARIZONA UNIVERSITY SYSTEM

A. Arizona University System

CIP

CODE1

PROGRAM

LOCATION

University & Site

PROGRAM ACCREDITATION?

YES/NO

1 51.2212 None NA NA

2 51.2207 None NA NA

There are no comparable programs in the State of Arizona. There are no universities in the West Coast or Rocky Mountain regions with doctoral programs in Behavioral Aspects of Health (51.2212) according to the National Center for Education Statistics (NCES). Programs with CIP code 51.2207 (Public Health Education and Promotion) are offered in Utah and California as previously noted. None of the PhD programs at these institutions are offered within a CEPH accredited college of public health, the CEPH accrediting process expects significant public health strength and breadth in teaching, research and service for recognized schools/colleges. The core knowledge areas required of CEPH accredited colleges are biostatistics, epidemiology, environmental health sciences, health services administration, and social/behavioral sciences. The University of Utah has a doctoral program in Public Health Education and Promotion (51.2207) within their College of Health. This program confers a PhD in “Health Promotion and Education” and had 1 graduate in the last year available in NCES data. The University of Southern California, a private university in California, also offers doctoral training in Public Health Education and Promotion. USC offers a PhD in “Health Behavior Research” (2 graduates in the last data year available) within the Keck School of Medicine. Loma Linda University, another private university in California, offers a Doctorate in Public Health (DrPH) in “Health Education”. The DrPH degree is an advanced professional degree which typically requires more breath across five or more public health content areas, achieved however with less area-specific and research intensity foci than the PhD. There were 8 graduates in this program combining online or on campus training in the most recent available year (NCES data does not show a breakdown of degree received by on-campus status).

Some other degrees from ABOR institutions have some common elements to the proposed degree, though have significant divergences. Within the University of Arizona, letters of support

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or collaboration were requested and are included from a number of disciplines, sub-disciplines and programs where students are likely to develop minors or where students are otherwise likely enrich their theoretical, content and/or methodological depth. We solicited and received uniformly positive feedback on our program materials from heads and program chairs within Anthropology, Communication, Family Studies and Human Development/Family and Consumer Science, Mexican American Studies, Nutritional Sciences, Psychology, & Sociology--formal letters of support from five of these programs are included in Appendix B—two others are in progress.

MEZCOPH also currently offers a DrPH program, with a concentration of Maternal and Child Health or Public Health Policy and Management. As noted in this program’s materials “The DrPH is an advanced, professional degree program designed for the student who has a Master of Public Health (MPH) degree or its equivalent and who intends to pursue a leadership career as a public health professional.” The DrPH requires students to have greater depth across the five core knowledge areas of public health and includes a practice-based final project option; the proposed PhD offers significantly more theoretical, methodological, and research-intensive requirements in social/behavioral sciences (and allied health behavior health promotion research areas). The PhD program proposed in Health Behavior Health Promotion is recognized as distinct and critical to growth of MEZCOPH, and this program is on its Strategic Growth plan.

Within Arizona State University there are three doctoral programs detailed, though none with the specific CIP codes of the proposed PhD program nor a broader population health or public health general CIP code (NCES data). There is a PhD program in Global Health, PhD in Physical Activity, Nutrition and Wellness, and Doctorate of Behavioral Health (DBH). In addition to lacking embeddedness within a college recognized for strength in all core knowledge areas of public health, there are other substantive differences noted. The Global Health program, located within the School of Human Evolution & Social Change, has an emphasis on cultural context, social and ecological processes. The proposed PhD program has more of an emphasis on US populations, requires intensive multiple methodology research training, and also considers other sources of influences on health behavior. The PhD in Physical Activity, Nutrition and Wellness is housed within ASU’s School of Nutrition and Health Promotion. This program has an intensive focus on the physiology of energy balance and individual paradigms of wellness promotion. The proposed program has more intensive social and behavioral science methodology and theory requirements, and an emphasis on health promotion challenges in under-served programs. The Doctor of Behavioral Health (DBH) is a new applied doctoral degree with a clinical enterprise focus (e.g., integration of health promotion services and mental health services) and described as “an upgrade for master’s degree professionals focused on emerging field of integrated behavioral health.” Within North Arizona University, there is no related doctoral program. However this university does have a predoctoral health psychology track within their Master of Arts in Psychology. As with MPH degree holders across Arizona (and research/professional masters’ graduates from a diversity of other disciplines), the proposed degree may be an excellent next progression for students from this program seeking a research-intensive doctorate for individual (professional development) or organizational (e.g., grant/contract procurement) purposes.

IV. EXPECTED FACULTY AND RESOURCE REQUIREMENTS

A. FACULTY

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1. Current Faculty

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

Faculty Member

Rank

Highest Degree

M.S

. T

he

se

s

Dir

ec

ted

1

Ph

.D.

Dis

se

rtati

on

s D

ire

cte

d

Ph

.D.

Co

mm

itte

e

Me

mb

er Level of

Involvement

Lynda Bergsma Assistant Professor

PhD 12 0 3 1.0 FTE (.252)

Richard Carmona Distinguished Professor

MD 0 0 2 .10 FTE

Scott Carvajal Associate Professor

PhD 19 0 4 1.0 FTE (.612)

Brent Langellier Assistant Professor

PhD 0 0 0 1.0 FTE (.512)

Kerstin Muller Reinschmidt

Assistant Professor

PhD 7 0 1 1.0 FTE (.252)

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

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

Nicole Yuan Assistant Professor

PhD 22 0 3 1.0 FTE (.512)

Karen Heckert Lecturer (multiyear)

PhD 9 0 5 .60 FTE

Sheila Parker Lecturer (multiyear)

DrPH 15 0 10 .60 FTE

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

2. Additional Faculty MEZCOPH plans to continue building its faculty base by utilizing MEZCOPH base funding. The standard appointment of T/TE faculty in the College includes .51 from the State of Arizona and .49 from other sources, such as external research support. One additional faculty member is expected to be added before the 2014-2015 academic year (T/TE search in progress as of 12/15/2013 for an Assistant/Associate Professor in Health Promotion Sciences with primarily responsibility in the HBHP section, with an expected appointment of .51). Additional faculty members are not required to execute the PhD program at the expected enrollment levels.

3. Current FTE Students and Faculty

There are currently 30 FTE students and 10 faculty (with one additional ongoing T/TE search) with a primary appointment in the Health Behavior and Health Promotion Section (8.30 current

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total FTE within MEZCOPH). Nine of the 10 faculty have primary positions with MEZCOPH, all faculty are engaged in education, research, and service. The estimated State and general educational funds currently dedicated to the educational missions of HBHP is 3.43 FTE (3.94 pending). As previously described, this model has supported a large master’s program concentration (with very successful student funding models, graduation rates and post completion placement rates) and contributed to other educational programs (e.g., doctoral minors, college-wide undergraduate degree program).

4. Projected FTE Students and Faculty

Year FTE Students FTE Faculty

2014-2015 32 9.3

2015-2016 35 9.3

2016-2017 40 9.3

New MPH students are expected to enroll at a minimum 5 year rolling average of 15 per year (and stay for two years) and PhD students will be admitted at a projected rate of 3 per year with 2 of those with a master’s degree and one directly admitted to the MSPH/PhD degree. Pending on prior graduate education, prior degrees and research experience, PhD students are expected to be enrolled for an average of 3-5 years. Given our actual enrollments the last four years of the MPH program have averaged 17.5 students per year and there have been no systemic delays in these students degree progression, we are confident we have the resources to advise and support classes of a 15 MPH students and 3 PhD students per year with our current faculty base.

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BUDGET PROJECTION FORM FOR ACADEMIC PROGRAMS

Name of program: PhD in Health Behavior Health Promotion and MSPH/PhD in Health Behavior Health Promotion

EXPENDITURE ITEMS INITIAL BASE

BUDGET

ANNUAL INCREMENTAL COSTS

Continuing Expenditures 1st Year 2

nd Year 3

rd Year

2013 - 2014 2014 - 2015 2015 - 2016

Faculty

State _____$465,415_ _____$69,615__ _______________

Local _____$119,841_ _______________ _______________

Other Personnel

State _______________ _______________ _______________

Local _______________ _______________ _______________

Graduate Assistantships

State ______$46,233_ _______________ _______________

Local _______________ _______________ _______________

Operations (materials, supplies, phones,

etc.)

State _______$5,000_ _______________ _______________

Local _______________ _______________ _______________

Other Items (Attach description)

State _______________ _______________ _______________

Local _______________ _______________ _______________

One-Time Expenditures

Construction or Renovation

State _______________ _______________ _______________

Local _______________ _______________ _______________

Start-up Equipment

State _______________ _______________ _______________

Local _______________ _______________ _______________

Replacement Equipment

State _______________ _______________ _______________

Local _______________ _______________ _______________

Library Resources

State _______________ _______________ _______________

Local _______________ _______________ _______________

Other Items (Attach description)

State _______________ _______________ _______________

Local _______________ _______________ _______________

TOTALS (Incremental) _______________ _______________ _______________

State-Reallocated Funds ____$516,648 ____$69,615 _______________

New Funds _______________ _______________ _______________

Local Funds $119,841

GRAND TOTALS

$636,489

$69,615

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

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

Lynda Bergsma, PhD, is an Assistant Professor of Health Promotion Sciences within the Health

Behavior/Health Promotion (HBHP) Section of the Mel & Enid Zuckerman College of Public

Health. She has also been the Director of the Arizona State Office of Rural Health program

since 1995. She has developed and teaches two service-learning courses: a Rural Health Service

Learning Institute intensive week-long course (CPH-597d 1-credit elective) and a course in

Applied Aspects of Program Planning, Implementation and Evaluation (CPH532a) 4-credits)

required for HBHP students in the MPH program. For this latter course she was awarded the

2009 Delta Omega Award for Innovative Public Health Curriculum. She also teaches a 3-credit

required course for DrPH students on Public Health Communication (CPH642). Her specialty

area in public health communication is the use of media literacy education for promoting health.

She has developed, implemented and evaluated programs and done research in this field since

1991. She was a founding member of the National Association for Media Literacy Education

(NAMLE), president of the board from 2004 to 2008, and still serves as immediate past

president. For the body of her work, in 2009 she was awarded the National Cable Television

Association’s Leaders in Learning Award for Media Literacy.

Education:

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

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

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

University, Detroit, MI

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

Ontario, Canada

Selected Publications:

Bergsma, L.J. (In Press). Media Literacy and Health Promotion. In Roger, J.R. Levesque, (Ed.)

Encyclopedia of Adolescence. New York, NY: Springer Science+Business Media.

Bergsma, L.J. & Ferris, E.S.* (In Press). The Impact of Health-Promoting Media Literacy

Education on Nutrition and Diet Behavior. In V. R. Preedy, R. R. Watson & C. R. Martin (Eds.)

International Handbook of Behavior, Diet and Nutrition. Berlin, Germany: Springer

Sciences+Business Media.

Bergsma, L.J., Fullerton, R.,* King, B., & Peters, J. (2011). A Review of the Public Behavioral

Health Care System in Rural Arizona. Tucson, AZ: Rural Health Office, pp. 1-40.

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Bergsma. L.J. & Carney, M.E.* (2008). The effectiveness of health-promoting media literacy

education: A systematic review. Health Education Research, 23, pp. 522-542.

Bergsma, L.J. (2004) “Empowerment education: The link between media literacy and health

promotion.” American Behavioral Scientist, 48, pp. 152-164.

Richard Carmona MD, MPH, FACS was the 17th Surgeon General of the United States and is

the Distinguished Professor of Public Health at MEZCOPH. He also holds faculty appointments

as a Professor of Surgery and Pharmacy. Trained in general and vascular surgery, Dr. Carmona

also completed a National Institutes of Health-sponsored fellowship in trauma, burns, and critical

care. Dr. Carmona was then recruited jointly by the Tucson Medical Center and the University

of Arizona to start and direct Arizona’s first regional trauma care system. He went on to become

the chairman of the State of Arizona Southern Regional Emergency Medical System, a professor

of surgery, public health and family and community medicine at the University of Arizona, and

the Pima County Sheriff’s Department surgeon and deputy sheriff. He is also a Fellow of the

American College of Surgeons. Dr. Carmona’s interest in public health stemmed from the

realization that most of his patients’ illnesses and injuries were completely preventable. In 2002

Dr. Carmona was nominated by the president and unanimously confirmed by the United States

Senate to become the 17th Surgeon General of the United States. Dr. Carmona was selected

because of his extensive experience in public health, clinical sciences, health care management,

preparedness, and his commitment to prevention as an effective means to improve public health

and reduce health care costs while improving the quality and quantity of life. As Surgeon

General, Dr. Carmona focused on prevention, preparedness, health disparities, health literacy,

and global health to include health diplomacy. He also issued many landmark Surgeon General

Communications during his tenure, including the definitive Surgeon General’s Report about the

dangers of second-hand smoke.

Education:

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

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

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

Selected Publications:

Carmona RH, et al: The Health Consequences of Involuntary Exposure to Tobacco Smoke, A

Report of the Surgeon General, June 2006

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

December 2005

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

Persons with Disabilities, July 2005

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

2004

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

2004

Scott C. Carvajal, PhD, MPH, is a multi-discipline trained applied social and quantitative

psychologist with expertise in health promotion theory, Latino/cultural behavioral research

methods, intervention design and evaluation methods. His principal research (funded by NIDA,

NIAAA & currently NICHD & CDC) has focused on understanding a range of health behaviors

that convey risk or protection (e.g., substance abuse, sexual risk taking, healthy food choice,

physical activity) and mental health outcomes (e.g., bicultural stressors, depressive symptoms,

coping strategies), with a major emphasis on testing social ecological models within minority

populations. Dr. Carvajal was the Director of Substance Abuse Core for an NCMHD/NIH-

funded (2003-2009) Center for Health Equality, a Center of Excellence focusing on eliminating

health disparities in Arizona Latinos and American Indians. As part of that Center he had an

important role in review and oversight of pilot research activities, and in the mentoring of junior

investigators and fellows. As Director/PI of the CDC funded University of Arizona Prevention

Research Center (2011-present), he is responsible for the research oversight of multiple CBPR

lead programs that include aims of the promotion of physical activity, health eating and health

screening with under-served border populations. He is also committed to an interdisciplinary

science approach in addressing health problems and this is reflecting in his chairship of the

Health Behavior Health Promotion Section in the College and his participation in groups such as

the Community Influences on Health Behaviors (NIH Chartered Study Section) and the Cancer

Prevention and Control Division, Arizona Cancer Center.

Education:

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

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

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

Selected Publications

Carvajal SC, Miesfeld N, Chang J, Reinschmidt KM, de Zapien JG, Fernandez ML, Rosales C,

Staten LK. Evidence for long-term impact of Pasos Adelante: using a community-wide survey to

evaluate chronic disease risk modification in prior program participants. Int J Environ Res Public

Health. 2013 Oct 1;10(10):4701-17. doi: 10.3390/ijerph10104701.

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Chang J, Guy MC, Rosales C, de Zapien JG, Staten LK, Fernandez ML, Carvajal SC.

Investigating social ecological contributors to diabetes within Hispanics in an underserved U.S.-

Mexico border community. Int J Environ Res Public Health. 2013 Jul 31;10(8):3217-32. doi:

10.3390/ijerph10083217.

Carvajal SC, Kibor C, McClelland DJ, Ingram M, de Zapien JG, Torres E, Redondo F,

Rodriguez K, Rubio-Goldsmith R, Meister J, Rosales C. Stress and Sociocultural Factors Related

to Health Status Among US-Mexico Border Farmworkers. J Immigr Minor Health. 2013 Jun 28.

[Epub ahead of print] PubMed PMID: 23813347.

Carvajal SC, Rosales C, Rubio-Goldsmith R, Sabo S, Ingram M, McClelland DJ, Redondo F,

Torres E, Romero AJ, O'Leary AO, Sanchez Z, de Zapien JG. The border community and

immigration stress scale: a preliminary examination of a community responsive measure in two

southwest samples. J Immigr Minor Health. 2013 Apr;15(2):427-36. doi: 10.1007/s10903-012-

9600-z.

Carvajal SC. Global positive expectancies in adolescence and health-related behaviours:

longitudinal models of latent growth and cross-lagged effects. Psychol Health. 2012;27(8):916-

37. doi: 10.1080/08870446.2011.633241.

Garcia RZ, Carvajal SC, Wilkinson AV, Thompson PA, Nodora JN, Komenaka IK, Brewster A,

Cruz GI, Wertheim BC, Bondy ML, Martínez ME. Factors that influence mammography use and

breast cancer detection among Mexican-American and African-American women. Cancer

Causes Control. 2012 Jan;23(1):165-73. doi: 10.1007/s10552-011-9865-x.

Ingram M, Reinschmidt KM, Schachter KA, Davidson CL, Sabo SJ, De Zapien JG, Carvajal SC.

Establishing a professional profile of community health workers: results from a national study of

roles, activities and training. J Community Health. 2012 Apr;37(2):529-37. doi: 10.1007/s10900-

011-9475-2.

Brent Langellier, PhD: The common theme throughout Dr. Langellier's research is his interest in health

outcomes and interventions that disproportionately affect Latinos and other underserved populations. The

majority of his research has focused on understanding social determinants of health behaviors and

outcomes, including: obesity and other cardiovascular disease risk factors, food security, the food

environment, food behaviors, breastfeeding, and maternal and child health. Dr. Langellier previously

worked with the NHLBI-funded UCLA/USC Center for Population Health and Health Disparities to plan,

implement, and evaluate a corner store makeover intervention in East Los Angeles. This environmental

change intervention uses a community-driven approach to improve the healthfulness of foods sold at small

‘corner’ stores in a predominately Mexican American neighborhood. He also oversaw a program that

worked with community partners and hospitals to improve breastfeeding-friendly policies in hospitals in

low-income areas throughout greater Los Angeles. He worked on projects serving undocumented migrants

in Mexico and indigenous populations in Nicaragua, experiences that indelibly impressed upon me the often

devastating effect that poverty can have on people’s life chances. As a researcher, he has developed a

conceptual, methodological, and statistical skill set that allows me to conduct public health research and to

plan and evaluate public health programs. He has used local, state, and national data sets to investigate how

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social factors such as socioeconomic status, race/ethnicity, and immigration status affect health behaviors

and outcomes.

Education:

University of California, Los Angeles

2008--2013, Doctor of Philosophy in Public Health

Department of Community Health Sciences

UCLA Fielding School of Public Health

2007--‐2008, Master of Arts, Latin American Studies

University of Arizona

2002--2006

Bachelor of Arts, Spanish Literature and Latin American Studies

Sample Publications

Chaparro MP, Langellier B, Birnbach K, Sharp M, Harrison G. Nearly four

million Californians are food insecure. Policy Brief UCLA Cent Health Policy Res.

2012 Jun;(PB2012-2):1-8. PubMed PMID: 22838043.

Langellier BA, Martin MA, Canino G, Garza JR, Ortega AN. The health status of

youth in Puerto Rico. Clin Pediatr (Phila). 2012 Jun;51(6):569-73. doi:

10.1177/0009922812443123. Epub 2012 Apr 18. PubMed PMID: 22514193.

Langellier BA. The food environment and student weight status, Los Angeles

County, 2008-2009. Prev Chronic Dis. 2012;9:E61. Epub 2012 Feb 23. PubMed PMID:

22360872; PubMed Central PMCID: PMC3362407.

Langellier BA, Garza JR, Glik D, Prelip ML, Brookmeyer R, Roberts CK, Peters

A, Ortega AN. Immigration disparities in cardiovascular disease risk factor

awareness. J Immigr Minor Health. 2012 Dec;14(6):918-25. doi:

10.1007/s10903-011-9566-2. PubMed PMID: 22210443.

Langellier BA, Pia Chaparro M, Whaley SE. Social and institutional factors

that affect breastfeeding duration among WIC participants in Los Angeles County,

California. Matern Child Health J. 2012 Dec;16(9):1887-95. doi:

10.1007/s10995-011-0937-z. PubMed PMID: 22205423.

Chaparro MP, Langellier BA, Kim LP, Whaley SE. Predictors of accurate maternal

perception of their preschool child's weight status among Hispanic WIC

participants. Obesity (Silver Spring). 2011 Oct;19(10):2026-30. doi:

10.1038/oby.2011.105. Epub 2011 May 5. PubMed PMID: 21546937.

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Kerstin Muller Reinschmidt, PhD, MPH, is an Assistant Professor in the Division of Health

Promotion Sciences at the Mel and Enid Zuckerman College of Public Health (MEZCOPH,

University of Arizona). Being trilingual in English, Spanish, and German, she has worked with

multiethnic populations in the United States and Mexico for the past (15) years. As a medical

anthropologist, she continues her interests in sociocultural and behavioral aspects of health and

illness in the context of her research and teaching activities. Since 2002, Dr. Reinschmidt has

been co-investigator at the CDC-funded Arizona Prevention Research Center (AzPRC) at the

MEZCOPH. The AzPRC conducts participatory, community-based comprehensive intervention

research with a major emphasis on chronic disease prevention and promotoras/community health

workers (CHWs). Dr. Reinschmidt has been working with behavioral and policy interventions

with a focus on addressing depression and stress among community members, and diabetic

patients and their family members. Now in its third funding cycle, the AzPRC focus is on

determining the effectiveness of integrating community advocacy into CHW outreach and

education activities in increasing community-driven policy change related to chronic disease

prevention. In collaboration with community and university partners, Dr. Reinschmidt developed

SONRISA, a bilingual curriculum toolbox for CHWs on depression, stress and anxiety

associated with diabetes. She was the Principal Investigator on the project (2004/2005) funded

by the Arizona Department of Health Services/U.S.-Mexico Border Health Commission. This

curriculum has received attention from various agencies and individuals on both sides of the

border, and Dr. Reinschmidt has been invited to present and train on the curriculum toolbox,

which she is also making available upon request. She has enjoyed teaching two undergraduate

public health courses (CPH200/CPH400) since the Fall of 2008, and a graduate level course in

qualitative research methods (CPH607) since the Fall of 2011. Her professional memberships

include the American Public Health Association, The Society for Applied Anthropology, and the

Arizona Community Health Outreach Worker Association.

Sample Publications:

Cutshaw CA, Staten LK, Reinschmidt KM, Davidson CL, Roe D. Depressive Symptoms and

Health-related Quality of Life among Participants in the Pasos Adelante Chronic Disease

Prevention and Control Program, Arizona, 2005-2008. Prev Chronic Dis 2012;9:110020. DOI:

http://dx.doi.org/10.5888/pcd9.110020

Ingram M, Reinschmidt KM, Schachter KA, Davidson CL, Sabo SJ, De Zapien JG, Carvajal SC.

Establishing a Professional Profile of CHWs: Results from a National Study of Roles, Activities

and Training. Journal for Community Health. Online First, 2 October 2011.

http://www.springerlink.com/content/3150650152128366/fulltext.html

Reinschmidt KM, Teufel-Shone N, Bradford G, Drummond RL, Torres E, Redondo F, Elenes JJ,

Sanders A, Gastelum S, Moore-Monroy M, Barajas S, Fernandez L, Alvidrez R, de Zapien JG,

Staten L. Taking A Broad Approach to Public Health Program Adaptation: Adapting a Family-

based Diabetes Education Program. J Primary Prevention (2010) 31:69-83. Available at:

http://www.springerlink.com/content/jg711l8078484ngv/

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Chong, J., Reinschmidt, K.M., Moreno, F. Depression Symptoms in a Hispanic Primary Care

Population with and without Chronic Illnesses. The Primary Care Companion. Forthcoming in

Fall 2009.

Reinschmidt, K.M., Chong, J. SONRISA: A Curriculum Toolbox for Promotores to Address

Mental Health and Diabetes. Prev Chronic Dis 2007:4 (4).

http://www.cdc.gov/pcd/issues/2007/oct/07_0021.htm.

Reinschmidt, K.M., Hunter, J.B., Fernandez, M.L., Lacy-Martinez, C.R., Guernsey de Zapien, J.,

Meister, J. Understanding the Success of Promotoras in Increasing Chronic Disease Screening.

Journal of Health Care for the Poor and Underserved 2006: 17 (2): 256-264.

Dr. Cynthia Thomson is a Professor in the College of Public Health and holds joint

appointments in the College of Agriculture and Life Sciences & the College of Medicine at the

University of Arizona. Dr. Thomson received her Ph.D. from the Interdisciplinary Program in

Nutritional Sciences, University of Arizona and completed NCI-sponsored post-doctoral training

at the Arizona Cancer Center with a focus on diet and cancer prevention. Her research emphasis

includes dietary intervention in breast and ovarian cancer survivors, as well as behavioral

interventions for weight control and metabolic regulation. She was appointed as the Director of

the Canyon Ranch Center of Prevention and Health Promotion at the Mel and Enid Zuckerman

College of Public Health a center whose mission is to support a healthier Tucson community.

Summary of Research Activity:

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

methodology, Biomarkers (cancer and diet).

Selected Publications

Butalla AC, Crane TE, Patil B, Wertheim BC, Thompson PA, Thomson CA. Effects of a carrot

juice intervention on plasma carotenoids, oxidative stress, and inflammation in overweight breast

cancer survivors. Nutr & Cancer. 64(2): February 16, 2012.

Caan BJ, Emond JA, Su I, Patterson R, Flatt SW, Gold EB, Newman VA, Rock CL, Thomson

CA, Pierce JP. The effect of post diagnosis weight change on hot flash status among early stage

breast cancer survivors. J Clin Onc. (In press)).

Crane TE, Kubota C, West JL, Kroggel M, Wertheim BC, Thomson CA. Increasing the

vegetable intake dose is associated with a rise in plasma carotenoids without modifying oxidative

stress or inflammation in overweight or obese postmenopausal women. J Nutr. 141(10):1827-33,

2011. [PMID: 21865569].

Thomson CA and Ravia J. A systematic review of behavioral interventions to promote intake of

fruits and vegetables. J Amer Diet Assoc. 111:1523-1535, 2011.

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Simon MS, Thomson CA, Pettijohn, E, Kato I, Roadabough R, Lane D, Hubbell FA, O’Sullivan

MJ, Adams-Campbell LL, Mouton CP, Abrams J, Chelbowski RT. Racial differences in

colorectal cancer incidence and mortality in the Women’s Health Initiative. Cancer Epidemiol

Biomarkers Prev. 20(7):1368-78, 2011 [PMID: 21602308].

Ron Watson, PhD, has edited 88 biomedical books, particularly in nutrition and food sciences.

He published 450 papers, and presently directs several NIH funded biomedical grants relating to

bioactive disease particularly immune function and cardiovascular effects including studying

complementary and alternative medicines. Professor Ronald Ross Watson was Director of a

National Institutes of Health funded Alcohol Research Center for 5 years. The main goal of the

Center was to understand the role of ethanol-induced immunosuppression on immune function

and disease resistance in animals. He is an internationally recognized alcohol-researcher,

nutritionist and immunologist. He also initiated and directed other NIH-associated work at The

University of Arizona, College of Medicine. Dr. Watson has funding from companies and non-

profit foundations to study bioactive foods' components in health promotion. Professor Watson

attended the University of Idaho, but graduated from Brigham Young University in Provo, Utah,

with a degree in Chemistry in 1966. He completed his Ph.D. degree in 1971 in Biochemistry

from Michigan State University. His postdoctoral schooling was completed at the Harvard

School of Public Health in Nutrition and Microbiology, including a two-year postdoctoral

research experience in immunology. Professor Watson is a distinguished member of several

national and international nutrition, immunology, and cancer societies. He has been doing studies

of dietary supplements in treatment of diabetes and related cardiovascular disease including heart

failure.

Educational Background:

1966 Bachelor of Science, Department of Chemistry, Brigham Young University. Major:

Chemistry Minor: Mathematics & Spanish

1971 Doctor of Philosophy, Department of Biochemistry, Michigan State University, Minor:

Nutrition and Organic Chemistry

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

Selected Publications:

Watson RR, Gerald JK, Preedy VR. Nutrients, Dietary Supplements, and Nutriceuticals: Cost

Analysis versus Clinical Benefits, Humana Press, pages 486, 2010.

Watson RR, Preedy VR. Bioactive Foods and Extracts: Cancer Treatment and Prevention, CRC

Press part of Taylor and Francis, pages 643, 2010.

Zibadi S, Vazquez R, Larson DF, Watson RR. T lymphocyte regulation of lysyl oxidase in diet-

induced cardiac fibrosis. Cardiovas Toxicol 10:190-206, 2010.

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Farid R, Rezaieyazdi Z, Mirfeizi MR, Hatef M, Mirheidari H, Mansouri H, Esmaelli H, Bentley

G, Lu Y, Foo Y, Watson RR. Oral Intake of purple passion fruit peel extract reduces symptoms

of knee osteoarthritis. Nutrition Research, 30: 601-606, 2010.

Zibadi S, Vazquez R, Moore D, Larson DF, Watson RR. Myocardial lysyl oxidase regulation of

cardiac remodeling in a murine model of diet-induced metabolic syndrome. Am J Physiol Heart

Circ Physiol 297: H976-82, 2009.

Zibadi S, Rohdewald P, Watson RR. Reduction of cardiovascular risk factors in subjects with

type 2 diabetes by Pycnogenol supplementation. Nutrition Research 28: 315-320, 2008.

Nicole P. Yuan, PhD, MPH, is an Assistant Professor in the Mel and Enid Zuckerman College

of Public Health at the University of Arizona. She is a recipient of a Mentored Patient-Oriented

Research Career Development Award funded by the National Institute on Alcohol Abuse and

Alcoholism. Her k-award activities include secondary analyses of alcohol and violence data

collected by the Ten Tribes Study and follow-up investigations with participating tribes. She is

near completion of a Master’s in Public Health at the University of Washington which is

supported by the grant. Nicole is Principal Investigator of a sexual violence prevention and

education program supported by the Arizona Department of Health Services with pass through

funds from the Centers for Disease Control and Prevention. Her research interests include the

relationship between alcohol abuse and interpersonal violence among American Indians and

other at risk populations. Her work includes applications of community-based participatory

research methods with urban and reservation-based Native communities. She currently

collaborates with individual tribes, urban Indian centers, and national Indian organizations on

research projects and standards. Nicole teaches in the MPH degree program. Her courses

include CPH 531 Contemporary Health Issues and Research. In Spring 2012, she will begin

teaching CPH 577 Sociocultural and Behavioral Aspects of Public Health. She serves as the

Chair of MPH student internship committees and mentors students at all levels. Nicole is a

licensed clinical psychologist in Arizona.

Educational Background:

University of Washington, MPH, 2011

Bowling Green State University, PhD, 2002

Bowling Green State University, MA, 1999

Oberlin College, BA, 1995

Selected Publications:

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Bletzer, K., Yuan, N. P., Eaves, E., Polacca, M., Koss, M. P., & Goldman, D. (2011). Taking

humor seriously: Talking about drinking in American Indian focus groups. Medical

Anthropology. DOI: 10.1080/01459740.2011.560584.

Yuan, N. P., Eaves, E., Koss, M. P., Polacca, M., Bletzer, K., & Goldman, D. (2010) “Alcohol is

something that been with us like a common cold”: Community perceptions of American Indian

drinking. Substance Use & Misuse, 45, 1909-1929. [PMID: 20380555]

Yuan, N. P., Wind, S., Nichter, M., Nichter, M., Castañeda, H., Carruth, L., & Muramoto, M. L.

(2010). Types of lay health influencers in tobacco cessation: A qualitative study. American

Journal of Health Behavior, 34, 607-617. [PMID: 20524890]

Campbell, J., Mays, M. Z., Yuan, N. P., & Muramoto, M. L. (2007). Who are health

influencers? Characteristics of tobacco cessation interveners. American Journal of Health

Behavior, 31, 181-192. [PMID: 17269908]

Yuan, N. P., Koss, M. P., Polacca, M., & Goldman, D. (2006). Risk factors for physical assault

and rape among Native American tribes. Journal of Interpersonal Violence, 21, 1566-1590.

[PMID: 17065655]

Karen A. Heckert, PhD, MPH, MSW has more than 30 years international and domestic

experience bridging theory and practice as a public health/health promotion practitioner and

academic. Her technical expertise includes health workforce development, integration of health

systems & services, design, implementation & evaluation of evidence and practice-based

interventions, performance management, results reporting, shaping policy & practice through

community engagement, multi-sectoral partnerships, and operations & evaluation research.

Currently, Karen teaches graduate and undergraduate in-class and on-line courses in Global

Health, Program Planning & Evaluation and Rural Health Service Learning in the BSPH, MPH,

online graduate Certificate in Global Health & Development and new inter-professional Master’s

of Development Practice degree programs at the University of Arizona, Mel and Enid

Zuckerman College of Public Health. Before recently settling in Tucson, Karen was Director and

Co-Investigator of the Pacific Center of Excellence in the Elimination of (breast & cervical

cancer) Disparities among women living in the U.S. Affiliated Pacific Islands funded by REACH

US, CDC and Assistant Professor at the University of Hawaii, John A. Burns School of

Medicine, Department of Family Medicine and Community Health. She continues to serve on

the National REACH Coalition Board and was recently elected to the Executive Committee.

Before returning to the US, Karen was the Regional Advisor for Health Promotion at the World

Health Organization in the Western Pacific Region, a Senior Population Leadership Fellow,

Public Health Institute assigned to the USAID Missions in Cambodia and Southern Africa,

Deputy Chief, Asia Division at Johns Hopkins University Center for Communications Program

working in South & South East Asia, and tenured faculty at the University of Otago,

Christchurch School of Medicine, Department of Public Health & Primary Health Care in New

Zealand. Karen managed and evaluated federally-funded demonstration projects at the

Minnesota Department of Health, Minneapolis United Way, and the University of Virginia’s

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Department of Pediatrics before her international health development work. She received two

master degrees at the University of Michigan and is a graduate of Walden University’s non-

residential PhD program in Health Systems and International Health Promotion, having

conducted her doctoral research in the United Kingdom at the time of the health care reforms.

Educational Background

Walden University PhD 1993 (dissertation research conducted in the UK)

University of Michigan MPH 1983

University of Michigan MSW 1981

Colorado University BA 1972

Selected Publications:

Sy, A, Heckert KA, Jamison, C, Maskarinec, GG, Lim, A, Buenconsejo-Lum, et al. Pacific

CEED Legacy and Local Projects: Culturally Tailored Promising Practices to Prevent Breast and

Cervical Cancer in the US Affiliated Pacific Island Jurisdictions, International Journal of Public

Health, Special Issue, IPHJ 2012;5(3).

Sy, A, Heckert, K, Buenconsejo-Lum, L, Hedson, J, Tamang, S, Palafox, N. An Evaluation of

the Pacific Regional Cancer Coalition: Outcomes and Implications of a Coalition to Address

Cancer Disparities in the US Affiliated Pacific Islands. Hawaii Medical Journal 2011; 70(11):

47-53. http://hjmph.org/70.11.suppl2.htm

CV Whitman & CE Aldinger (editors) Case Studies in Global School Health Promotion: From

Research to Practice, contributions to 6 case studies, Western Pacific Region, Springer, 2009.

Kwok-Cho Tang et al. Schools for Health, Education and Development: A Call to Action, Health

Promotion International, Nov 27, 2008.

Fritsch, K and Heckert, KA, Working Together Health Promoting Schools and School Nurses,

Journal of Asian Nursing Research, Volume 1, Number 3, pages 147-152, December 2007.

Shelia Parker, DrPH, MS, participated in the establishment of the Arizona Graduate Program

in Public Health and in the establishment of the Mel and Enid Zuckerman College of Public

Health. She is a former Associate Professor in the Mel and Enid Zuckerman Arizona College of

Public Health, University of Arizona. She chaired the Health Education Program for

undergraduates and taught in the Masters of Public Health Program in the College of Public

Health until her retirement in 2006. She has a long history of working with community agencies

to improve the nutritional status and health status of individuals, families and communities. Dr.

Parker has served in a number of public health capacities for more than 35 years. Dr. Parker

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continues to have great interest in public health workforce development in Arizona in health

promotion. She has returned to teaching as an Adjunct Lecturer in the Health Promotion Division

to continue her contribution to that process of developing public health professionals in Arizona.

Education:

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

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

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

Selected Publications:

Page, Melissa, Parker, SH, Renger, R. How Using a Logic Model Refined Our Program to

Ensure Success. Health Promotion Practice, Vol. 10, No.1, January 2009, pp.76-82.

Parker, S., Nichter, M., Vuckovic, N., Sims, C., Ritenbaugh, C. Body Image and Weight

Concerns Among African American and White Adolescent Females: Differences That Make a

Difference. Human Organization, Vol. 54, No. 2, summer 1995, pp. 103-114.

Parker, S. Appropriate Dietary Assessment Methodology for the WIC Clinic Setting. Technical

Paper #14 published by the US Department of Agriculture, Food and Nutrition Service, 1991.

Funded by the US Department of Agriculture, Food and Nutrition Service, under Cooperative

Agreement #58-3198-1-005. Review of Nutritional Risk Criteria for the Special Supplemental

Food Program for Women, Infants and Children (WIC).

Lucey, D., Parker, S. The Open Door Medical Clinic: A Community Response to the Medically

Indigent. North Carolina Medical Journal, Vol. 48, No. 9, September 1987.

Parker, S.H. (2000). “Nutrition, Weight, and Body Image, Women and Health.” In: M.B.

Goldman and M.C. Hatch (Eds.), Women and Health (pp. 578-588). Academic Press: San Diego,

CA.

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

m THE. UNIVE.RSllY Office of I he Dean Roy P. Drachman Hall 1295 N. Marrin Ave., Bldg . 202A l!\J.. OF ARIZONAo P.O . Box 245 163 Tu cson .Az; 85724

Mel and En id Zuc ke rman Tel: (5 20) 626-7083 Co llege of Public Health Fax: (520) 6266093

www.publichcah h.a rizo naed u

December 19, 2013

Gail Burd, PhD Vice Provost for Academic Affairs

Dianne Horgan, PhD Associate Dean, Graduate College

Dear Drs. Burd and Horgan:

This letter is to document my full support for the planned implementation proposal for the PhD and MSPHjPhD in Health Behavior Health Promotion. This program has emerged from significant and ongoing interactions over multiple years with faculty (within the College and outside of it), multiple college-level committee reviews, current students and alumni.

The implementation of this program and student enrollment is critical to the Mel and Enid Zuckerman College of Public Health's strategic growth in research and education; this program will become the flagship of its kind in the Rocky Mountain and Western regions, and substantively contribute to the College and University's standing. This program, which would be the fourth PhD program housed in the College, will further strengthen our positioning toward re-accreditation by the Council on Education for Public Health (CEPH). During our most recent re-accreditation site visit (we received full accreditation 2013­2020); we received extremely positive feedback on the diversity of our educational programs, their quality, and their integration within the College's research and outreach efforts. CEPH is currently in the process of revising their expectations for future reviews.

The College currently has an ongoing search for a faculty position in Health Behavior Health Promotion. I am committed to filling this position and to providing the faculty support needed for this doctoral program.

I look forward to having this program approved by the Graduate College and eventually by the Arizona Board of Regents. Should you have any questions, please do not hesitate to contact me.

Arizon a' s Firs t Un iversity - Since 188 5 .

John and Doris Norton School 650 N. Park Avenue Family and Consumer Sciences P.O. Box 210078

College of Agriculture and Life Sciences Tucson, AZ 85721-0078

Tel: (520) 621-1075

Fax: (520) 621-9445

www.cals.arizona.edu/fcs

December 9, 2013

Scott C. Carvajal, PhD, MPH

Chair and Associate Professor,

Health Promotion Health Education Section

Division of Health Promotion Sciences, Mel and Enid Zuckerman

College of Public Health.

University of Arizona

John Ehiri, PhD, MPH, MSc

Director and Professor,

Division of Health Promotion Sciences,

Mel and Enid Zuckerman

College of Public Health.

University of Arizona

Dear Dr. Carvajal and Dr. Ehiri,

We have reviewed your degree plans and with great enthusiasm are supporting your proposed PhD

program in Health Behavior Health Promotion. We believe the program will be an asset to the University

and the State. Further, we believe your doctoral program will create synergy with our PhD program in

Family and Consumer Sciences, specifically our concentration in Family Studies and Human

Development. In particular, students from our program are likely to take classes (e.g., research and

program evaluation, health promotion theory, qualitative public health methods) or perhaps minor in

Health Behavior Health Promotion. Likewise your students may want to enrich their training through

courses such as graduate statistics or theories of human development, or perhaps minor in Family Studies

and Human Development. Once your program is in place we also believe we will be in a strong position

to pursue some key cross-university priority areas by working collaboratively, such as National Institute

of Health center grants or training (predoctoral & postdoctoral) grants in adolescent health or minority

health. We look forward to further collaboration.

Sincerely,

Emily Butler Stephen T. Russell

Associate Professor & Graduate Director Professor and Interim Director

Angela Taylor

Associate Professor & Assistant Director

Arizona’s First University – Since 1885

11 December 2013 Scott C. Carvajal, PhD, MPH Chair and Associate Professor, Health Promotion Health Education Section Division of Health Promotion Sciences, Mel and Enid Zuckerman College of Public Health University of Arizona John Ehiri, PhD, MPH, MSc Director and Professor, Division of Health Promotion Sciences Mel and Enid Zuckerman College of Public Health University of Arizona Dear Drs. Carvajal & Ehiri, Thank you for the opportunity to review your plans for proposing a PhD degree program in Health Behavior and Health Promotion. I am pleased to fully support your efforts. I believe the program will be an asset to the College of Public Health, The University, and the State. Further, I believe your doctoral program will create synergy with our doctoral program in Communication. As you are aware, health communication is an area of strength for our department and many of our students are interested in health communication and historically some of minored within your college. The expansion and sustainability of the course offerings in your plan will enrich the opportunities for our students interested in the interface of advanced studies in Communication and Public Health, and particularly in health issues within underserved populations and in qualitative methods in public health. Likewise, our doctoral offerings in research methodology and health communication might form the basis for a doctoral minor for your students who have an interest in communication. In conclusion, your proposed program will contribute to University level strategic growth efforts, improve the doctoral-level training opportunities, and lead to new collaborations---such expanding those aligned with our educational and research efforts. Sincerely,

Chris Segrin Professor and Head Department of Communication

Department of Communication

Communication Bldg. #25, Rm 211

College of Social and Behavioral Sciences

1103 E. University Blvd. Tucson, AZ 85712-0025

Tel: (520) 621-1366 Fax: (520) 621-5504

School of Anthropology Emil W. Haury Building

P.O. Box 210030 Tucson, AZ 85721-0030 USA

Tel: (520) 621-2585

Fax: (520) 621-2088 http://anthropology.arizona.edu

December 23, 2013

Scott C. Carvajal, PhD, MPH, Chair and Associate Professor

Health Promotion Health Education Section

Division of Health Promotion Sciences

Mel and Enid Zuckerman College of Public Health

John Ehiri, PhD, MPH, MSc, Director and Professor

Division of Health Promotion Sciences

Mel and Enid Zuckerman College of Public Health.

Dear Drs. Carvajal and Ehiri,

Thank you for the opportunity to review your plans for a proposed PhD degree program in

Health Behavior Health Promotion. We are pleased to support this expansion of the intellectual

resources at the Mel and Enid Zuckerman College of Public Health (MEZCOPH). Many of our

medical anthropology students bring an interest and/or background in public health to their

studies in anthropology. The expansion of the course offerings in your plan will enrich the

opportunities for our students interested in international health and development to broaden their

studies and possibly add a minor in health promotion/health behavior. In particular, our students

can benefit from strong courses that address health concerns in minority and migratory

populations, qualitative methods in public health, and grant development expertise.

In addition, we have been pleased to enroll many public health graduate students in our graduate

medical anthropology seminars, including ANTH536, Ethnomedicine, and ANTH571A and B, a

two-semester graduate seminar in applied medical anthropology. Many University of Arizona

graduate students already minor in medical anthropology, an opportunity which we encourage

your new PhD students to consider.

Your proposed program will contribute to University-level strategic growth efforts, increase

doctoral-level educational opportunities, and open the door to new cross-disciplinary

interactions. We look forward to a continued relationship with MEZCOPH and to new

opportunities for collaboration among our units, in both educational and research efforts, in the

United States and globally.

Sincerely yours,

Diane E. Austin, PhD

Associate Professor and Director

January 7, 2014

Scott C. Carvajal, PhD, MPH

Chair and Associate Professor

Health Promotion Health Education Section

Division of Health Promotion Sciences

Mel and Enid Zuckerman College of Public Health

John Ehiri, PhD, MPH, MSc

Director and Professor

Division of Health Promotion Sciences

Mel and Enid Zuckerman College of Public Health

Dear Drs. Carvajal & Ehiri,

Thank you for sharing the documents for your proposed doctoral program in Health Behavior Health Promotion.

I am fully supportive of these efforts. Your PhD program, offered within the Mel and Enid Zuckerman College

of Public Health, will complement our graduate programs and scholarly efforts in Nutritional Sciences. As you

are aware many of our faculty share cross-appointments and collaborate on University-wide research and

outreach efforts to promote healthy eating and physical activity at the community level. Your new program will

further infuse these efforts and are consistent with the University’s strategic goals. Additionally, at specific

curriculum levels, students from our PhD program in Nutritional Sciences may want to take classes, or perhaps

minor in Health Behavior Health Promotion, to strengthen their applied behavioral and social science

understanding relating to community wellness intervention and evaluation efforts. Likewise your students may

want to enrich their training in biological bases of nutrition and physiology as well as current literature on

effective techniques to promote both, through courses or a minor through our offerings. From multiple

perspectives relating to research, outreach and education, we look forward to the launching of your PhD program

in Health Behavior Health Promotion, a program that will be a major asset to the University and State.

Sincerely,

Scott Going, PhD

Professor and Head

Department of Nutritional Sciences

The University of Arizona

Department of Nutritional Sciences

College of Agriculture and Life Sciences

P.O. Box 210038

Tucson, AZ 85721-0038

Tel: (520) 621-1187

Fax: (520) 621-9446

http://cals.arizona.edu/nutrition/

Tel: (520) 621-1187

Fax: (520) 621-9446

http://cals.arizona.edu/nutrition/