Student Guidebook: E MPH D P
Student Guidebook: E MPH D P
2021-2022
STUDENT GUIDEBOOK
Welcome to the University of Minnesota School of Public Health!
This guidebook contains important information about SPH and University policies and resources that enable students to better
navigate their academic journey and get the most out of their student experience. By combining this Guidebook with your
program-specific Student Guidebook you will have a comprehensive reference that will answer most questions about academics,
the University environment, policies, expectations, and the many resources available to students. Please note that this guidebook
augments and is not a substitute for other sources of information. There are many additional resources available to graduate
students that are listed throughout this handbook.
Refer to your Guidebook to ensure that you are informed of the essentials of student life but remember that your
University-assigned student email account is the School’s official means of communication. You are responsible for managing all
information sent via the student email account.
All advising faculty have access to this guidebook. Please work with your advisor when making important decisions relating to your
program.
Links to many policies and procedures can be found by clicking on the “Current Students” link at sph.umn.edu/current/resources/.
Land acknowledgement
The School of Public Health at the University of Minnesota Twin Cities is situated on the ancestral land of the Dakota
people. Minnesota comes from the Dakota name for this region, Mni Sota Makoce — “the land where the waters
reflect the skies." We acknowledge the ongoing debt that we owe to the Dakota people and we strive to create healthy
dialogue, relationships, and practices that address this injustice, as well as others related to the Indigenous people of
this state.
Diversity statement
At SPH, we believe that everyone has the right to live a healthy life. We recognize that systemic racism and
oppression has led to health disparities, and we commit to making diversity, equity, inclusion, and justice central to our
mission. This comprehensive approach is intended to influence every aspect of our school including education, hiring,
fundraising, research, and community engagement.
The University of Minnesota is committed to the policy that all persons shall have equal access to its
programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age,
marital status, disability, public assistance status, veteran status, or sexual orientation.
This publication can be made available in alternative formats for people with disabilities. Direct requests to the
Student Services Center, School of Public Health, MMC 819 Mayo, 420 Delaware Street SE, Minneapolis, MN
55455; (612)626-3500 or (800)774-8636.
6/21/2021
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TABLE OF CONTENTS
Section 1 The School of Public Health 4
1.1 About the School 4
SPH Faculty List
1.2 School of Public Health Student Services Center 5
1.3 Mentor Program 6
1.4 SPH Student SPHere 6
1.5 Applied Practice Experience Agreement 7
1.6 Minors 7
1.7 Online Learning and E-Learning Resources 7
1.8 Surveys 7
1.9 Your Advising Team 8
1.10 Expectations for Class Participation 8
1.11 Commencement Eligibility 9
Section 2 The University of Minnesota 9
2.1 U of M Basics 9
2.2 University of Minnesota Calendars 11
2.3 Campus Services 11
2.4 Health and Well-Being 12
2.5 Diversity 14
2.6 Academic Resources 16
2.7 Campus Safety 17
2.8 Additional Resources 17
Section 3 Registration 18
3.1 Full-Time Status 18
3.2 Registration Process 18
3.3 Grade Option Changes, Course Additions, Withdrawals, Evaluations, and Equivalency
Exams 19
3.4 Transfer Credit 22
3.5 Equivalency Exams 23
Section 4 Tuition, Fees, Billing, and Finances 25
4.1 My Finances Tab on MyU 25
4.2 Tuition and Fees 25
4.3 Billing 25
4.4 Financial Aid and Scholarships 26
4.5 Graduate Assistantships 26
Section 5 Guidelines, Policies, and Compliance 27
5.1 Student Responsibility and Conduct 27
5.2 University of Minnesota Policies 27
5.3 Complaints and Grievances 30
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5.4 Privacy 31
5.5 International Student Requirements 32
5.6 Compliance 32
Section 6 Groups, Associations, and Societies 33
6.1 Student Groups 33
6.2 Public Health Related Associations and Agencies 34
6.3 Alumni Societies 35
Section 7 Division of Epidemiology and Community Health (EpiCH) 36
7.1 Welcome 36
7.2 The West Bank Office Building (WBOB) 36
7.3 Division Communication with Students 37
7.4 Seminars 37
7.5 Academic Credit for Independent or Directed Coursework 37
7.6 Division Resources and Policies 38
7.7 Division Advising Information 43
Section 8 Epidemiology MPH Degree Program 45
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1. THE SCHOOL OF PUBLIC HEALTH
1.1 ABOUT THE SCHOOL
Through excellence in education, research, and community engagement, the University of Minnesota School of
Public Health advances health, from scientific discovery to public impact, by enhancing population health and
preventing disease in the United States and around the globe.
In 1874, Charles Hewitt, the secretary of the Minnesota State Board of Health, began offering a class at the
University of Minnesota covering topics in personal and community hygiene, epidemic diseases, and physiology. In
the following decades, various University departments created programs in public health disciplines, such as
biostatistics, environmental health, and epidemiology. In 1944, the University brought all these activities together
under one roof and created the School of Public Health.
Today, our school ranks among the top ten in the nation, and annually serves more than 1,600 students to help meet
the increasing demand for a public health workforce. We were the first in the country to grant a master’s degree in
hospital administration, establish a doctoral program in epidemiology, and, in 1950, launch a graduate program in
maternal and child health.
At the School of Public Health, we leave no stone unturned as we tackle the world’s most critical public health
problems. Our faculty, staff, and students bring innovative thinking and swift action to emerging and persistent
challenges, including structural racism, gun violence, an expanding aging population, and a changing climate. As
one of the world’s premier schools of public health, we prepare some of the most influential leaders in the field, and
provide the knowledge health departments, communities, and policymakers need to make the best decisions about
population health.
Health Sciences
The Health Sciences is home to six colleges and schools (including the School of Public Health), more than 150
centers and institutes, hospitals and clinics. About 70 percent of Minnesota’s health care providers received their
training at the University of Minnesota.
The School of Public Health is one of only three schools of public health nationwide with the support structure of a
health sciences education center. This means that our health professionals and students work and learn together and
take a skilled systems approach to solve some of the top health issues facing the world today. Doctors train with
pharmacists, public health workers partner with veterinarians, and nurses collaborate with dentists.
Accreditation
The School of Public Health is accredited by the Council on Education and Public Health (CEPH). The benefits of
accreditation are many as outlined on the CEPH website. CEPH accreditation serves multiple purposes for different
constituents. In general, specialized accreditation attests to the quality of an educational program that prepares for
entry into a recognized profession.
● For the public: accreditation promotes the health, safety and welfare of society by ensuring competent
public health professionals.
● For prospective students and their parents: accreditation serves a consumer protection purpose. It
provides assurance that the school or program has been evaluated and has met accepted standards
established by and with the profession.
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● For prospective employers: it provides assurance that the curriculum covers essential skills and
knowledge needed for today's jobs.
● For graduates: it promotes professional mobility and enhances employment opportunities in positions
that base eligibility upon graduation from an accredited school or program.
● For public health workers: it involves practitioners in the establishment of standards and assures that
educational requirements reflect the current training needs of the profession.
● For the profession: it advances the field by promoting standards of practice and advocating
rigorous preparation.
● For the federal government and other public funding agencies: it serves as a basis for determining eligibility
for federally funded programs and student financial aid.
● For foundations and other private funding sources: it represents a highly desirable indicator of a program's
quality and viability.
● For the university: it provides a reliable basis for inter- and intra-institutional cooperative practices, including
admissions and transfer of credit.
● For the faculty and administrators: it promotes ongoing self-evaluation and continuous improvement and
provides an effective system for accountability.
● For the school or program: accreditation enhances its national reputation and represents peer recognition.
MPH Competencies, established and required from the Council on Education for Public Health (CEPH), can be found
in Appendix A. intranet.sph.umn.edu/wp-content/uploads/2019/01/foundational-ceph-compentencies-sept-5.pdf.
The Student Services Center is dedicated to serving a diverse community of future and current SPH students by
enhancing the student experience, supporting the achievement of educational and career goals, and empowering
future public health leaders.
We coordinate many functions including:
● Student Organization Support ● Registration ● Commencement
● Diversity, Equity & Inclusion ● Degree Clearance ● SPH Apparel Sale
● Career & Professional Education ● Applications and Admissions ● Orientation
● Mental Health Advocacy ● Applied Practice Experience/
● SPH Scholarships Criminal Background Checks
Meet the staff and learn about the services provided at the SSC by clicking here.
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● One-on-One Career Coaching: You can schedule individual appointments with one of our award-winning,
evidence-based career coaches, Vic Massaglia and Darren Kaltved, to discuss any career or professional
development topics, from creating a top-notch resume to interviewing and presentation skills. Appointments
are also available via video or phone. To schedule an appointment, please visit the Career Center
Scheduling website or email [email protected].
● Jobs & Internships: Our online job posting system includes listings for internships, graduate assistantships
and fellowships, volunteer, part-time, and full-time career opportunities. Check it out here.
● Career Resources: General career-related links, guides, and tip sheets on a variety of job-search related
topics can be found here.
Please report any issues with computer systems, printers, trash, or other problems to [email protected], or stop by
Mayo A-395.
Please work together to ensure that the SPHere is a comfortable and safe place.
● Keep all areas of the SPHere clean in consideration of others.
● Please protect the security of access. Do not allow anyone to enter behind you that you do not know to be a
SPH student. Never prop the door open for any reason. The student commons is designed for SPH
students only.
● If you are aware of a breach of security or if you see something in the commons that needs repair, please
report it to the SSC (A-395 Mayo) as soon as possible.
● Avoid being alone in the commons during the evening or early morning.
● If you believe you are in danger or see any improper activity in progress, call 911.
1.6 MINORS
Minors
SPH students pursuing an MHA, MPH, MS, or PhD are eligible to declare a minor in other areas. For a listing of
graduate level minors please visit the Graduate Catalog.
A current listing of SPH-related minors and instructions for declaring can be found online
www.sph.umn.edu/academics/degrees-programs/minors/.
1.8 SURVEYS
Graduate Student Experience in Research University
The Graduate Student Experience in the Research University (gradSERU) is the only comprehensive survey of
graduate and professional students at the University of Minnesota. This survey provides a powerful way for students to
tell us about what’s working well, and what not so well, in classrooms, labs, and campus life. It is administered every
odd year in the spring semester.
The University of Minnesota takes the results seriously in order to enhance programs and curricula, improve student
services and policies, strengthen research and scholarship opportunities, and ensure a vibrant and supportive
environment for all students.
To ensure confidentiality, gradSERU is hosted by the Social & Economic Sciences Research Center (SESRC).
Neither the University of Minnesota Graduate School nor colleges/programs have access to identifiable response
data. To verify eligibility, students are required to log-in to the survey using their Student ID number.
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Career Outcomes Survey
Students are required to complete the Career Outcomes Survey before they can be cleared for their degree. The
survey captures important employment information, follows up on educational plans, compensation norms, and
contact information. The School is required to collect this information as it relates to both accreditation standards and
program improvement.
To complete the SPH Outcomes Career survey go to https://umn.qualtrics.com/jfe/form/SV_doRfMjgZueRCpNP.
Defining Advising
The School of Public Health is committed to creating and sustaining high quality advising in the following four areas:
1. Administrative Advising: Course planning and scheduling, policies, procedures, and degree-planning
benchmarks for both the SPH and the University. Your program coordinator is your first point of contact for
these questions.
2. Academic Advising: Topics related to programs including, but not limited to, may include identifying
appropriate coursework options, project selection and career planning. Faculty serve as primary advisors for
academic advising. Program coordinators and career services staff also advise students on these issues as
appropriate.
3. Applied Practice/Internship/Practicum Advising: Specifically for the applied practice, internship, and
practicum development, placement, and completion. Your faculty advisor can assist you as you select the type
of applied practice that best matches your goals.
4. Integrated Learning Experience/Masters Project/Dissertation Advising: The ILE advisor guides students regarding integration
of competencies through a pre-determined project and demonstration of excellent written communication. Specific and targeted
direction on a master’s project or PhD dissertation including but not limited to: development, completion, and, in some cases,
publication. The faculty advisor plays the primary role in advising students on these issues. MS and PhD examination committee
members may also assist.
Employers expect their employees to work effectively on teams and this has led to a competency required for an
MPH degree: “Perform effectively on interprofessional teams.” Thus, a portion of your grade in class may be based
on quality participation in group-based activities. We are providing the following examples* to let you know what we
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expect for all communications in the class. These apply to in-person or online discussions and to interactions
between both students and members of the faculty and staff.
● Imagine your interactions are with colleagues in a workplace.
● Show you are interested in what another person wrote or said.
● Encourage another person to elaborate on something they have already said.
● Provide a resource (a reading, web link, video) not covered in the syllabus that adds new information/perspectives to our
learning.
● Summarize conversations so far and/or suggest new directions and questions to be explored in future.
● Summarize several people's contributions and reflect a recurring theme in the discussion.
● Comment that you found another person's ideas interesting or useful; be specific as to why.
● Paraphrase, at least partly, a point someone has already made.
● Seek assistance from others in understanding course content.
● Offer your explanations or solutions to others seeking help in understanding course content.
● Be succinct; avoid extraneous information.
● Address the point of the discussion; stay on topic.
● Provide constructive criticism where feedback or a critique is required.
● Avoid sarcasm, particularly in an online environment where it can create confusion.
● Avoid vitriol, this can create a hostile environment and does not add information.
● Keep your communication professional and refrain from using rude or offensive language.
*We thank Dr. Brookfield of University of St. Thomas, Minneapolis, for some of these tips.
Email gmail.umn.edu
The University provides students with an email account upon the student's matriculation to the institution. Your University
email address is: [your Internet ID] @umn.edu. This account is free of charge and is active as long as you remain active
as a student. The Office of Information Technology posts information on their website about end of life account policies. A
University-assigned student email account is the University's official means of communication with all students. Students
are responsible for all information sent to them via their University assigned email account. Course lists, immunizations,
billing statements, financial aid updates, and other important information will be sent via the U of M student email
address.
The School of Public Health relies heavily on email notices to students, staff, and faculty. To keep current on upcoming
events, job announcements, new course announcements, scholarships, internships, the SPH newsletter, and good
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opportunities, students should check their email regularly.If a student chooses to forward the provided University email
account, the student is responsible for all information, including attachments, sent to any other email account. Because
of this, it is strongly recommended that students use their U of M email account and do not transfer it to a personal
email account.
Duo Security
The University of Minnesota is taking meaningful action to help students, faculty, and staff safeguard themselves
against cybercrime. Duo Security, or two-factor authentication, is required at the University of Minnesota sign-in
page. The sign-in page is the University’s gateway to applications such as MyU, Gmail, calendars, docs, Canvas,
and many other programs.
Enroll now:
● Visit my-account.umn.edu and select Password Management from the self-service menu on the left.
● Select Reset Your UMN password. Follow the instructions on the page.
● As soon as you’ve reset your password, you will be guided through the Duo enrollment process.
If you use Duo Security to sign in to University applications, you are strongly encouraged to set up back-up devices in
Duo Security so that you are prepared in the event that your primary Duo device is unavailable. Learn about back up
devices at it.umn.edu/duo-use-backup-device.
As a Duo user, it is your responsibility to come prepared to sign in to applications necessary for class activities,
including exams and quizzes. If you are unable to sign in, you may lose points for the class activity. Failure to bring
your Duo device or a back-up is not an excused absence or a valid reason for make-up work.
Learn more about Duo Security here on the OIT website.
MyU myu.umn.edu
While you can contact One Stop or visit the One Stop website to seek out information, you will use the MyU website
to complete your University business. MyU is the official University of Minnesota web portal, personalized for you. It
is where you’ll register for classes, manage financial aid and billing, maintain your personal info, and much more.
U Card https://ucard.umn.edu/
Your U Card can give you access to campus buildings and different accounts based on your role or status at the
University. Your first U Card is free and can be obtained at the U Card Office. Bring your driver’s license, state ID, or
passport and be prepared to have your picture taken.
Accounts on the U Card
● Meal Plan
● Student Account
● Gopher GOLD Account
● FlexDine Account
● Library Account
● Department/College Printing
● TCF U Card Checking Account (Optional)
● Metro Transit and the U-Pass: Take advantage of the deeply discounted Metro Transit bus pass. U-Pass is
the ultimate transit pass that provides unlimited rides 24 hours a day. It is valid on all regular bus and light-
rail train routes, as well as express, local, limited-stop, or Downtown Zone routes. It may not, however, be
used on some special event services. Information can be found at www.pts.umn.edu/bus/upass.
● Parking: Contract parking for students is sold through a lottery system each semester. Locations may vary
but include spaces on the East Bank, West Bank, and St. Paul campuses. Hourly parking is available in
several University public facilities. Parking rates vary depending on proximity to campus and the facility
type. Visit the Parking and Transportation website, www.pts.umn.edu, or call (612) 626-PARK (7275) for
more information.
The Motorist Assistance Program offers free services (unlocking vehicles, jump-starts, adding air to flat tires, and referral
to a service station) to all customers legally parked PTS customers. Hours are Monday through Friday from 7:00 AM to
8:00 PM. (Service is not available on weekends or official University holidays). Call (612) 626-PARK for any motorist
assistance needs.
Disability parking is available in many parking facilities and metered areas. Use of these designated spaces requires a
state-issued permit or license plate. For additional information, call the State of Minnesota at (651) 296-6911 or review
the UMN Disability Parking content online at www.pts.umn.edu/park/disability.
PTS also offers Paratransit Service for anyone who is not able to use fixed transit and needs special transportation while
on campus. This service operates on the Twin Cities campus. More information at
pts.umn.edu/bus/university-paratransit-service.
Maps campusmaps.umn.edu
Find your way to any University building.
Digital Signage
The School of Public Health has two different digital signs that provide information specific to the public health
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students. These can be found on the third floor of the Mayo building near the Dean’s office in Mayo A-302 and the
third floor of the West Bank Office Building (WBOB).
Dining dining.umn.edu
University Dining Services offers a wide variety of dining experiences throughout the Twin Cities campus.
The Office of Student Health Benefits (OSHB), a unit of the Office for Student Affairs, administers health, dental, and
other benefits and enrollment for all eligible University students, residents, fellows, and interns.
All students who are admitted to a degree program and registered for six or more credits per semester (or three or
more credits during summer term) that count towards the automatic assessment of the Student Services Fee are
required by the University of Minnesota to have health plan coverage. Students who meet both criteria are
automatically enrolled in the University-sponsored Student Health Benefit Plan (SHBP). The Student Health Benefit
Plan is a cost-effective, comprehensive health plan designed to meet the unique needs of students. Students may
choose to waive the University-sponsored Student Health Benefit Plan by providing proof of enrollment in an
alternative Eligible Health Plan. Please contact the Office of Student Health Benefits to determine your exact
eligibility status.
Graduate Assistants (GA), Teaching Assistants (TA), and Research Assistants (RA) may be eligible for the Graduate
Assistant Health Plan (GAHP), which is different from the standard SHBP. Please consult the OSHB for more details.
The University also requires all international students and their dependents to purchase the University-sponsored
Student Health Benefit Plan unless they are eligible for a waiver. International scholars visiting the University for
more than 31 days are also required to enroll in the University-sponsored Student Health Benefit Plan. Scholars who
will be at the University for 31 days or less may choose not to enroll in the University-sponsored Student Health
Benefit Plan, but are required to carry their own health plan coverage for the duration of their visit to the University
and must meet J-1 U.S. Federal regulation requirements.
Health Sciences students, which includes the School of Public Health, enrolled in a qualifying Health Sciences
program will be automatically covered under a group Long Term Disability plan while a student. This coverage is not
optional. They will see a charge for this coverage on their student account once at the beginning of each fall and
spring semester. Payment of this fee for two consecutive semesters provides year around coverage until graduation
from their program.
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Boynton Health boynton.umn.edu
Located on the University of Minnesota Twin Cities campus, Boynton Health (BH) is a primary healthcare clinic
serving University students, staff, and faculty. BH accepts clients from most health insurance plans.
Boynton provides quality, comprehensive health care services, counseling, and education, beyond the scope of most
primary health care clinics:
● Primary and urgent care
● Mental health services
● Dental and eye clinics
● Pharmacy needs
● Women's health
● Physical and massage therapy
● Health promotions such as flu shots and nutrition services
U of M Textline
Text "UMN" to 61222
Smoke-free University
The University of Minnesota, Crookston, Duluth, Rochester, and Twin Cities are smoke- and tobacco-free campuses. All
students, staff, faculty, and visitors are prohibited from smoking and using, selling, free distributing, and advertising
tobacco products and electronic cigarettes in all facilities and on all University property.
The success of this policy will depend upon the thoughtfulness, consideration, and cooperation of everyone on campus.
All members of the University community are responsible for enforcing this policy. Students, faculty, staff, and visitors
who violate this policy should be reminded of the policy and asked to comply. Repeated violation of this policy may be
cause for disciplinary action in accordance with applicable student or employee codes of conduct.
Visitors who refuse to comply with this policy may be asked to vacate campus property.
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Lactation Spaces lacspaces.umn.edu
Spaces are available on campus offering private and comfortable rooms that are designed specifically for nursing
mothers to pump and store breast milk. If you have questions and concerns about lactation spaces or resources,
please contact Susan Warfield at [email protected].
2.5 DIVERSITY
Diversity and Equity
The University of Minnesota is committed to achieving excellence through equity and diversity. We believe that a
diverse student body enhances the academic and social environment for all students and prepares students to thrive
in an increasingly diverse workforce and society. Equitable access to education is critical to preparing students for the
responsibilities of citizenship and civic leadership in a heterogeneous society. The University strives to provide
equitable access and opportunity in its programs, facilities, and employment. The University will also establish and
nurture an environment for faculty, staff, students, and visitors that actively acknowledges and values difference and
is free from racism, sexism, ageism, homophobia, and other forms of prejudice, intolerance, or harassment.
The School of Public Health has made a commitment to making antiracism and anti-oppression a central part of our
mission and operations. We recognize the moral imperative created by systemic oppression that led to health
inequities. We are working to educate our community about these injustices and empower them to eradicate them
through public health interventions. We believe in building public health leadership that can understand the
complexities of power, privilege, and oppression, and how to work with a broad base of populations and challenges.
We strive to create a community that is actively engaging in the areas of diversity and inclusion to create an
excellent educational environment. The SPH defines inclusion as all-embracing of the fullness of humanity. This
sense of inclusiveness covers all of a person's identities as well as their intersections.
The Director of Equity, and Inclusion, Lauren Eldridge, works with students, staff, faculty, alumni, and community
members to advance antiracism, equity, and justice within the SPH. She can be contacted at [email protected] .
The Coordinator of Diversity, Equity, and Inclusion is Gayle Smaller Jr., and he can be reached at
[email protected].
Disability Resource Center promotes access and equity for students with disabilities (e.g., physical, learning,
psychiatric, sensory or systemic) and assists the University in achieving its mission to provide optimal educational
opportunities for all students as well as obligations under federal and state statutes. If you have a disability and
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would like to discuss accommodations, please contact Todd Helmer, the SPH contact with the DRC, at
[email protected] to schedule an initial appointment or consultation.
The Graduate School Diversity Office coordinates and leads the University’s initiatives in the recruitment, funding,
retention and graduation of a diverse graduate and professional student body. The office is situated within The
Graduate School and works with other units connected to diversity and multiculturalism.
The Gender and Sexuality Center for Queer and Trans Life gsc.umn.edu
Location: 46 Appleby Hall, 128 Pleasant Street SE (East Bank) Phone:
(612) 625-0537
The Gender and Sexuality Center for Queer and Trans Life is dedicated to transforming campus climate for University
of Minnesota students, staff, faculty, alum and community members by developing and supporting more inclusive
understandings of gender and sexuality through education, advocacy, outreach and support.
626-7100
International Student and Scholar Services (ISSS) is the office dedicated to serving the University’s international
community. Its primary mission is to assist international students and scholars in successfully accomplishing the
goals that brought them to the University, by using all available resources. Services include:
● Counseling and advising
● Immigration and visa regulation advising
● Newsletters
● Career services
● Academic opportunities for university students
● Tax return information
The Multicultural Center for Academic Excellence (MCAE) is a campus-wide resource that promotes an inclusive
atmosphere to foster and enrich multicultural understanding among all members of the University community.
MCAE's commitment to creating such a climate is driven by a student-first culture in which students are the highest
priority.
The mission of the Office of Equity and Diversity (OED) is to leverage the transformative power of equity and diversity to
advance excellence in teaching, research and community engagement at the University of Minnesota. OED envisions a
University where equity and diversity are:
1. Integrated into the work and lives of every student, faculty and staff member.
2. Recognized as core institutional values, and will inform thinking, policies and practices throughout the University.
3. Inherently intertwined with academic excellence and the development of leaders for a globally inclusive society.
The Student Conflict Resolution Center (SCRC) offers informal and formal conflict resolution services to resolve
students' University-based problems and concerns. An ombudsman provides confidential, neutral, and informal
options. An advocate is available to assist students in formal grievance or disciplinary proceedings.
The Bias Response and Referral Network (BRRN) responds to reports of bias incidents on the Twin Cities campus.
The BRRN’s goal is to contribute to a campus climate that is welcoming, inclusive, and respectful for all. The BRRN
provides support resources to impacted parties, promotes education and dialogue, and affirms the University's
commitment to equity and diversity, free speech, and academic freedom.
Bookstore bookstores.umn.edu
The University of Minnesota Bookstores, located in Coffman Union, sells course materials for all public health
courses. Course materials can also be ordered online.
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The Online Writing Center offers online tutoring to students taking writing intensive courses at the University of
Minnesota. Online tutoring consists of comments and feedback offered by experienced writing tutors.
Tutors are trained in fields such as composition, speech communication, scientific and technical communication, and
rhetoric, and many of them are instructors at the University. Tutors review the writing you submit by offering
comments and suggestions for improvement; however, they will comment mainly on the areas students specify.
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3. REGISTRATION
3.1 FULL-TIME STATUS
In order to be considered full-time, degree seeking students must register for at least six credits in both fall and spring
semesters; and summer, MHA and MPH students must be registered for six credits to be considered full-time, and three
credits to be considered half-time.
Note: The Office of Financial Aid or external agencies may require students to be registered for more than three or six
credits to be considered full-time; check with these agencies to verify their requirements.
Step One
Select courses for the term with your advisor before registering. Please make an appointment at the earliest
convenient time. To view available courses:
1. Log into MyU.
2. Select the My Academics tab, then the My Classes sub-tab.
3. Click on Class Search (in the Enrollment Tools section).
4. Determine search criteria; you must select your campus (Institution), term, and at least two additional criteria. Students in the School of
Public Health will find the majority of their courses listed under the subject "PUBH".
Note: 5000- through 8000-level courses are considered graduate-level. 1000- and 3000-level courses are for
undergraduates and will not receive approval for graduate credit. Under some circumstances, with approval of the
student’s academic advisor, 4000-level courses may also be applied toward a degree as long as they are taught
by a member of the graduate faculty.
5. View your search results. To see only classes that are open, select Show Open Classes Only.
6. To continue searching, click New Search or Modify Search. If you hit the back button, you will lose your search results. Click the class
number to see more details. You can search for a subject by entering subject code or clicking Select Subject. For more search
options, expand Additional Search Criteria. When you are satisfied with your criteria, click Search.
Step Two
After selecting your courses, run through the checklist below before registering. Frustrating delays can be avoided by
following these hints:
● If instructor consent is necessary for any of your selected course(s), get a permission number from the course
instructor or his/her designee before registering. This number permits registration for the course through the
second week of the semester; after the second week, it expires. Note that the number is specific to the
student it is given to and the course requiring instructor consent. Once a number is used to register, it
becomes invalid and cannot be used for another course or by another student.
● You will not be able to register if you have any holds on your University record. Notice of any hold, including
the name of the department or office where it may be cleared, is available at myu.umn.edu.
● You can find your registration queue date and time on the web at myu.umn.edu.
● You will need your Internet ID (x.500) and password to register. If you have forgotten your password, call
(612) 301-4357 to have your password reset. You can also call this number if you have problems logging in
to register.
Step Three
Register via the web at myu.umn.edu or go to One Stop Student Services Center in 333 Robert H. Bruininks Hall on
the East Bank Campus to register in person. Students having difficulty with self-registration should contact the
registration help-line at (612) 624-1111 (M-F 8:00-4:00) or email [email protected]. You may also contact your
program coordinator or the School of Public Health Student Services Center at (612) 626-3500. Please note the
following when registering:
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● Most courses give the option of either an A/F or S/N (pass/fail) grading option. Be sure to select the grade
option desired for the course. Note that there may be a limit to the number of credits a student can take S/N
(pass/fail); see the program section of this guidebook for more information. Stricter policies may be
enforced by individual programs. There is a strict and early deadline for when grading options can be
changed.
● Some courses have variable credits. Before selecting the number of credits, students should make sure they
agree with the instructor as to the number of credits appropriate for the work proposed.
Grading Scale
The University uses plus and minus grading on a 4.000 cumulative grade point scale in accordance with the
following, and you can expect the grade lines to be drawn as follows:
Grade GPA
A 4.000
A = achievement that is outstanding relative to the level necessary to meet course
A- 3.667 requirements.
B+ 3.333
B = achievement that is significantly above the level necessary to meet course
B 3.000 requirements.
B- 2.667
C+ 2.333
C = achievement that meets the course requirements in every respect.
C 2.000
C- 1.667
D+ 1.333
D = achievement that is worthy of credit even though it fails to meet fully the course
D 1.000 requirements.
F 0
F = failure because work was either (1) completed but at a level of achievement that is
not worthy of credit or (2) was not completed and there was no agreement between the
instructor and the student that the student would be awarded an I (Incomplete).
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be assigned at the discretion of the instructor when, due to extraordinary circumstances, the student was prevented from completing the
work of the course on time. The assignment of an “I” requires a written contract between the instructor and student specifying the time
and manner in which the student will complete the course requirements. In no event may any such written agreement allow a period of
longer than one year to complete the course requirements. The Incomplete contract can be found at
http://secure.ahc.umn.edu/publichealth/sphgrades/.
For graduate/professional students, an “I” is to remain on the transcript until changed by the instructor or department.
When an “I” is changed to another symbol, the “I” is removed from the record.
A student does not need to be registered at the University in order to complete the work necessary to convert an “I” to a grade with credit
in the time and manner previously agreed upon between the student and the instructor. The instructor is expected to turn in the new
grade within four weeks of the date the work was submitted by the student.
Interpretation of Policy on Incompletes for Students Called to Active Military Duty
When appropriate, instructors may prefer to arrange for the student to take an incomplete. Senate policy requires that an incomplete be
made up within one calendar year of the end of the term in which the incomplete is given. When students are called to active military
duty and reach agreement with their instructor(s) to take an incomplete, they will have up to one calendar year following their discharge
from active duty to complete their incomplete(s). Complete policies and procedures are available in the SPH Student Services Center.
Transfer [T]
here shall be a symbol “T”, transfer, posted as a prefix to the original grade, to indicate credits transferred from another institution or
T
from one college or campus to another within the University when re-evaluation is required.
Withdrawal [W]
If a student officially withdraws from a course during the first two weeks of classes, there shall be no record of that course registration
entered on the student's transcript. There shall be a symbol “W”, withdrawal, entered upon a student's record when the student officially
withdraws from a course in accordance with procedures established by the student's college or campus. The “W” will be entered on the
transcript irrespective of the student's academic standing in that course if the student withdraws from the course during the third through
eighth week of class (second or third weeks of summer sessions). Withdrawal in the ninth or later week of classes (fourth or later in
summer sessions) shall require approval of the college and may not be granted solely because a student is failing the course; there must
be extenuating non-academic circumstances justifying late withdrawal.
Continuation [X]
here shall be a symbol “X’, indicating a student may continue in a continuation course in which a grade cannot be determined until the
T
full sequence of courses is completed. The instructor shall submit a grade for each “X” when the student has completed the sequence.
In Progress [K]
here shall be a symbol “K”, assigned by an instructor to indicate the course is still in progress and that a grade cannot be assigned at
T
the present time.
Grade Submission
All grades for all courses each term shall be submitted to the Office of the Registrar no later than 72 hours after the
last final examination for that term. Students can view their grades online at myu.umn.edu 24 hours after they are
posted by the course instructor.
Deadline
Graduating students who, in consultation with their academic advisor and course instructor, determine not to finish course requirements
may request that the incomplete permanently remain on their official transcript (if the course is not required for graduation).
Probation
At the end of the semester, the Director of Academic and Student Affairs identifies all SPH students with a cumulative
GPA of less than 3.0 enrolled in an SPH program. Students will receive a letter of scholastic probation prepared by the
Director of Academic and Student Affairs, to be approved and signed by the Associate Dean of Education & Student
Engagement. The terms of this letter are the following: students will be placed on probation and informed that they must
maintain a term GPA of 3.0 for each subsequent term. Students must achieve letter grades for all courses (incompletes
are unacceptable while on probationary status) they are enrolled in during that semester. This written notice will inform the
student that the GPA must be raised to a minimum of 3.0 to be removed from probationary status and to be awarded a
degree. Students on probationary status who do not receive at least a 3.0 GPA for each subsequent term will be
dismissed from the program by the Associate Dean.
Students who have been dismissed from the SPH and are interested in reapplication to the School are allowed to do so
12 months after the date of dismissal. The dismissal becomes part of the reapplication and is considered in any
admission decision.
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Course Prerequisites
Any college or campus may set special scholastic or other standards for registration in a particular course, for
scholastic probation, admission, honors, continued residence, degrees, and other purposes they deem appropriate.
Course Evaluations
Student feedback on course content and faculty teaching skills are an important means for improving our work.
Please take the time to complete a course evaluation for each of the courses for which you are registered. The SPH
collects student course evaluations electronically through the U of M Office of Measurement Services called
Explorance Blue http://srt.umn.edu/blue. The system will send email notifications to students when they can access
and complete their course evaluations. All students will have access to their final grades through OneStop two weeks
after the last day of the semester.
Student privacy is protected through compliance with University policy, data processing procedures and in-house
security. Responses will remain anonymous and will not be released to the course instructor until after final grades
have been submitted (approximately three weeks after the semester ends). Aggregate summary statistics are
provided to instructors and program directors in order to enhance future course experiences. More information can
be found at: https://oms.umn.edu/srt/students/about/student-privacy
The Academic Policy Petition forms may be used for other academic reasons. Students are encouraged to discuss
petition issues with their academic advisor or program coordinator to determine the appropriate process and
procedure.
MS and PhD students must contact their program coordinator for detailed information on transferring coursework.
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3.5 EQUIVALENCY EXAM AND INFORMATION
Equivalency Exams
MPH students must satisfy competency requirements in the seven core areas of public health: administration,
behavioral science, biostatistics, environmental health, epidemiology, ethics, and foundations. Courses designated as
part of the public health core can only be taken for a letter grade (A-F). Students are required to achieve no less than
a B- grade in each course taken on an A-F basis. Students may retake public health core courses with the exact
same numbered course only once.
Students have the option of taking the equivalency exams in any of the following core areas; however, students can
only take the exam one time in each core area. Students who pass the exam(s) are waived from taking the required
course and must make up the credits per their area of study and degree requirements. Students who do not pass
the exam(s) are required to take the appropriate core course area to satisfy the competency requirements.
Administration
PubH 6751 Principles of Management in Health Services Organizations (2 cr)
Behavioral Science
PubH 6020 Fundamentals of Social and Behavioral Science (2 cr)
PubH 6050 Community Health Theory and Practice I [CHP students only] (3 cr)
PubH 6914 Community Nutrition Intervention [PHN students only] (3 cr)
Biostatistics
PubH 6414 Biostatistical Literacy (3 cr) [Fall 2018 and beyond] AND a programming class from the following list
[students must check with their advisor or program coordinator to ensure they are taking the correct required
programming course]
OR
PubH 6450 Biostatistics I (4 cr)
Environmental Health
PubH 6102 Issues in Environmental and Occupational Health (2 cr)
Epidemiology
PubH 6320 Fundamentals of Epidemiology (3 cr)
OR
PubH 6341 Epidemiologic Methods I (3 cr)
Ethics
PubH 6741 Ethics in Public Health: Professional Practice and Policy (1 cr)
Foundations
PubH 6250 Foundations of Public Health (2 cr)
Equivalency examinations are given twice each year (January and August). Equivalency exams satisfy
competency requirements for the following core courses only:
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PubH 6020 Fundamentals of Social and Behavioral Science
Contact: Jennifer Linde at [email protected]
Type of questions multiple choice, short answer, essay response to case study
4.3 BILLING
Your billing statement details your amount due (tuition, fees, housing, books, and other campus charges) and your
payment due date. You will receive a notice in your University email account when it is ready to view. If you have
account charges on more than one campus, you will receive separate billing statements for each campus.
You may opt into a payment plan when your first bill is available, which will divide your payments over three billing
periods throughout the semester. Make sure you always pay your bills on time to avoid late fees or cancellation of
future class registration.
Your billing statement is a snapshot of the charges and credits applied to your account as of the date the statement was
created. For the most up-to-date account activity information, you can check your student account on the My Finances
tab in MyU.
Loan Deferment
A temporary postponement of loan payments is available only under certain conditions. Students requesting a loan
deferment can get their form signed by One Stop Student Services: onestop.umn.edu.
Once you have been selected for the exit process, you will receive an email with instructions to complete your exit
counseling online. Make sure you respond by completing your exit counseling in a timely manner. A hold will remain
on your student record until your exit counseling is complete, delaying your diploma, preventing registration, and
preventing access to your transcripts.
For more information about student loan exit counseling, contact Student Account Assistance at onestop.umn.edu.
The School of Public Health emphasizes three principles of student conduct in all of its degree programs:
1. Respect Others: Students are expected to behave in a respectful and professional manner with
other students, faculty, and staff in the classroom and on campus.
2. Honor Privacy: Every student’s course grades are private and are not to be shown to anyone else.
This also applies to the grades of students in courses for which you are a Teaching Assistant.
3. Present Your Work Honestly: Plagiarism is defined as the presentation of another's writing or ideas as
your own. For a helpful discussion of preventing plagiarism, please consult University policies and
procedures regarding academic integrity: http://writing.umn.edu/tww/sources/definitions.html. Students
should be careful to properly attribute and cite others' work in their writing. For guidelines for correctly
citing sources, go to https://www.lib.umn.edu/howto/citationguides.
The Associate Dean of Education & Student Engagement is responsible for managing all School of Public Health
issues and investigations of academic misconduct.
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Scholastic Dishonesty and Plagiarism
Students are responsible for maintaining scholastic honesty in their work at all times. Students engaged in scholastic dishonesty
will be penalized, and offenses will be reported to the Office for Community Standards.
The University’s Student Conduct Code defines scholastic dishonesty as “plagiarism; cheating on assignments or examinations;
engaging in unauthorized collaboration on academic work; taking, acquiring, or using course materials without faculty permission;
submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to
obtain dishonestly grades, honors, awards, or professional endorsement; altering, forging, misrepresenting, or misusing a
University academic record; or fabricating or falsifying data, research procedures, or data analysis.”
● Copying information word for word from a source without using quotation marks and giving proper acknowledgement by
way of footnote, endnote, or in-text citation;
● Representing the words, ideas, or data of another person as one’s own without providing proper attribution to the author
through quotation, reference, in-text citation, or footnote;
● Producing, without proper attribution, any form of work originated by another person such as a musical phrase, a proof, a
speech, an image, experimental data, laboratory report, graphic design, or computer code;
● Paraphrasing, without sufficient acknowledgment, ideas taken from another person that the reader might reasonably
mistake as the author’s; and
● Borrowing various words, ideas, phrases, or data from original sources and blending them with one’s own without
acknowledging the sources.
It is the responsibility of all students to understand the standards and methods of proper attribution and to clarify with each
instructor the standards, expectations, and reference techniques appropriate to the subject area and class requirements. Students
are encouraged to seek out information about these methods from instructors and other resources and to apply this information in
all submissions of academic work.
Serious, intentional plagiarism will result in a grade of F or N for the entire course. For more information on this policy and for a
helpful discussion of preventing plagiarism, please consult University policies and procedures regarding academic integrity on the
Office for Community Standards website.
Students are urged to be careful that they properly attribute and cite others' work in their own writing. For guidelines for correctly
citing sources, go to www.lib.umn.edu/instruction/tutorials and click on “Organizing and Citing Research.”
In addition, original work is expected in all coursework. It is unacceptable for students to hand in assignments for any course for
which they received credit in another course unless by prior agreement with the instructor. Building on a line of work begun in
another course or leading to a thesis, dissertation, or final project is acceptable.
All issues relating to academic misconduct in the School of Public Health are referred to the Associate Dean of Education & Student
Engagement.
Leave of Absence
Graduate students who experience circumstances that prevent them from maintaining active status through continuous registration
(excluding summer term), and who, through consultation with their director of graduate studies (DGS), program director, advisor(s),
and relevant offices determine that a leave of absence (LOA) is appropriate, must request a LOA from their college office using
this form. Graduate students must receive approval for an official Leave of Absence.
Before requesting a Leave of Absence, students must review the U of M Administrative Policy at
https://policy.umn.edu/education/gradstudentleave. Forms must be submitted to the School of Public Health Student Services
Center, A395 Mayo Memorial Building, MMC 819, 420 Delaware Street SE, Minneapolis, MN 55455.
The SPH takes all student concerns seriously and we welcome your input in any of these ways. If the matter is not handled
satisfactorily by any of these methods, or if the issue is particularly widespread or serious, please make an appointment with
Elizabeth Wattenberg, Associate Dean of Education & Student Engagement at [email protected].
The School of Public Health is committed to ensuring that all of our students experience high-quality instruction and a positive and
supportive environment in which to work and learn.
If you have a concern about your academic experience (e.g., grading, advising, instructional) and/or you believe a member of the
University community has violated an official University rule, policy and/or established practice, please refer to the University’s
Board of Regents policy and related informal and formal resolution processes.
The University’s process encourages efforts to address concerns at the local level whenever possible. For assistance, students
may contact the SPH Student Services staff or the SPH Associate Dean for Education & Student Engagement. For a confidential
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consultation outside of SPH channels, students may contact the Student Conflict Resolution Center (SCRC).
The Equal Opportunity and Affirmative Action Office is designed to handle reports of bias, discrimination, harassment,
and sexual violence. EOAA is a resource for the entire University community.
1. The Director of DEI, or another SPH administrator, will meet with the aggrieved student to collect information
regarding an incident or issue.
2. The Director of DEI or other SPH administrator, may then talk with faculty, staff, or other students to ascertain the
context of the incident, as well as the intent and impact of the situation as a whole. It is our intent to move expeditiously,
but this process may take several days depending on the schedules of the involved parties.
3. Consult with related office(s). The Director of DEI will use all of the available information to help determine whether the
situation should be handled by another office or individual (ex: Equal Opportunity and Affirmative Action).
4. Where applicable, the Director will identify and recommend options for resolution.
5. The Director of DEI will consult back with students and communicate next steps. These may include (but are not limited
to) referral to another campus office or administrator, offer for facilitation or mediation, or a class change.
Our hope is to find reasonable resolutions that will make the aggrieved party/parties feel heard, understood, and continuously
welcomed in the SPH community. The Director of DEI can also provide informal support while the student works with another office to
find a resolution.
Note regarding retaliation: The University of Minnesota and the School of Public Health prohibit retaliation against anyone who
raises concerns about discrimination, harassment, sexual violence, or nepotism; opposes such practices; or participates in an
investigation. Retaliation may include intimidation or harassment. If you feel you have been a victim of retaliation in regards to a
report please communicate with the Director of DEI or another administrator in the School of Public Health.
5.4 PRIVACY
The School of Public Health is committed to protecting the privacy of students, staff, and research participants. Students have privacy
rights that assure confidentiality of their student records. In addition, research participants have many rights that guarantee their safety
and privacy.
Often School of Public Health students work as Teaching Assistants or Research Assistants; both roles may require access to
confidential or private information. Please be aware of privacy laws, complete assigned/required privacy training, and act with the
highest honor towards all private information.
For further information, go to https://www.healthprivacy.umn.edu/.
FERPA (Family Educational Rights and Privacy Act): Student Records
FERPA grants four specific rights to a post-secondary student:
1. To see the information that the institution is keeping on the student.
2. To seek amendment to those records and in certain cases append a statement to the record.
3. To consent to disclosure of his/her records.
4. To file a complaint with the FERPA Office in Washington DC
In addition:
● University faculty and staff have a legal responsibility, under FERPA, to protect the confidentiality of your student
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educational records.
● Student educational records are considered confidential and may not be released without written consent of the student.
● Student information stored in electronic format must be secure and available only to those entitled to access that
information.
Immigration Check-In
All new international students must visit the University of Minnesota International Student & Scholar Services office (ISSS) shortly
after arrival in Minnesota. ISSS will review immigration documents, register new students for the International Student Orientation
Program, and provide information on how to release registration holds. These processes are mandated by the Department of
Homeland Security (DHS); formerly known as Immigration and Naturalization Service (INS).
International students are allowed to enter the U.S. only within 30 days of their program start date. Regulations and SEVIS
requirements provide strict guidelines regarding this date, to coincide with the term of admission.
Academic Status
International students must maintain full-time status; this means SPH master’s and doctoral students must register for at least
six credits each semester. Under special conditions, students may apply for an exemption from the full-time status rule at the
ISSS office. Students must apply for the exemption before registering for less than a full course of study.
Address Change
International students MUST update their address within ten days of a change of address to maintain their legal immigration status.
For more information go to isss.umn.edu/INSGen/address.html.
5.6 COMPLIANCE
Immunizations boynton.umn.edu/immunization-requirement
According to OSHA regulations, CDC guidelines, and University of Minnesota policy, Health Sciences students are required to
have a health clearance as a condition of enrollment. You must complete this requirement by the sixth week of the semester or
a registration hold will be placed on your student account. In addition, internship or applied practice experience locations may
require additional immunizations based on the location and/or work being performed. Finally, international experiences may also
require other immunizations; international requirements are listed here: https://boynton.umn.edu/clinics/travel.
More details and the downloadable Student Immunization Record form are available from Boynton Health at
boynton.umn.edu/immunization-requirement. You can also stop by Boynton Health to schedule services, click here for more
information boynton.umn.edu.
HIPAA (Health Insurance Portability and Accountability Act)
HIPAA is a federal law related to the privacy of an individual’s health care information.
All students in the Health Sciences, including School of Public Health students, must complete the University’s online HIPAA
privacy training. The University of Minnesota provides online training courses on proper handling of health information and
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information security; everyone must complete this training, even if they don't work directly with protected health information. This is
because students may have incidental contact with protected health information, and because students may encounter HIPAA
violations, and are all required to know how to respond to these violations.
This training consists of two separate training courses that you may complete online: (HIP016) HIPAA Training; and (ISA17)
University Information Security Awareness Training.
Login to https://training.umn.edu/ and select My Training to see if you have been assigned the training, or click Course Catalog
and enter the course name or number above.
Registration for PubH 0020 will be officially documented on the student’s transcript; however, the zero-credit course has no tuition, no
fees, no credits, and no grades. It is important to understand that a zero-credit registration for a community engagement activity is not
a substitute for a required course or field experience.
Prior to registration, students are required to provide information about the experience by completing the Community Engagement
Agreement available at https://publichealth.ahc.umn.edu/sphcommunity/index.cfm. The agreement is complete once it has been
approved by the student’s advisor and the SPH Registrar and Director of Academic and Student Affairs.
To complete the Student Engagement Agreement a student must provide the following information:
● Name of the organization
● Address
● Organization phone number
● Supervisor within the organization
● Description of the activity
● Description of how this activity relates to their development as a public health professional
● Semester and date of experience
● Electronic signature of academic advisor
When the agreement is approved, the student will be contacted by email and provided with a registration permission number.
Health Insurance Requirement for Health Sciences Students Participating in Applied Practice/Clerkship/Practicum
Experiences
School of Public Health students are expected to have health insurance coverage while participating in their applied practice,
clerkship, or practicum experiences. This is a University of Minnesota Health Sciences requirement. A school/program or site may ask
a student for proof of health insurance while participating in their AP, clerkship, or practicum experience. If the student cannot provide
proof of health insurance, indicating they are not in compliance with this requirement, they will be pulled from the experience.
The complete policy can be found on the Health Sciences Education website
https://drive.google.com/file/d/1uwjO4w0b2-xidGDntLIx27bSvh3HM0Q_/view.
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student organizations in hosting school-wide events, and develop creative solutions to new challenges. The Student Senate also
provides various grants to students and SPH student groups.
Since our school’s founding in 1944, we have graduated over 12,000 alumni. These individuals are important members of the public
health community as they shape public health policy, conduct ground-breaking research, lead innovative public health solutions and
shape the future of public health.
Your SPH education is a valuable, lifelong investment. During school, and after graduation, we invite and encourage you to stay
connected to the school, its resources and each other to make the most out of your degree from SPH.
Since its inception in 1982, the School of Public Health Alumni Society has worked to serve alumni and students, promote
excellence in programs and serve the needs of the School. Membership is automatically conferred upon all graduates.
The SPH Alumni Society is committed to building relationships with students through various activities, including the SPH Mentor
Program, partnering with SPH Student Senate, and bringing alumni to students to provide professional development opportunities to
students.
Connect to the SPH Alumni Society and all it has to offer today.
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7. DIVISION OF EPIDEMIOLOGY AND COMMUNITY HEALTH (EPICH)
7.1 WELCOME
The Division of Epidemiology and Community Health is one of four Divisions that make up the School of Public Health at the
University of Minnesota. The Division Head is Dr. Dianne Neumark-Sztainer. The Division of Epidemiology and Community Health
is home to six programs in the School of Public Health:
● Clinical Research MS
● Community Health Promotion MPH
● Epidemiology MPH
● Epidemiology PhD
● Maternal and Child Health MPH
● Public Health Nutrition MPH
Forms
Forms are located at: https://sites.google.com/umn.edu/divisionofepich/home in the Current Student Section of the Home Page.
Microsoft Word documents of all the forms are also available upon request. Contact the EpiCH student services staff at
[email protected] to obtain the Word documents via e-mail.
Computer Lab
The Division computer lab in WBOB includes several PC's available for student use. The computer lab is located in the student
lounge in room 466. The general policy for use of these computers is that they are for Division graduate students for work
pertaining to their degree program. All of the computers have SAS and STATA. Printers are available.
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Copier and Fax Access
The Division does not allow copy machines or fax machines to be used for personal use. Personal copies can be made for a cost
at various locations throughout campus. Unfortunately, there is not a copier for use in WBOB.
Students should also refer to section 1.4.
7.4 SEMINARS
The Division of Epidemiology and Community Health sponsors scientific seminars between September and June to exchange
ideas and research findings pertinent to the field. Because the Division has a large faculty, staff and student body, the seminar
provides a forum for exchange of information among people who may not otherwise meet or work together. All faculty and students
are strongly encouraged to attend regularly.
Division faculty members and other scientific staff are asked to present at least one seminar every two years. Each year, the
seminar brings in several scientists from outside the Division.
Notices are posted in the Division's third floor reception area as well as sent out electronically. Most seminars are held 10:00-11:00
a.m., on select Fridays, in Room 364 of WBOB. Seminars by visiting scientists may be at other times. Students can check the
EpiCH Web site for seminar information by going to
https://intranet.sph.umn.edu/about/divisions/epidemiology-community-health/epich-seminar-and-in-services/
Additional comments
Arranging an independent/directed course depends upon the student putting together an academically rigorous proposal and
finding a faculty member to serve as an instructor. The faculty instructor does not have to be the student's faculty advocate or
37
Integrated Learning Experience (ILE) advisor. The instructor must be a member of the program associated with the course number;
see below.
The student should also receive prior approval from the EpiCH student services staff to count the independent/directed work as an
elective course.
Procedures
1. Student meets with the faculty member to discuss the requirements for the independent/directed course.
2. Student fills out an Independent/Directed Study Contract form outlining the requirements for the course and has the form
signed by their faculty advocate and Independent/Directed Study instructor. This information is vital to receive proper credit for
this course (i.e., a grade). The instructor needs to agree to work with the student and both need to agree on the requirements.
You can request this form by contacting [email protected].
3. Student gives the completed/signed Independent/Directed Study Contract to the EpiCH student services staff. Once the
completed form is received you will be sent registration information.
4. At the end of the semester, the instructor assigns a final grade. The grade will then be entered on the official transcript. It is the
student’s responsibility to make sure that all requirements are completed so a grade can be submitted.
Sitting in on a Class
Students are not permitted to attend a class for which they are not registered. This means that if you are unable to register for a
class before it begins for any reason you may not attend the class.
SAS Access
Students can purchase the SAS program for a fee if it is necessary for them to complete research. Additional information on
ordering the software is available at https://it.umn.edu/sas. Please note that all of the computers in the student computer lab (466
WBOB) have SAS.
39
experience in grant proposal writing, and receive faculty feedback on their ideas. During the 2021-22 academic year, two rounds of
requests for proposals (one per semester) will be conducted.
NEW STARTING FALL 2018: PhD students who have an urgent need for a Hawley award in order to stay on schedule for a
Preliminary Oral examination are allowed to submit a proposal at any time.
HOW MUCH?
$3,500 maximum, including fringe benefits when applicable. PhD students may request a maximum of $7,500 to support thesis
research. Additionally, post-doctoral fellows with a primary mentor in the Division of Epidemiology and Community Health may
request a maximum of $7,500.
HOW USED?
The award may be used to support research activities including supplies and equipment. It cannot be used for stipends or
salary support for the applicant. Tuition in UMN courses is generally not eligible for Hawley funds. Please note that before
making any expenditures with the award (i.e., ordering, purchasing, hiring, or contracting for services) the applicant must meet
with accounting personnel in the Division to ensure that procedures are followed and IRB clearance must be documented.
HOW LONG?
One-year project.
1. Cover Letter
Please indicate in the letter whether or not the project will help support a master’s project, master’s thesis, Ph.D. thesis, or
applied practice experience. Describe the project in 1-2 sentences in the cover letter.
b. Research Methods (3 pages maximum): Describe the study design and detailed methods. Be sure to include
information on each of the following:
• Study population
• Sample selection and recruitment
• Measurements
• Data analysis plan (required for both quantitative and qualitative research)
• Timeline
• Sample size (justified by formal statistical calculations or other means)
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c. Human Subjects (no page limit): All proposals must address protection of human subjects and have the project
approved by the University of Minnesota's Institutional Review Board (IRB) prior to receiving funds. However, a
project will be reviewed by the Research Awards Committee prior to receiving final IRB approval. Students should
also refer to section 5.2.
d. References (no page limit): Citations for articles referenced in the background and significance and research methods
portions of the proposal should be listed after the Human Subjects section of the proposal.
The following items are NOT allowed: stipends or salary for the applicant, computer purchase, publication costs (e.g., page
charges, reprints), and presentation costs (e.g., travel to a conference, conference fee).
5. Letters of Endorsement from Faculty Advocate and Project Advisor (1 page per letter):
A primary or adjunct faculty member in the Division of Epidemiology & Community Health must provide a brief letter to
accompany the proposal, specifically endorsing the applicant’s request. The letter should state that the faculty member has
read and approved the proposal. The letter should also include the faculty member’s opinion of the quality and importance of
the research.
In cases where the faculty member is NOT the applicant’s research project advisor, an additional letter is required from the
research project advisor. This second letter must include the same elements as the faculty member letter described above.
If the proposed research is a collaboration with a community organization or other external partner, a letter of support from that
organization is required.
Evaluation of the proposals is in terms of the committee's view of the importance of the inquiry, quality of the research design
and methodology, experience of the investigator, relevance of the project to public health or related disciplines, and
contribution of the project to the student's academic training.
SUBMISSION
Submit your proposal electronically to [email protected]
DEADLINE
By stated deadline on the call for submissions
REVIEW PROCESS
All applications will be reviewed by the Division of Epidemiology & Community Health Research Awards Committee, which
includes faculty members representing the program fields. Each proposal will be evaluated according to its scientific and
technical merits and public health implications. The most important criteria are (1) importance of the area, (2) quality of
proposed research, (3) investigator’s experience and resources to accomplish the project, and (4) relevance to public health.
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SUBMISSION QUESTIONS
If you have general questions regarding the Hawley grants, please contact Dr. David Jacobs, the Chair of the committee, at
[email protected]. For questions on budget items, please contact Sarah Shorma at 612-624-9895 or [email protected].
Information regarding the status of human subjects (IRB) applications must be provided to the Committee. Award funds will not
be released until Division of Epidemiology & Community Health Accounts Administration has received notification of Human
Subjects Committee approval.
FINAL REPORT
A one-page report to the Research Awards Committee on progress and outcome is due on the one-year anniversary date of
the award.
Policy for Graduate Assistant Pay Scale for Post-Baccalaureate Professional Students
Post-baccalaureate professional students in doctoral-level programs (e.g., dental, medical, law, veterinary students) who have
completed two years of their professional studies will be paid at the rate of those who have completed a master’s degree. Those
who have not completed the first two years will be paid at the rate of those whose highest degree is a bachelor’s degree. This
policy is effective beginning Spring semester, 2004. Adopted 12/17/03.
Faculty members who are uncertain about the appropriateness of requests they have for students should consult with the DTC
Chair. Students should talk with their program director, DGS, or EpiCH student services staff if they have concerns about the
appropriateness of requests from faculty members.
The University of Minnesota’s Board of Regents policy on Nepotism and Consensual Relationships (including student and faculty
relationships) can be found at http://regents.umn.edu/sites/regents.umn.edu/files/policies/Nepotism%26Personal.pdf.
Confidentiality
Student records—including materials related to advisees—are protected under Federal Educational Rights and Privacy Act
(FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99; 1974) and the Student Data Privacy Act. Student information should be secure –
not left in an unlocked location. If faculty advocates have a concern about a particular student, only EpiCH student services staff,
appropriate program director/DGS, or DTC Chair should discuss the situation and have access to records. Any confidential
information shared by a student with a faculty member must remain confidential – whether the student approaches you as a faculty
advocate, instructor, program director, DGS, or DTC Chair. Talking about individual students in hallways and other public areas
should be avoided.
If a faculty member feels he/she must consult with another faculty member about a student, consider talking about the issue
without providing the name of the individual student. If the student’s name must be shared, tell the student ahead of time that you
intend to talk with the program director (or other appropriate person) about the issue in question. Some issues, such as sexual
harassment, are governed by law and require faculty members to report the problem to the division head. In these situations,
explain to the student that you are required to report the incident/problem.
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8. EPIDEMIOLOGY MPH DEGREE PROGRAM
8.1 FALL 2021 PROGRAM CURRICULUM
● Standard Program [48 credit minimum]
● Accelerated Program [42 credit minimum] for students who have a prior earned doctoral level degree
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8.2 FALL 2021 INFECTIOUS DISEASE CONCENTRATION CURRICULUM
● Standard Program [48 credit minimum]
● Accelerated Program [42 credit minimum] for students who have a prior earned doctoral level degree
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Note: Due to the content overlap, Epi MPH students cannot use PubH 6320 as an elective if they are taking PubH 6341.
Electives: 5000-level or greater in courses related to health science or statistics; courses at the 4000-level may be allowed as
electives but there are specific guidelines related to their approval. Contact EpiCH student services staff at [email protected]
prior to registering for a 4000-level elective. A complete list of approved electives can be found at EpiCH Program Site.
Registration Requirement
Students are required to register for at least 2 semesters and 20 credits in the School of Public Health.
Time Frame
The maximum time allowed by the School of Public Health for completion of an MPH degree is five years. The five-year period
begins with the first term of enrollment after admission to a degree program within the SPH.
● Provide an explanation or reason to grant your request below: Indicate what skills and/or content overlaps between
the required course(s) and the proposed substitute course(s).
3. Compile the above materials and submit these materials to the EpiCH student services staff ([email protected]) who will
forward it to the appropriate Credentials Committee for review. The student will be notified via e-mail of the committee’s
decision.
4. If the substitute course is to replace a School of Public Health core course (administration—PubH 6751, behavioral/social
science—PubH 6020, biostatistics—PubH 6414/6450, environmental health—PubH 6102, epidemiology—PubH 6320/6341,
ethics—PubH 6741), there is an additional step to get School-level approval. To complete this next step, provide the materials
to your EpiCH student services staff. Upon receipt of those materials, the staff will review the request with the program director
and then if approved by the program director, the request will be forwarded to the SPH Student Services Center to be
presented to the appropriate SPH Educational Policy committee members. The student will be notified via e-mail of the
committee’s decision. If the program director does not approve of the request, the EpiCH student services staff will inform the
student that the request will not be forwarded to the SPH Educational Policy Committee for review.
Fall Semester I
Course Title Credits
PubH 6325 Data Processing with PC-SAS 1
PubH 6341 Epidemiologic Methods I 3
PubH 6355 Pathophysiology of Human Disease 4
PubH 6450 Biostatistics I 4
Spring Semester I
PubH 6102 Issues in Environmental and Occupational Health 2
PubH 6342 Epidemiologic Methods II 3
PubH 6451 Biostatistics II 4
Electives 2
May or Summer Session I
PubH 7396 Applied Practice Experience (AP) 1
Electives 2
Fall Semester II
PubH 6020 Fundamentals of Social and Behavioral Science 2
PubH 6343 Epidemiologic Methods III 4
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PubH 6350 Epidemiologic Methods III Lab 1
PubH 6741 Ethics in Public Health: Professional Practice and Policy 1
Electives 4
Spring Semester II
PubH 7394 Integrate Learning Experience 2
OR OR
PubH 6344 Completing the Integrated Learning Experience 2
PubH 6386 Cardiovascular Disease Epidemiology and Prevention * 2
PubH 6751 Principles of Management in Health Services Organizations 2
Electives 4
* This course is an example of one of six course options
Fall Semester I
Course Title Credits
PubH 6325 Data Processing with PC-SAS 1
PubH 6341 Epidemiologic Methods I 3
PubH 6355 Pathophysiology of Human Disease 4
PubH 6450 Biostatistics I 4
Principles of Management in Health Services Organizations (2nd half
PubH 6751 2
semester)
Spring Semester I
PubH 6020 Fundamentals of Social and Behavioral Science 2
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PubH 6342 Epidemiologic Methods II 3
PubH 6385 Epidemiology and Control of Infectious Diseases 2
PubH 6451 Biostatistics II 4
May or Summer Session I
PubH 7396 Applied Practice Experience (AP) 1
Fall Semester II
PubH 6343 Epidemiologic Methods III 4
PubH 6350 Epidemiologic Methods III Lab 1
PubH 6365 Global Challenges in Infectious Disease Epidemiology 2
PubH 6390 Topics: Adv. Methods in Global ID Epi 1
PubH 6741 Ethics in Public Health: Practice & Policy 1
Electives 2
Spring Semester II
PubH 6102 Issues in Environmental and Occupational Health 2
PubH 7394 Integrate Learning Experience 2
OR OR
PubH 6344 Completing the Integrated Learning Experience 2
PubH6182* Emerging Infectious Disease: Current Issues, Policies, & Controversies 3
Electives 4
* This course is an example of one of five course options
1. Request the waiver at least two weeks prior to the start of the term the course is taught; and
2. Provide the EpiCH student services staff with a copy of the syllabus (syllabi) of the course(s) already taken with equivalent
content. The student also must supply a copy of their transcript(s). EpiCH student services staff will forward the syllabus
(syllabi) and transcript(s) to the course instructor(s) for approval.
The instructor(s) will then review the course packet to verify that previous course work fulfills the learning objectives for
Pathophysiology of Human Disease. If, upon inspection, the instructor affirms the course content is similar, he/she will grant the
waiver and provide the EpiCH student services staff with documentation for the student's file either approving or denying the
request for exemption.
The granting of an exemption from 6355 does not reduce the total number of credits required in the student's program. However, it
allows the student to take other elective credits.
Note: PubH 6355, Pathophysiology of Human Disease, is taught during the Fall semester. The deadline to provide materials to
EpiCH student services staff is Friday, August 6, 2021.
Timing
The AP should complement the epidemiology training and therefore is recommended after completion of Epidemiologic Methods I
and II and Pathophysiology. Most students will elect to do their AP during the Summer semester between their first and second
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years, although there may be flexibility for individual situations which may require an academic petition; these should be discussed
with the AP faculty advisor (see below).
Selection of AP placement(s)
Although most students will select one site to fulfill their AP requirements, some students may select more than one site to fulfill
their total requirements. The responsibility of arranging for the AP rests with the student although there are a number of resources
available to help students select an appropriate placement and activity. Potential resources for AP placement sites include the
student's academic advisor or other faculty members with content expertise in a certain area. Other students and staff can also
serve as a potential resource. The School of Public Health also has a number of resources, including listings of past applied
practice experiences.
In selecting a potential site, students should consider the following questions:
● Is this a public health practice setting? Examples of acceptable placements include the Minnesota Department of Health
or other governmental agencies, non-profit or community organizations or health care organizations. Some students may
elect to do their AP internationally. University-affiliated settings may be acceptable if there is a community engagement or
community health promotion component.
● Can the student tie this activity to foundational or program-specific competencies?
Students may conduct their AP on a paid or volunteer basis. Students who want to complete an international AP must complete
the University of Minnesota university purpose travel registration process. Students must discuss self-identified travel plans
(international experiences that are not promoted by the University) with an appropriate Education Abroad Office, University faculty
and/or staff member prior to confirming travel plans. To familiarize yourself with student expectations and definitions while abroad,
visit the Student Travel and Education Abroad: Health and Safety Policy.
The Applied Practice Experience and product cannot duplicate (be exactly the same as) the Integrated Learning Experience (ILE).
However, the ILE product can result from the student's AP. For example, students who prepare a protocol or survey for their AP
can analyze results of their survey for the ILE. Students may work on a certain activity at a site (such as MDH) for their AP and
different activity at the same site for their ILE.
AP Registration
Students must enroll for at least one credit to fulfill SPH MPH program requirements. Students may elect to enroll for an additional
1 credit, which can be applied to the total credit requirement for the MPH degree, resulting in a net reduction of elective credits
needed to complete the degree. Although there are no specific SPH requirements for number of hours at the AP site, we estimate
that most students will need to devote a minimum of 90 hours at the AP site to meet the minimum AP requirements. Students
interested in completing a more significant experience should anticipate spending an additional 45 hours of work for every
additional AP credit for which they enroll. This course is graded on an S-N basis only. Students must have a final approved AP
Learning Agreement and be registered for the credit(s) before they begin working at their AP site.
Products
Students must complete and submit a minimum of two products for the AP, and demonstrate that the student has applied the
specific competencies during the AP. Each product may fulfill only certain competencies, but the products in total must fulfill at least
five competencies, as indicated above. Competencies and products may differ from student to student.
Examples of products may include written assignments, data files/spreadsheets, site-specific reports that result from data analysis,
training manuals or curriculum, policy briefs, grant proposals, health promotion materials, program evaluation reports, surveys or
other data collection materials, posters or draft manuscripts for scientific conferences or journals. As a general guideline, products
that are created as part of the AP should be seen as benefiting the practice site in some capacity.
The student, site preceptor, and AP advisor should agree on what products will be produced before the AP begins. The intended
products and proposed competencies may change over the course of the AP, as long as there is mutual agreement (student, site
preceptor, and AP faculty advisor, and the new products can still be demonstrated to address at least five competencies, as
indicated above.
Assigning a Grade
At the conclusion of the AP, the student and site preceptor will submit electronic evaluations and the student should submit a final
copy of the products to the site preceptor and AP faculty advisor. The AP faculty advisor is ultimately responsible for determining if
the products have met necessary competencies and assigning a final grade. Prior to assigning a grade, it is expected that the AP
faculty advisor will communicate with the site preceptor about the student's performance and the specific products, to get the
preceptor's opinion on whether the student has met AP requirements.
Students receive a "Satisfactory/not-satisfactory" grade for their AP. If the site preceptor and AP faculty advisor are satisfied, a final
grade of "Satisfactory" will be assigned. If the site preceptor and AP faculty advisor are not satisfied, the situation will be handled
on a case-by-case basis; in such circumstances, the student's situation should be discussed with the EpiCH student services staff
and MPH program director.
Relationship between Applied Practice Experience (AP) and Integrated Learning Experience (ILE)
The Integrated Learning Experience (ILE) and Applied Practice Experience (AP) should represent separate activities, although they
may be related. The ILE should involve more independent work than the Applied Practice Experience (AP). An Integrated Learning
experience could evolve from an Applied Practice Experience (AP) with an organization, but should be defined separately; the
same work cannot be counted for both the AP and the ILE. If they are related, careful consideration must be given in wording the
contract to differentiate the requirements of the Applied Practice Experience (AP) from the Integrated Learning Experience.
We suggest that students do an AP at one organization, and their ILE with a different organization. While it is not required, doing
them with different organizations has several advantages. It gives the student an insight into two organizations, expands the
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number of people the student can use for future references for jobs, and increases the number of places they may turn to for job
opportunities. If students do choose to conduct their AP and ILE with the same organization, they should discuss this decision with
their faculty advisor to help ensure these represent distinct activities. Students with questions can also discuss their decision with
the Epidemiology program director.
Project Options
The ILE for students in the Epidemiology MPH program may take one of two forms:
● A written report, often in the form of a manuscript suitable for publication in a peer-reviewed journal that demonstrates the
student's ability to do quantitative analyses, utilizing data collected by the student or obtained from another source. This
option is chosen by the vast majority of students. Examples of quantitative analysis projects might include the collection,
analysis, and interpretation of data collected by the student, or secondary analysis and interpretation of data collected by
a research project within the Division or data from a public access source such as NHANES.
● A grant proposal to the National Institutes of Health that includes a literature review and/or quantitative analyses. The
grant proposal option follows the specific format required by NIH.
For students who choose to do a data analysis/written report for their ILE, there are 2 options that affect the choice of
advisor:
1) The first option, detailed below, is to identify an Epidemiology MPH ILE advisor and topic based on shared interests. The ILE
advisor works with the student to develop and complete the project. The project is completed based on a timeline that is agreed
upon by the ILE advisor and student.
2) The second option is for the student to sign up for PubH 6344, "Completing the Integrated Learning Experience: Secondary
Data Analysis" and use the datasets available in the course to complete the ILE. The course instructor(s) will provide guidance
during the course for completing the ILE by the end of the semester. A committee will be formed for the student as part of this
course. Students who register for this option will present their project paper during Finals Week at the end of Spring Semester.
Choosing a Topic
When choosing a topic, students should seek a balance between the following:
● Interest in the topic: The project requires independent effort and self-motivation. Students who have a strong interest in
the topic they choose will be more likely to complete the project in a timely fashion.
● Feasibility (availability of data, timeline): It is reasonable to expect that the project will require at least a full semester to
finish, but there is substantial variability. Projects that require primary data collection may take longer to complete. Before
embarking on the project, students and advisors should be aware of any potential factors that may slow or delay the
project.
● Skills required or to be gained: The ILE is both a learning opportunity and an opportunity to demonstrate mastery of core
competencies in epidemiology. It may provide a chance to develop new skills useful in a career as an epidemiologist and
public health professional.
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Because of the extensive time commitment involved in advising the ILE, students need to seek a match of academic interests
and/or personal compatibility with an ILE advisor. Since the ILE may take several months students are encouraged to begin the
process in late summer/early Fall after year one. Students who choose an option that involves working closely one-on-one with an
ILE advisor can expect their ILE advisor to:
● Be available, with reasonable advance notice, for consulting with the student at all stages of the project;
● Review and approve all project protocols and methods; and
● Provide guidance about the format and content of the final product.
There are a variety of strategies that students might use to find a project and ILE advisor.
● Find faculty working in your area of interest—make an appointment with a faculty member who may share your interests
or introduce yourself to faculty who provide guest lectures in courses that you are taking.
● Identify research projects in your area of interest—there are many ongoing research projects both in and outside the
Division of Epidemiology and Community Health that might provide the opportunity you are seeking.
● Identify topics in connection to a research assistant position—many students who have the opportunity to work as a
research assistant are able to develop a research question within the context of a study with which they are working.
● Seek help from your faculty advocate—they may be able to put you in touch with individuals working in your area of
interest.
Forming the ILE Committee (not relevant for students choosing to register for PubH 6344)
The examination committee must include at least two faculty members:
1. The ILE advisor, who must be an Epidemiology MPH faculty member, will chair the committee.
2. The student's faculty advocate must be the second member, and that person is always an Epidemiology MPH faculty member
as well. If the faculty advocate is also the Integrated Learning Experience advisor, then the second committee member must
be another Epidemiology MPH faculty member.
3. Students may choose to have a third person on the committee, who could be from the Epidemiology program or outside the
Epidemiology program, especially if that person brings additional content expertise.
The University of Minnesota Board of Regents policy requires that when a research activity involving human participants meets the
regulatory definition of human research (https://regents.umn.edu/sites/regents.umn.edu/files/policies/HumanParticipants.pdf), the
activity must be submitted to and reviewed by the IRB. All student projects meeting this definition of human research (for example,
projects that involve new collection of data from human subjects or use of personal identifiers) are subject to University of
54
Minnesota policy requirements for IRB review. For projects involving secondary analysis of de-identified data sets, where a link to
identifiers still exists, IRB review is required. For certain situations where a faculty member is principal investigator on an
IRB-approved study, and they want a student to analyze data from that study (where the faculty member serves as project advisor),
an option to discuss with the IRB is for the PI to submit a modification to the protocol, in which the student is added as a member of
the study team
If a student and their faculty advisor are certain the project does not require IRB review, no submission to the IRB is required.
When there is uncertainty about whether IRB review is required, the best approach is to always check first with the IRB. If a student
has questions about whether an activity is human research, or documentation of a determination by the IRB is desired, the student
should complete HRP-503 Human Research Determination Form and work with their advisor to submit in ETHOS. If a student's
project meets the definition of human research, and that project involves data/specimen analysis only, this student should complete
a HRP-595 Data or Specimen Only Protocol and to work with their advisor to submit in ETHOS. If there are general questions
about IRB submission for student projects or specific protocol templates, please always feel free to call the IRB main number at
612-626-5654.
Timeline
Although there are no formal data on the length of time students have taken to complete their ILE, experience indicates that they
should plan for a minimum of one semester (four months). The actual length of the project will depend on a number of factors,
including:
● Identifying a project and/or project advisor in a specific subject area
● Type of project: Projects requiring primary data collection, substantial data management activities, or sophisticated data
analyses may require more time.
● External factors beyond student's control: Projects may be delayed because students have to wait for access to data,
work around faculty schedules, or other challenges.
● Student's level of motivation and discipline
● Other obligations such as coursework, jobs, family, etc.
Students generally underestimate the amount of time it will take to complete their project. It is best to be conservative and plan by
working backwards from expected finish date. Here are some reasonable timelines for some of the important milestones, although
the length of each step varies substantially, depending on the project:
Written Manuscript
Project Outline
There is no mandatory format for writing ILE. Many take the form of manuscripts prepared for publication in peer-reviewed journals.
Copies of former students’ culminating experiences are located near cubicle 398E on the third floor of WBOB. Students may
browse through these, but cannot take them from the area.
A written report usually includes four main sections: introduction, methods, results, and discussion, with a title page and abstract
preceding the introduction. The ILE has no upper page limit and may be longer than a standard published article because students
need to provide enough detail to demonstrate to their committee members that they have thoroughly reviewed the literature,
understand the methods that they have used, have conducted a systematic data analysis, and are able to interpret their results.
Typically, the median length (excluding references, tables, figures, and appendices) is around 20 pages, double-spaced.
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● Study description
o Design of parent study, if applicable
o Study design for project research question, if different from parent study design
● Description of participants
o How identified and recruited
o Response rates
o Inclusions/exclusions
o Final sample size
● Data Collection procedures
o Methods of data collection
o Types of data collected
● Definition of exposure/confounders/outcome
o Description of statistical analysis
Writing tips
Many students have little experience with technical writing and find completing ILE paper to be a greater challenge than previous
writing activities, such as term papers or other academic exercises. Students should consider the following tips:
● Break the writing into manageable parts, e.g., by focusing on one section at a time. For example, some epidemiologists
will first decide on the content and format of tables and figures, then write the results, methods, introduction, and
discussion, in that order.
● Create a reasonable plan for writing: don’t expect to be able to draft the whole document in one session.
● Keep track of ideas for the discussion section: Because the discussion is often the last section written, it is helpful to
develop a list of discussion points that can be expanded later.
● Use active rather than passive tense.
● Do not worry about perfection on the first draft, but make the best use of the committee’s time by allowing them to focus
on the science of the project and not forcing them to correct pervasive spelling, grammatical, and formatting problems
● Avoid use of jargon; write in plain English
● Allow yourself enough time to put the first completed draft aside for several days and then to read the document as a unit.
● Follow through on revisions provided by committee members: Committee members will become frustrated if they think
that the student is ignoring their comments and suggestions.
Some students will require computer access for faculty-sponsored research that is part of their Master's or PhD project, and/or
need access to the specialized analysis software only available on the Epi main system. If so, a sponsoring faculty member should
initiate access for the student and specify the time period that the access is needed. Access is renewable at the request of the
faculty, and is limited to the main research computers.
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Oral Examination
Scheduling the oral examination
Students who are taking PubH 6344, completing the Integrated Learning Experience: Secondary Data Analysis, will have
the oral examination scheduled through the class instructors. Students not taking PubH 6344 are responsible for
scheduling the oral exam with their committee members. Because faculty have busy schedules, it is best to do this well in
advance.
Students should anticipate that the oral defense will last approximately one hour. They should reserve a small conference
room for a minimum of 90 minutes. It is a good idea to reserve the room starting 30 minutes prior to the time that the
presentation is to begin, to ensure that any audio-visual equipment has been set up and the presentation works as
anticipated.
To schedule a room in the West Bank Office Building, please contact the EpiCH student services staff at
[email protected] at least two weeks prior to your oral defense date. You will need to inform them of the date and time
you wish to present. The EpiCH student services staff will reserve a room for your defense and will confirm that room with
the student and the EpiHelp tech team. The student will need to inform their committee members of the location of the
defense presentation. Please note the EpiCH student services staff need a two week notice to get the paperwork to the
project advisor prior to the defense. This paperwork cannot be prepared on the day of the exam. Students should consider
sending an e-mail to committee members on the day before the exam reminding them of the day, time, and location of the
examination.
The oral examination consists of a 10-15 minute PowerPoint presentation of key points from the written manuscript,
followed by an approximately 20-30 minute discussion. The presentation should be similar to a conference presentation,
and include: Background/Research Question, Methods, Results, and Discussion. Typically 10-15 slides should be
prepared covering these areas. They may wish to have the advisor review this presentation before the exam.
In the discussion after the presentation, students should be prepared to discuss strengths and weaknesses of the methods
and to interpret and defend the results. While the oral defense is not a cumulative exam of the coursework in the degree
program, students should be prepared to defend their methodology and understanding of epidemiologic concepts.
Finalizing the Paper
After successfully completing the oral exam, the student and ILE advisor must work together to ensure that the final
document is prepared and submitted to the EpiCH student services staff electronically. The student and project advisor
should meet to discuss any revisions that need to be made to the paper. Finalizing the paper as soon as possible after the
oral exam is the best way to assure that the student will complete the process. The student should make changes
according to committee expectations. In some cases, a final review by the ILE advisor on behalf of the committee may be
sufficient. More extensive changes may require additional review by all committee members. The project is not completed
until the committee is satisfied with the quality of the oral presentation and final paper. The ILE committee members will
submit their written evaluation forms to the EpiCH student services staff.
Authorship
Choosing a topic that may lead to a publishable paper is a potential benefit for both students and the faculty members who
work with them. Although not all projects will result in a publication, it is a good idea for students and project advisors to
discuss authorship issues early in the process, preferably before embarking on the project. Students are encouraged to
consider submitting their work for publication in peer-reviewed journals; the project may be formatted to meet a specific
journal’s criteria either before or after the MPH defense has occurred. Issues that should be discussed include
expectations concerning authorship/co-authorship, plus who will be responsible for submitting the paper to a journal,
making revisions and handling responses to reviewers, and reviewing proofs.
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Grading Rubric for the ILE Written Product
Comments:
Comments:
Critical Analysis: Does the student provide a thorough and thoughtful analysis?
Does the student report results of activities and derive reasonable implications for
future public health work, research, programs, and/or practice?
Comments:
Comments:
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Did the student meet the competencies indicated at the time of
registration of the ILE? If no, indicate which competencies were not
demonstrated.
Comments:
Results: The scores from the two reviewers will be averaged to determine the final score. The adviserwill communicate the exam
score to the student. The results of the averaged scores are as follows:
• Pass with Distinction: 13-15
• Pass 10-12
• Pass with Revision: 6-9
o Next steps will be determined by the project adviser and secondary reviewer. Optionsinclude any of the following:
revision of the executive summary or written report, written response to specific concerns or a redo of the paper
for the committee. Once the project adviser has approved the revisions, a grade may be assigned.
• Fail: Student is required to complete a new executive summary or written report and
presentation: 0-5
NOTE: If an average score of < 1 is awarded in any single category, then next steps about the student’s
passing will be determined by the project adviser, secondary reviewer.
All Division of Epidemiology and Community Health students who fulfill, or anticipate fulfilling, the above requirements and
deadlines for Fall 2021 through Summer Session 2022 are eligible to participate in the School of Public Health commencement
ceremony in May 2022. We encourage you to attend! See section 1.11 for additional information.
It is considered highly unethical and inappropriate to use or include in your title or professional signature any degree that you have
not completed. This means you cannot use the MPH title prior to completing all your degree requirements and your degree has
been conferred. The School does not recognize or confer the title “MPH Candidate”.
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APPENDIX A
Note: The Foundations Competencies are met by completing the MPH core curriculum.
Evidence-based Approaches to Public Health
1. Apply epidemiological methods to the breadth of settings and situations in public health practice
2. Select quantitative and qualitative data collection methods appropriate for a given public health context
3. Analyze quantitative and qualitative data using biostatistics, informatics, computer-based programming and software, as
appropriate
4. Interpret results of data analysis for public health research, policy or practice
Public Health & Health Care Systems
5. Compare the organization, structure and function of health care, public health and regulatory systems across national and
international settings
6. Discuss the means by which structural bias, social inequities and racism undermine health and create challenges to
achieving health equity at organizational, community and societal levels
Planning & Management to Promote Health
7. Assess population needs, assets and capacities that affect communities’ health
8. Apply awareness of cultural values and practices to the design or implementation of public health policies or programs
9. Design a population-based policy, program, project or intervention
10. Explain basic principles and tools of budget and resource management
11. Select methods to evaluate public health programs
Policy in Public Health
12. Discuss multiple dimensions of the policy-making process, including the roles of ethics and evidence
13. Propose strategies to identify stakeholders and build coalitions and partnerships for influencing public health outcomes
14. Advocate for political, social or economic policies and programs that will improve health in diverse populations
15. Evaluate policies for their impact on public health and health equity
Leadership
16. Apply principles of leadership, governance and management, which include creating a vision, empowering others, fostering
collaboration and guiding decision making
17. Apply negotiation and mediation skills to address organizational or community challenges
Communication
18. Select communication strategies for different audiences and sectors
19. Communicate audience-appropriate public health content, both in writing and through oral presentation
20. Describe the importance of cultural competence in communicating public health content
Interprofessional Practice
21. Perform effectively on interprofessional teams
Systems Thinking
22. Apply systems thinking tools to a public health issue
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APPENDIX B
A student who completes the University of Minnesota Epidemiology MPH Program should be able to:
1. Develop epidemiologic research questions and formulate testable hypotheses that are grounded in the published public health
literature and informed by an understanding of pathophysiology and public health impact.
2. Using data from public databases or other data sources, rigorously analyze the distribution of public health-relevant exposures
and outcomes to characterize them by person, place, and time.
3. Develop and implement data management and analysis plans that use statistical procedures which are appropriate for the
epidemiologic study design that is being employed.
4. Assess effect modification as well as potential sources of confounding and bias in epidemiologic study data and reports in
order to draw appropriate conclusions.
5. Interpret epidemiologic research findings to determine the implications for disease prevention and control.
6. Prepare written, oral, and/or visual reports that communicate complex epidemiologic information or concepts to lay or
professional audiences, including other epidemiologists.
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APPENDIX C
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principal investigator for the Pregnancy Risk Assessment Monitoring System (PRAMS) in
Minnesota.
Nelson Rhodus, DMD, Oral cancer: early detection and chemoprevention; Oral manifestations of systemic disease;
MPH Chronic degenerative autoimmune diseases; Sjögren's Syndrome
Randall Singer, DVM, Infectious disease epidemiology; Ecologic approach to disease systems
MPVM, PhD
Lucy Slater, MPH I am public health practitioner, who has designed and managed programs to address HIV in
Minnesota, Haiti, the Caribbean, and multiple African countries. I am interested in learning and
teaching about strategic, diplomatic, and cross-cultural stakeholder engagement and partnerships
with governmental public health, local nonprofits and grassroots advocacy organizations. In
addition to deep understanding of cutting edge HIV control interventions, I have expertise in public
health organizational capacity assessment and building and community engagement strategies
Kirk Smith, DVM, MS, Foodborne diseases (including surveillance and outbreak investigations) antimicrobial resistance in
PhD foodborne bacterial pathogens, zoonotic diseases, parasitic diseases, and diseases of free-ranging
wildlife populations.
Jon Snyder, PhD, MPH Kidney disease
Alicen Spaulding, PhD, Infectious disease epidemiology: global health; epidemiologic study design and methods; pediatric
MPH critical care outcomes; HIV/AIDS epidemiology; systematic reviews and meta-analyses; clinical
epidemiology; epidemiology of antibiotic resistance; pediatric antibiotic stewardship
Logan Spector, PhD Etiology of childhood cancer; Design, conduct; Analysis of epidemiologic studies.
Steven Stovitz, MD, Family medicine, sports medicine, adult and pediatric obesity
MS, FACSM
Brent Taylor, MPH, Clinical epidemiology, particularly related to chronic geriatric diseases such as osteoporosis and
PhD prostate cancer, and quantitative methods
Bharat Thyagarajan, Molecular epidemiology and research in causes of pancreatic and breast cancer
MD, PhD, MPH
Lindsay Williams, PhD, Genetics of childhood cancer with a focus on sex differences
MPH
Beth Virnig, PhD, MPH Administrative data for cancer surveillance and studies of treatment patterns
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