EPIDEMIOLOGY MPH DEGREE PROGRAM

School of Public Health

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

8.1 Fall 2021 Program Curriculum 45

8.2 Fall 2021 Infectious Disease Concentration Curriculum 46
8.3 Other MPH Degree Requirements 47
8.4 Standard Sample Schedules 48
8.5 Waiver Request for Pathophysiology of Human Disease 50
8.6 Applied Practice Experience (AP) 50
8.7 Integrated Learning Experience (ILE) 53
8.8 Graduation Checklist 57
Appendix A
MPH Competencies 59
Appendix B
Epidemiology MPH List of Competencies 60
Appendix C
Epidemiology MPH Faculty List 61

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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.

Proven Impact — our research has led to:

● Creation of the mathematical models that help guide Minnesota’s response to COVID-19
● Minnesota’s first report card for quality of life in nursing homes
● Fully accessible buildings for people with disabilities
● The first comprehensive definition of childhood abuse and neglect
● Restrictions of tanning bed use by people 18 years of age and younger
● Legislation to cover doula care through Medicaid
● Life-saving treatment protocols for HIV-positive people
● A nationwide model to track foodborne illness outbreaks
● A standard for reading ECGs in a universally acceptable way
● A model to predict probability of complications from radiation therapy.

School of Public Health Faculty List

For a listing of faculty, research and specialties refer to the Faculty Directory on the SPH website.

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.

1.2 SCHOOL OF PUBLIC HEALTH STUDENT SERVICES CENTER

Email: [email protected]
Location:
Mayo Memorial Building, Room A395
Mailing Address:
Student Services
Office Hours:
Center School of
Monday – Friday, 8:00 AM - 4:30 PM
Public Health
MMC 819, Rm A395 Mayo
Telephone: (612) 626-3500 or (800) 774-8636
Bldg 420 Delaware Street
Fax: (612) 624-4498 SE Minneapolis, MN
55455-0381

School of Public Health Student Services Center

The Student Services Center (SSC) is a school-wide office that assists students with all phases of their academic
journey. The SSC staff works closely with each academic division and program to administer school-wide services and
policies.

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.

Career and Professional Development

The Career and Professional Development Center offers a variety of services and resources to assist you in your efforts
to pursue advanced education, and to locate and apply for professional positions. Our Center believes that every
individual has unique potential and should have the opportunity to pursue a meaningful and fulfilling career. Our goal is to
facilitate the career and professional development process with you to ensure you have the confidence in conducting a
competitive job search and help you maximize your career potential. We do so by offering one-on-one career coaching,
programming, and online resources.
The Career and Professional Development website at www.sph.umn.edu/careers/ has many links to help you start
your new career, including

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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.

1.3 MENTOR PROGRAM

Our mentor program connects public health students to public health professionals to help with career and
professional development. Mentoring relationships benefit both mentors and mentees. For mentees, the program can
have a key impact on future career choices. For mentors, helping the next generation of public health leaders can be
rewarding and impactful.
The School of Public Health boasts the largest mentor program of any school of public health, serving approximately
400 students and mentors annually with special events and helpful resources for mentor pairs. We work to provide
students with diverse professional experiences and recognize the role that mentors have in training future public
health leaders.
For more information, visit https://www.sph.umn.edu/current/mentor/.

1.4 SPH STUDENT SPHERE

Make use of the SPH Student SPHere to relax or study with your student colleagues. All students enrolled in an SPH
degree program have access to the SPH Student SPHere (Mayo A-150) via their U Card. The SPHere has the
following amenities:
● Locker Room: Free lockers are assigned in the Student Services Center (Mayo A-395). Students are able
to renew their locker each year and need only provide their own lock.
● Kitchen Area: Tables, chairs, microwaves, refrigerators, and a sink are all accessible in the student kitchen.
As this is a shared space, students are expected to pick up after themselves and clean any mess created
during personal food preparation.
● Lounge Area: Couches, chairs, and University-supported eduroam wifi all create a perfect place for students
to meet, study, or simply relax.
● Study Room: White boards, tables, chairs, computers with Microsoft Office, SAS and STATA software and
a printer are all freely available to SPH students.

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.

Printing in the SPHere

The SPH provides $100 worth of printing (1,000 pages) for each Fall and Spring semester on your U Card. This
value can only be used in the SPHere computer lab (Mayo A-151), has no cash value and is not valid in any other
campus computer lab, including the libraries.
When you swipe your card at a print release station, UniPrint will show a balance on the screen. This balance is a
combination of the print value given to you by SPH and your Gopher GOLD balance. In order to determine how much
print value you have left, you need to subtract your Gopher GOLD balance from the balance shown on screen. Once the
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$100 SPH Print Value is exhausted, printing costs will be deducted from your Gopher GOLD account. To view your current
balance and transaction history or to add value to your Gopher GOLD account online, please visit the U Card Office
website. If you experience any printing issues or need to request a refund, please contact the SPH Student Services
Center at (612) 626-3500.

1.5 APPLIED PRACTICE LEARNING AGREEMENT

All students pursuing a required Applied Practice (AP) or summer residency must complete an online learning
agreement prior to beginning the experience. The online form provides a streamlined process that is comprehensive for
you, your preceptors, your faculty advisor and your program coordinator. Please refer to the current student website for
this and other resources related to the AP. Students exploring international AP opportunities need to begin the process
six to eight weeks before departure and need to be aware of requirements specific to international travel.
More detailed information about AP can be found in the program portion of the guidebook.

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/.

1.7 ONLINE LEARNING AND E-LEARNING RESOURCES

Students can access their online courses, as well as support sites for hybrid and face-to-face courses at the University’s
MyU page. All students taking SPH courses are welcome to enroll in the SPH E-Learning Resources course site. You
will have access to a variety of resources to support you in navigating University resources, such as the Libraries and
Center for Writing. You must have a university ID in order to access Canvas.
Students in online courses will receive a welcome email approximately one week before the semester begins, which will
detail when you can access the course sites. If you have questions, please contact sph- [email protected].

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.

SPH Student Engagement Survey

Students are also strongly encouraged to evaluate and comment on the school and its programs through the SPH
Student Engagement Survey. The survey covers many aspects of the student experience including field placements,
career services, financing, and overall service. Feedback is used to enhance the services and resources provided to
students. Stay tuned to your UMN email address for additional information later in the semester or contact
[email protected] with questions about this survey.

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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.

1.9 THE ROLES OF YOUR ADVISING TEAM

The School of Public Health provides advising that promotes collaboration among students, staff, and faculty to
enhance students’ academic and professional development in the field of public health. The School’s goal is to
promote educational and experiential excellence that prepares students for successful careers improving the health
of populations.

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. 

Advising Expectations for Students

SPH students are expected to:
● Regularly read and respond to University email; email is the official mode of communication at the University
of Minnesota.
● Review program objectives and educational documents at least once per semester, or when directed by
program coordinator or program director/Director of Graduate Studies; students are responsible for
knowing the requirements of the degree program.
● Actively contribute to a welcoming and supportive student climate.
● Initiate meetings with advisors at least once per semester; regularly communicate with faculty
advisors and/or program coordinators about program progress.
● Respond to inquiries from faculty or staff in a timely manner.
● Behave in a professional and courteous manner; fulfill educational and advising commitments, such as
appointments, project deadlines, etc.

1.10 EXPECTATIONS FOR CLASS PARTICIPATION

“Good discussion involves people trying to build on, and synthesize comments from others, and on showing
appreciation for others’ contributions. It also involves inviting others to say more about what they are thinking.”
- Dr. Stephen Brookfield of the University of St. Thomas, Minneapolis, MN

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.

1.11 COMMENCEMENT ELIGIBILITY

Students enrolled in MPH, MHA, MS, PhD programs are eligible to participate in the May Commencement Ceremony if
they are on track to complete course credit requirements by the end of the spring or summer semester or have
completed the necessary course credit requirements the previous summer or fall semester. Visit the SPH
Commencement website for additional details: https://www.sph.umn.edu/current/commencement/
Exceptions may be granted on an individual basis per review by the program coordinator and program director. To
seek an exception, please contact your program coordinator.

2. THE UNIVERSITY OF MINNESOTA

2.1 U OF M BASICS

University Identification Numbers and Accounts

https://my-account.umn.edu/claim-acct
All students and employees at the University of Minnesota are issued two unique identifiers. One is a seven digit student
ID number which is sent to students in their acceptance letter, the other is an Internet ID (sometimes referred to as your
“X500”). Your U of M Internet ID is the key to online services such as your University email account, Google apps,
registration, library access, tuition, billing statements, and more.
Your Student ID number and Internet ID stay the same on all coordinate campuses and through any role changes
(student to staff, staff to student, faculty to staff, etc.) and they will never be reassigned to another person. Each student
attending the University of Minnesota must set up a student internet/email account by going to www.umn.edu/initiate or
by calling the Technology Help Line at (612) 301-4357 (1-HELP).

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.

One Stop Student Services onestop.umn.edu/

One Stop Student Services is a resource for how things work at the University. One Stop falls under the umbrella of
Academic Support Resources (ASR), which supports many functions for the University of Minnesota system
campuses and Twin Cities Graduate School and Professional Schools. ASR also includes the Office of the Registrar,
the Office of Student Finance, Office of Classroom Management, ASR- IT, and Continuity and Compliance.
The One Stop website is your source for general information about registration, financial aid, tuition and billing,
grades and transcripts, dates and deadlines, financial wellness, veteran’s benefits, and many other University
resources.
One Stop counselors are also available to help you in-person at any of their three service centers: on the East Bank
in Bruininks Hall, in the West Bank Skyway, or on the St. Paul campus in Coffey Hall. They provide walk-in services
to students, no appointments necessary. You can also get your questions answered by calling or emailing One Stop.
One Stop Counselors are certified financial managers and are available for confidential, one-on-one financial
wellness appointments that cover a range of topics from budgeting, spending plans, credit, and much more. Call or
email One Stop to learn more about this free service.

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)

Additional services with your U Card

● Parking and Transportation Services (Bus & Metro Pass) - Purchase pass after you get your U Card
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● Discounts
● Attendance verification card

Building Access with U Card

● Residential Halls
● Recreation and Wellness Center
● Secured Buildings

2.2 UNIVERSITY OF MINNESOTA CALENDARS

The official University Calendar can be found at onestop.umn.edu. Refer to this resource for academic calendars,
drop/add deadlines, and other scheduling-related needs.
Additional calendar resources:
● School of Public Health-specific events, http://www.sph.umn.edu/events-calendar/.
● Health Sciences resource hub, https://www.health.umn.edu/.

2.3 CAMPUS SERVICES

Parking and Transportation pts.umn.edu
The University’s Parking and Transportation website has a wealth of information concerning getting to and around
campus. Parking is extremely limited on campus and we encourage students to bus, bike, or walk if possible.
● Campus Shuttle Buses: Campus shuttle buses run at no charge between the East Bank, West Bank, and
St. Paul campuses with varying routes and times. Current schedule information is posted on the above
listed website as well as various locations throughout the Twin Cities campus.

● 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.

Housing housing.umn.edu & ocl.umn.edu

The University’s Office of Housing & Residential Life is the best resource for finding housing on or near campus.
Additionally, Off-Campus Living provides a variety of services and programs intended to meet the practical, social and
advocacy needs of students living off campus.

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

11
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.

2.4 HEALTH AND WELL-BEING

University-Sponsored Student Health Benefit Plan shb.umn.edu
The University requires all students to have health care coverage to ensure they have access to medical care
and can maintain good health, which is essential for academic success. This requirement is University-wide and
not specific to the School of Public Health.

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.

Long Term Care Disability Insurance Fee shb.umn.edu

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.

Questions and More Information Phone: (612) 624-0627 or 1 (800) 232-9017

Office of Student Health Benefits University of Minnesota Fax: (612) 626-5183 or 1 (800) 624-9881
410 Church Street S.E., N323 Minneapolis, MN E-mail:[email protected]
55455 www.shb.umn.edu

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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

Student Mental Health Resources mentalhealth.umn.edu

As a student you may experience a variety of stressors that could result in barriers to learning such as strained
relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating, and/or lack of motivation.
These mental health concerns or stressful events may lead to diminished academic performance or reduce a student’s
ability to participate in daily activities. University of Minnesota services are available to assist you with addressing these
and other concerns you may be experiencing. You can learn more about the broad range of confidential mental health
services available on campus via the Student Mental Health Website at http://www.mentalhealth.umn.edu.
This website helps connect students to crisis help, counseling services, support groups, and offers tips on helping
others who are experiencing stressful events and/or mental health challenges.
If you or someone you know is having a mental health crisis and/or is in immediate danger, please call 911.
If the mental health crisis you are experiencing is not dangerous, but you wish to talk to someone
immediately for assistance about what to do next, call or text this 24-hour helpline:
Crisis Connection
(612) 301-4673 (or from a campus phone 1-4673)

U of M Textline
Text "UMN" to 61222

SPH Mental Health Advocates

For non-urgent, confidential situations where consultation is desired, the School of Public Health also has several trained
Mental Health Advocates who are available to chat about any concerns you as a student are experiencing, or you can
consult with them about a colleague or classmate who you believe may need assistance or resources. This consultation
can be found in the Student Services Center, Mayo A-395. Drop-in to see if an advocate is available or to make an
appointment. You can also email questions to [email protected] with a subject of “Mental Health Advocate”, or you can
call (612) 626-3500 and ask to see if an advocate is available or to make an appointment.

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.

The Aurora Center umn.edu/aurora

The Aurora Center for Advocacy and Education provides crisis intervention and advocacy services to victims and
survivors of sexual and relationship violence, harassment, and stalking. The staff and volunteers are also available to
provide prevention training and education on a variety of issues.

13
 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].

Recreation & Wellness Center recwell.umn.edu

The University Recreation and Wellness Center, commonly referred to as the RecWell, is a free resource for all students.
Located on the University of Minnesota’s East Bank Campus, the facility serves between 3,000 and 5,000 patrons on an
average weekday during the academic year. The Department of Recreational Sports also offers opportunities for the
following activities:
● Aquatics
● Fitness
● Golf
● Intramurals
● Outdoor Recreation
● Sport Clubs
● Wellness
● Youth Programs

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].

For more information please visit:

● University policy on Equity & Diversity
● Office for Equity and Diversity:
● SPH office for Diversity, Equity, & Inclusion
In addition, the University has several offices across campus whose purpose is to support underrepresented students
and promote diversity. The following is a list of some of those offices:

Disability Resource Center diversity.umn.edu/disability

Location: 108 McNamara Alumni Center, 200 Oak Street SE (East Bank) Phone:
(612) 626-1333 (Voice/TTY)

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
14
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.

Graduate School Diversity Office grad.umn.edu/diversity

Location: 333 Johnston Hall, 101 Pleasant Street SE (East Bank) Phone:
(612) 625-6858

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.

International Student and Scholar Services isss.umn.edu

Location: 109 Hubert H. Humphrey School, 301 19 Avenue S (West Bank) Phone: (612)
th

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

Multicultural Center for Academic Excellence mcae.umn.edu

Location: 140 Appleby Hall, 128 Pleasant Street SE (East Bank) Phone:
(612) 624-6386

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.

Office of Equity and Diversity diversity.umn.edu

Location: 432 Morrill Hall, 100 Church Street SE (East Bank) Phone:
(612) 624-0594

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.

Office of Equal Opportunity and Affirmative Action eoaa.umn.edu

Location: 274 McNamara Alumni Center, 200 Oak Street SE (East Bank) Phone: (612)
624-9547
15
 The Office of Equal Opportunity and Affirmative Action (EOAA) was founded in 1972 to ensure that all University
community members uphold federal and state civil rights laws and regulations, as well as University equal opportunity
policies. The EOAA Office envisions a University community that is equitable, one that values the diversity of its workforce
and student body and is free from discrimination and harassment.

Student Conflict Resolution Center sos.umn.edu

Location: 254 Appleby Hall, 128 Pleasant St. SE (East Bank) Phone:
(612) 624-7272

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.

Women’s Center womenscenter.umn.edu

Location: 64 Appleby Hall, 128 Pleasant Street SE (East Bank)
Phone: (612) 625-9837
The Women’s Center advances equity for women students, staff, faculty, and alumni across identities. The Women’s
Center increases connections for women’s success, cultivates socially responsible leaders, and advocates for
organizational culture change toward excellence for all.

Bias Response & Referral Network bias-response.umn.edu

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.

2.6 ACADEMIC RESOURCES

University Libraries hsl.lib.umn.edu/biomed
The Bio-Medical Library is located in Diehl Hall and contains materials in the areas of allied health, medicine,
mortuary science, nursing, pharmacy, public health, and the basic life sciences. In addition, the library provides
numerous resources and services such as library instructional classes, research workshops, reference consultations,
library mediated searches, and citation clarification. The Mathematics library (https://www.lib.umn.edu/math), located
in Vincent Hall, contains materials in the area of mathematics and statistics.
Information on other University libraries and collections can be found at www.lib.umn.edu.
The Subject Librarian for the School of Public Health is Shanda Hunt. Please email [email protected] or call (612)
301-1318 to set up an appointment.

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.

Center for Educational Innovation cei.umn.edu

The Center for Educational Innovation (CEI) was created in 2014 to strengthen instructional and academic
technology collaboration and support across the University. By combining the Center for Teaching and Learning and
the Office of eLearning, the CEI provides expertise that supports curricular and pedagogical innovation in campus
classrooms and in online courses and programs.

Center for Writing writing.umn.edu

The Center for Writing provides free writing instruction for all University of Minnesota students at all stages of the
writing process. In collaborative consultations, they help students develop productive writing habits and revision
strategies. Assistance can be found via appointments or online.

16
 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.

Information Technology it.umn.edu

Technology Help is your first point of contact for hardware, software, and internet support. You can contact
Technology Help for assistance even if you are not yet on campus.
[email protected] can help you initiate and manage your student internet account, get connected to Wi-Fi on campus,
explore discounted or free devices and software available to students, as well as show you how to keep your
computers, mobile devices, and data safe, both at home and at the University.

2.7 CAMPUS SAFETY

Safe Campus safe-campus.umn.edu
The safety of students, faculty, staff, and visitors is the University’s top priority and is engaged in wide-ranging safety efforts from health
emergencies and sexual misconduct prevention to transportation and workplace/lab safety. In all of these efforts, everyone has a role to
play. The Safe Campus website provides information you need to help maintain our U of M culture of safety.

U of M Police Department publicsafety.umn.edu

The University of Minnesota has a full-service police department; in the event of an emergency dial 9-1-1.

624-WALK Service publicsafety.umn.edu/home/security

University Security offers a walking and biking escort service to and from campus locations and nearby adjacent
neighborhoods. This service is available at no charge to students, staff, faculty, and visitors to the Twin Cities campus.
To request an escort by trained security personnel, please call (612) 624-WALK (9255) shortly before the desired
departure time and walk safe.

Safe-U Emergency Notification safe-campus.umn.edu/emergency-notifications

The safety of students, faculty, staff, and visitors is of highest priority at the University of Minnesota. A multi-pronged,
collaborative effort is in place to promote on-campus safety, while working with our community partners to ensure proper
resources are dedicated to making off-campus neighborhoods safe as well.
The Safe-U text messaging system provides students, faculty, and staff timely emergency notifications so that our
community can stay informed about critical campus safety issues.
Safe-U will be used infrequently and specifically for real emergency situations.

Campus Wide Emergency Alert System

The Campus Wide Emergency Alert System includes 21 outdoor loudspeakers mounted on poles and rooftops on the
West Bank and East Bank and in St. Paul. The system will project an alert tone and vocal instructions in the event of a
campus emergency.

2.8 ADDITIONAL RESOURCES

Post Office
sua.umn.edu
A full-service U.S. Post Office is located on the ground floor of Coffman Union.
Copies/Fax Machines printing.umn.edu
A University Copy Center is located in Mayo D104 as well as other locations throughout the University.
Student Legal Service sls.umn.edu
University Student Legal Service (USLS) provides legal representation and legal advice to eligible students on the
Twin Cities campus.

17
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.

3.2 REGISTRATION PROCESS

How-To Guides
The University of Minnesota provides how-to guides for many common procedures on the One Stop website,
including registering and enrolling for classes. These guides provide visuals as well as text.

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:
18
 ● 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.

3.3 GRADES, COURSE ADDITIONS, WITHDRAWAL AND EVALUATIONS

Change of Grade Option
For full-semester courses, students may change their grade option, if applicable for the course, through the second week
of the semester. After that, grading options cannot be changed. Grade option change deadlines for other terms (i.e.,
summer and half-semester) can be found at onestop.umn.edu. For more information about grading policies, see the
University Senate Grading and Transcripts: Twin Cities, Crookston, Morris, and Rochester Policy.

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).

● S = achievement that is satisfactory, which is equivalent to a C- or better

● N = achievement that is not satisfactory and signifies that the work was either 1) completed but at a level that is not
worthy of credit, or 2) not completed and there was no agreement between the instructor and student that the student
would receive an I (Incomplete).

Other Transcript Symbols

Incomplete [I]
There shall be a temporary symbol “I”, incomplete, awarded to indicate that the work of the course has not been completed. The “I” shall

19
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]
I​f 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.

Grade Point Average

Students must achieve a grade point average of no less than 3.0 (B) across their entire program to receive the
graduate or professional degree.

SPH Incomplete Policy

The maximum time allowed for a student to fulfill incomplete course requirements is one year or as specified on the
incomplete contract, agreed upon by the instructor and student. Students who fail to meet incomplete contract
deadlines as determined by instructor and student will receive a grade of F or N (depending on grade option) to be
entered by the SPH Registrar. Instructors are notified via email that an F or N was submitted due to failure in
meeting the incomplete contract deadline.
Students can initiate an electronic Incomplete Contract form using the SPH Grades portal found here:
https://publichealth.ahc.umn.edu/sphgrades/.
The information needed for each contract is:
​ Student ID
​ Course number
​ Course section
20
 ​ Instructor name
​ Reason for the Incomplete Contract
​ Outstanding assignments

​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).

Graduate Planning and Audit System (GPAS)

The Graduate Planning & Audit System (GPAS) allows graduate and professional students to plan future coursework and
view student degree progress. You only need to add coursework that you plan on taking because the audit (advisement
report) will already track completed coursework and requirements. If you want to add or remove a graduate minor, you
will need to submit a separate form.
GPAS allows program coordinators, program directors, and director of graduate studies to approve students’
coursework plans electronically.
Students will work closely with their academic programs to complete and submit GPAS for review and approval.
onestop.umn.edu/academics/gpas.

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.

S/N Grade Option

Students may take no more than 20% of their coursework on an S/N grading basis, exclusive of those topics,
seminars, and experience courses offered only on an S/N basis.

Adding a Course after It Starts

No approval is required to add a course during the first week of classes. Instructor approval is required during week two.
After the second week of classes, instructor and college scholastic committee approval is required. Deadlines for adding a
course for other terms (i.e., summer and half-semester) can be found at onestop.umn.edu.

Registration Requirement and Exceptions

Students are required to register for at least two semesters and 20 credits in the School of Public Health.
Students must complete a formal request to change their registration (e.g., add, drop, change your grade basis) after a
deadline or to register for more than 18 credits. Students must consult with their program coordinator prior to submitting
any forms. Approval is not automatic.

Course Cancellation and Withdrawal

Students should refer to the Refund and Drop/Add Deadlines for the particular term at onestop.umn.edu for information
and deadlines for withdrawing from a course. As a courtesy, students should notify their instructor and, if applicable,
advisor of their intent to withdraw.
Students wishing to withdraw from a course after the noted final deadline for a particular term must contact the
School of Public Health Student Services Center at [email protected] for further information.

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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.

Time Frame for Degree

The maximum time allowed by the School of Public Health completion for a master’s degree is five years. The
five-year period begins with the first term of enrollment after admission to a degree program within the School of
Public Health. If you have the flexibility to take a full-time course load, it is possible to complete the curriculum in a
shorter amount of time depending upon the program requirements.
The maximum time allowed by the School of Public Health and the Graduate School for a doctoral degree is eight
years. The eight-year period begins with the first term of enrollment after admission to a degree program within the
School of Public Health.

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

3.4 TRANSFER CREDIT

Course Credit Transfer Policy
Course credits may be used to satisfy public health core or other program requirements as jointly approved by the
Program Director and the Associate Dean of Education and Student Engagement. No course credits older than 5
years from the date of the student’s matriculation will be accepted for transfer. A grade of B- or better is required for
each course requested for transfer credit.
SPH students who have completed graduate-level coursework at the University of Minnesota or another college or
university may petition to transfer those courses toward their SPH degree. To be considered for transfer, graduate
level coursework must have been taken at an accredited graduate institution.
Higher standards of achievement and stricter policies may be enforced by individual programs.
MPH and MHA students must:
1. Meet with their academic advisor to discuss the petitioning process. If the petition is acceptable to the
advisor, the student will complete and sign the Academic Policy Petition form and attach an official transcript
on which the final grade has been posted.
2. Submit the Academic Policy Petition form to the program coordinator for processing. The Academic Policy
Petition form can be found at www.sph.umn.edu/current/resources/.
3. The program coordinator will forward the petition to the Program Director for approval and signature and
then to the Student Services Center for the Associate Dean of Education & Student Engagement for final
evaluation and/or approval.

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]

PubH 6107 Excel and Access in Public Health Settings (1 cr)

PubH 6123 Violence Prevention and Control: Theory, Research and Application (2 cr)
PubH 6325 Data Processing with PC-SAS (1 cr)
PubH 6420 Introduction to SAS Programming (1 cr)
PubH 6755 Planning and Budgeting for Public Health (2 cr) PubH
6813 Managing Electronic Health Information (2 cr) PubH 6845
Using Demographic Data for Policy Analysis (3 cr)
PubH 7264 Fundamentals Exploring and Visualizing Data in R (1 cr)
PubH 7461 Exploring and Visualizing Data in R (2 cr)

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]

Number of questions on exam 3

Type of questions Essay

Open or closed book Open

PubH 6751 Principles of Management in Health Services Organizations

Contact: Jim Begun at [email protected]

Number of questions on exam 32

Type of questions 25 multiple choice, 3 essay, 1 case analysis with 4 questions

Open or closed book Closed

PubH 6102 Issues in Environmental and Occupational Health

Contact: Matt Simcik at [email protected]

Number of questions on exam 1

Type of questions Systems Map

Open or closed book Open

PubH 6320 Fundamentals of Epidemiology

Contact: Rachel Widome at [email protected]

Number of questions on exam 31

Type of questions Multiple choice, show-your-work problems

Open or closed book Open

PubH 6450 Biostatistics I

Contact: Sally Olander at [email protected]

Number of questions on exam 41

Multiple choice and true false format. During the exam you are
Type of questions
encouraged to use a textbook and a calculator.

Open or closed book Open

PubH 6741 Ethics in Public Health: Professional Practice and Policy

Contact: Sarah Gollust at [email protected]
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 Number of questions on exam 10

Type of questions Short answer

Open or closed book Open (no internet access)

PubH 6250 Foundations of Public Health

Contact: Emily Matson at [email protected] (exam is currently in development contact instructor)

Number of questions on exam 30-50

Type of questions multiple choice, short answer, essay response to case study

Open or closed book Open (no internet access)

4. TUITION, FEES, BILLING, AND FINANCES

4.1 MY FINANCES TAB ON MY U
The My Finances tab in MyU.umn.edu is where you’ll find information about billing, payment, and financial aid.
The My Finances tab allows you to view account charges and billing statements. It is also where you can submit an online
payment using the preferred, free e-check method, and where you can sign up for direct deposit. For residents of
Wisconsin, North Dakota, South Dakota, and Manitoba, you may apply for reciprocity through your home state or province
so your billing statement will have the correct amounts.
OneStop hosts “how-to guides” for common transactions. You can find financial how-to guides here.

4.2 TUITION AND FEES

Please go to onestop.umn.edu/ for complete tuition and fee information. Additional information regarding tuition for specific SPH
programs can be found the SPH website: https://www.sph.umn.edu/prospective/tuition-finances/

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.

Third Party Billing onestop.umn.edu/finances/third-party-billing

When an organization, not owned by you or a family member, makes a commitment to pay your educational expenses,
they are considered a third-party sponsor by the University of Minnesota. When payment is due on your student
account, the sponsor is billed by the University; this payment process is termed "third party billing."
Sponsor's payments are subject to the same federal reporting requirements as other financial aid. Some
sponsorships don't require a billing invoice and are administered by the University through One Stop Student
Services.
Whether you are a student or a sponsor, you will find answers in the frequently asked questions sections of the One
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Stop website regarding how the third- party billing processes these payments at the links on the left. In addition, you can
view current tuition and fee information.
If you have more questions or need further information, please contact the third-party billing office at [email protected] or
(612) 625-8559.

4.4 FINANCIAL AID AND SCHOLARSHIPS

A variety of resources to assist students in financing their education can be found on the SPH website. In particular,
check this page for information on paying for your education. Scholarships specific to SPH divisions and/or programs
can be found in the division and/or program section of this guidebook.
Financial aid information can be found at onestop.umn.edu under the finances tab or by emailing
[email protected]. Students with questions about the status of their financial aid should refer to the appropriate
contact below:

AID TYPE CONTACT EMAIL ADDRESS

Division/Program specific awards and traineeships, Your program coordinator (see

division-related donor scholarships, Dean’s Scholarship program section in this
guidebook)
Medical scholarships, MN tuition scholarship, general donor SPH Student Services [email protected]
funded scholarships
Federal loans, financial aid package Brian Olson - Office of [email protected]
Student Finance

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.

Financial Aid Exit Counseling

Exit counseling sessions are required of all borrowers of federal and University-administered student loan programs.
Exit counseling provides you information regarding the rights and responsibilities of a borrower and a lender/servicer.
You learn about the repayment, deferment, and cancellation of your loan. These sessions prepare you to be
responsible and effective in repayment of your educational loans.
You are required to complete exit counseling when you:
● Are about to graduate
● Leave the University (even temporary leaves)
● Drop your registration below half-time enrollment
● Transfer to another school
● Leave for a National Student Exchange (NSE) experience

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.

4.5 GRADUATE ASSISTANTSHIPS

SPH students may have the opportunity to use a graduate assistantship to help finance their education. These are
campus working/learning positions that take the form of research, teaching, or administrative appointments.
Degree-seeking students in the SPH registered for six or more credits, including international students, are eligible to
apply for an assistantship on campus. Because many assistantships are funded by grants, the research activity of
SPH faculty may result in numerous opportunities across the school; you are encouraged to check with your faculty to
26
see if, or when, they may be posting new grant-related assistant positions. The Career & Professional Development
Center staff can assist you with your search. Click here for more information.
For graduate assistant policies and benefits, visit Graduate Assistant Employment: umn.edu/ohr/gae
Graduate assistantships include an hourly wage, tuition benefits, subsidized insurance coverage, and may include
resident tuition rates for students and dependents.
Graduate assistants who work at least 25% time from the beginning to the end of the official semester appointment
dates are eligible to receive tuition benefits (tuition remission and resident rates) during that semester.

5. GUIDELINES, POLICIES, AND COMPLIANCE

5.1 STUDENT RESPONSIBILITY AND CONDUCT
Students are ultimately responsible for the level of success that they achieve in their program of study and for the
time it takes to complete that program. Students should:
● Engage with SPH Orientation events and understand the information distributed.
● Understand and follow University, School of Public Health, division, and program rules and procedures for
completion of degree requirements.
● Read email messages frequently for announcements from the program coordinators, program directors and
director of graduate studies, Student Services Center, and Career Center. These announcements may
involve changes in the University, School or division rules, and procedures for completion of degree
requirements; students are responsible for reading and understanding these announcements.
● Contact a program coordinator, program director, or director of graduate studies if they are not getting
reasonable assistance from their academic and/or master’s project/thesis advisor.
● Initiate and maintain contact each semester with their academic advisor to review progress toward the
completion of their degree.
● Complete the degree in a timely fashion.

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.

5.2 UNIVERSITY OF MINNESOTA POLICIES

As part of the larger University of Minnesota community, students in the School of Public Health are responsible for
abiding by the Board of Regents policies and other University-wide administrative policies. These policies can be found
in full in the policy library.
This policy library holds policies that apply to the entire University system (all five campuses), as well as policies that
apply specifically to the Twin Cities campus. The site also displays Board of Regents policies, which are managed
through the Board office.
In an effort to avoid potential duplication, omission, or transcription errors, we direct SPH students to read the policies at
the original source. We encourage you to particularly become aware of the following:

Student Conduct Code

This policy governs the expected standards of behavior for students and applies to all students and student
27
organizations at the University of Minnesota, whether or not the University is in session.
The Office for Community Standards is the unit of the university that works to educate the community about the policies
governing student behavior and resolve reported violations of the Student Conduct Code. The process they follow is
designed to resolve issues in a way that is fair to all community members.
Below are the Board of Regent’s Student Conduct Code’s guiding principles:
1. The University seeks an environment that promotes academic achievement and integrity, that is protective of free inquiry, and that
serves the educational mission of the University.
2. The University seeks a community that is free from violence, threats, and intimidation; that is respectful of the rights, opportunities,
and welfare of students, faculty, staff, and guests of the University; and that does not threaten the physical or mental health or
safety of members of the University community.
3. The University is dedicated to responsible stewardship of its resources and to protecting its property and resources from theft,
damage, destruction, or misuse.
4. The University supports and is guided by state and federal law while also setting its own standards of conduct for its academic
community.
5. The University is dedicated to the rational and orderly resolution of conflict.
6. Students are entitled to the rights and responsibilities of other citizens with regard to freedom of speech, peaceable assembly, and
right to petition. Students are entitled to exercise their rights to inquire and dissent, speak freely, and peaceably assemble and
protest to the extent permissible under both the First Amendment and the Student Conduct Code.
7. Students are entitled to due process and procedural fairness protections, including the prompt notification of charges, the
opportunity to respond, the right to an advocate of choice, and the right to the resolution of a case within a reasonable period of
time.
Any student or student group found to have committed, attempted to commit, or assisted or abetted another person
or group to commit the following misconduct is subject to appropriate disciplinary action under this policy:
● Providing Alcohol to Minors
● Scholastic Dishonesty
● Unauthorized Use of University
● Disruption of the Academic Environment Facilities or Services
● Falsification ● Theft, Property Damage, or Vandalism
● Refusal to Identify and Comply ● Unauthorized Access
● Attempt to Injure or Defraud ● Disruptive Behavior
● Harm to Person ● Hazing
● Bullying ● Rioting
● Sexual Misconduct ● Violation of University Rules
● Disorderly Conduct ● Violation of Local, State, or Federal
● Illegal or Unauthorized Possession or Use of Laws or Ordinances
Weapons ● Persistent Violations
● Illegal or Unauthorized Possession or Use of Drugs or
Alcohol

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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.

Sexual Harassment, Sexual Assault, Stalking and Relationship Violence

This policy governs the commitment to the prevention and awareness of and response to sexual harassment at the University of
Minnesota.
The University of Minnesota and the School of Public Health are committed to creating a respectful community that is free of
harassment. If you see or experience sexual misconduct during a divisional, school, or University related event, or at a professional
event (such as at a conference), please consult with a University employee with whom you feel comfortable, or directly report to the
Office of Equal Opportunity and Affirmative Action (EOAA) so that they can review the situation. The EOAA will work with you to
determine the best course of action to prevent any further misconduct or retaliation.
If you would like more information about sexual misconduct or would like to talk through an experience, the Aurora Center, Student
Counseling Services, and Boynton Health provide confidential services and resources to help you better understand your rights and
the resources available on campus.

Research Involving Human Subjects

This policy governs all research involving human subjects conducted at the University of Minnesota or by University faculty, staff, or
student researchers.
Any research you conduct while a student at the University of Minnesota may be subject to review and approval by the University's
Institutional Review Board (IRB) for the protection of human research subjects. This applies to projects conducted inside or outside the
University. For research conducted outside of the University, students may still need IRB approval from the University even if approval
has been obtained from an external agency. Any research involving human subjects must be reviewed by the IRB.
The IRB is a committee of faculty, students, and community members that follows federal regulations and ethical principles in order to
protect human research subjects.
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If your proposed research project is subject to IRB review, you must submit an application to the IRB before you begin. You cannot
begin any regulated research until you have IRB approval. This includes sending out recruitment flyers or emails, accessing
private data, or doing any aspect of your research. You may not be permitted to use any data that was collected without prior IRB
approval. The IRB does not have the authority to approve a study after it has begun.
The IRB approval process may take as little as one week, but can take up to 2 months or longer. Last minute approvals are not
possible, so it is important to plan ahead. Applications for international research, research with children, research about illegal or
stigmatizing behavior, research with vulnerable populations, or research that incorporates deception often require more review time.
IRB Contact Information
(612) 626-5654
[email protected]
research.umn.edu/units/irb
Projects that are not subject to IRB review include studies that rely on existing publicly available data, such as US Census data. If you
are only doing an analysis of publicly available data (i.e., data you can download from a public website) you do not need IRB approval
to use it. Technically, such work is research but does not involve living individuals from whom you collect information. On the other
hand, an oral history study may not require IRB because it is not a systematic investigation designed to contribute to generalizable
knowledge. There are many grey areas, so students proposing such work are strongly encouraged to collaborate with their advisor
and contact the IRB to determine whether their project requires approval.
Additional guidelines are required for students involved in international fieldwork. If you plan to use data collected as part of your
international applied practice experience for your master’s project, you are strongly encouraged to contact the IRB before your applied
experience begins to ensure that your project is approved in a timely manner. You will not be allowed to take data out of the host country
without IRB approval.

Grading & Transcript Policy

This policy covers University-wide grading standards and the meaning of transcript symbols. A standard grading system establishes
a common understanding of the meaning of grades and promotes uniformity in assigning them. Defining grades and their
associated meaning (grade points and assessment of achievement) allows for comparison and for computation of the term and
cumulative grade point average. See Section 3.3 of this guidebook for additional information.

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.

5.3 COMPLAINTS AND GRIEVANCES

The SPH strives to be responsive to student issues and complaints. There are numerous ways for you to channel your
academic and student life concerns:
● Meet with your advisor and/or program coordinator.
● Raise the issue with your program director or director of graduate studies, either individually or in a meeting set up for this
kind of feedback.
● Complete various evaluation and assessment such as gradSERU, the SPH Student Engagement Survey, and course evaluations.

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
30
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.

Bias Grievance Process

Purpose: The School of Public Health strives to value and respect all that our students bring to the SPH community. However,
events or conflicts may occur both in and out of the classroom that are deemed inappropriate and inconsistent with this value.
Students have a right to report these concerns or incidents of bias. In order to address student reports in a confidential and
supportive manner, the SPH developed a basic process that is outlined below. Specifically, if you are a student within the SPH, and
feel you have been a victim of discrimination or bias based on your identity or beliefs, please reach out to the Director of Diversity,
Equity, and Inclusion.
Intent: Students may not know all the resources available on campus to address bias-related issues, or they may not feel
comfortable reporting these issues or concerns to University offices. Moreover, students may simply wish to talk through an
experience before making any other decision. The Director of Diversity, Equity and Inclusion (DEI) can serve as this point of
discussion and referral.
Process: Below is a set of process points related to addressing grievances. This is not an exhaustive list of steps, but an outline of
critical pieces, meant to give both students and administrators an understanding of what may happen.

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.

5.5 INTERNATIONAL STUDENT REQUIREMENTS

Note: International student requirements may change over time. For up-to-date information go visit International Student and Scholar
Services (ISSS) at isss.umn.edu.

International Student Preparation Course

The International Student Preparation Course is a tool to help new international students prepare for their arrival at the University by
learning about certain expectations and requirements. Students are required to complete the International Student Preparation
Course at least one week before their immigration check-in. More information can be found by visiting the ISSS website.

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.

Student and Exchange Visitor Information System (SEVIS)

SEVIS is an electronic reporting system that provides the Department of Homeland Security with information on international
students and scholars in the United States who hold F, J, and M visas. This internet-based record-keeping system maintains
electronic data on all international students. The system tracks entries into and departures from the U.S.
In addition to the information routinely reported on I-20 and DS-2019 forms, other information is reported, including but not limited
to: academic status, employment, and residential address.
For more information on SEVIS requirements, including those listed below, go to isss.umn.edu.

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.

Criminal Background Checks

Students should be aware that Minnesota law may require certain facilities to conduct a criminal background check for all
personnel with direct, and/or unsupervised client contact. Facilities that are covered by this law include hospitals, boarding care
homes, outpatient surgical centers, nursing homes, home care agencies, residential care homes, board/lodging establishments
providing health supervision services, and work with minor aged children. Students seeking internships or applied practice
experiences may be required to undergo a background check as well, depending on the agency or facility’s internal policies. The
School will assist students with these requirements; students should call the Student Services Center at (612) 626-3500, email
[email protected], or go to A-395 Mayo for assistance.

Community Engagement Agreement

Many students in the School of Public Health volunteer in the community. Liability insurance is available through the University
provided that the student registers for PubH 0020 (a zero-credit class) and has the approval of their academic faculty advisor.

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.

6. GROUPS, ASSOCIATIONS AND SOCIETIES

6.1 STUDENT GROUPS
School of Public Health Student Senate sph.umn.edu/current/senate/
The Student Senate is composed of graduate students from within the School of Public Health; it strives to serve as a
representative body for students in SPH. The Student Senate provides a voice for students and allows them to get involved in
University government, plan social activities, network with departments, work with faculty, demonstrate leadership skills, assist

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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.

Professional Student Government gopherlink.umn.edu/organization/PSG

The professional student governance on the Twin Cities campus of the University of Minnesota rests with the Professional Student
Government (PSG). All currently registered professional students at the University of Minnesota are members of PSG.
PSG represents and serves students in the Carlson School of Management, Law School, Medical School, Dental School, School of
Nursing, College of Pharmacy, School of Public Health, College of Veterinary Medicine, College of Education and Human
Development, and Humphrey School of Public Affairs. PSG is a resource for its 10-member councils, the primary contact point for
administrative units, a professional student policy-making and policy-influencing body, and as a center of inter- and intra-collegiate
interaction among professional students.

Council of Graduate Students (COGS) cogs.umn.edu

The Council of Graduate Students (COGS) is the official student governing board of the Graduate School, representing all Graduate
Students at the U of M. The U administration looks to COGS for consultation and direction on all matters pertaining to the Graduate
School experience, including Graduate Assistant issues.

Center for Health Interdisciplinary Programs (CHIP) chip.umn.edu/

The Center for Health Interdisciplinary Programs (CHIP) is a department of the Office of Education in the Health Sciences Senior
Vice President’s Office. The CHIP Student Center serves all Health Sciences students. CHIP exists to foster interdisciplinary
relationships and teamwork between Health Sciences students. CHIP provides educational, leadership, and service opportunities for
students.

Minnesota International Student Association (MISA) facebook.com/misa.umn/

The Minnesota International Student Association (MISA) is a non-profit organization that aims at working in the interest of
international students at the University of Minnesota. MISA represents the international community of the University of Minnesota
Campus. There are over 6000 international students on this campus, whose length of stay varies from three months to several
years. MISA plays a vibrant role in students' social lives, by being the forum for international students on the U of M campus and by
organizing events throughout the year.

Other Groups sua.umn.edu/engage/student-groups/

SPH is home to a number of student organizations. Some are registered campus groups and others are more focused on a division
or program. In addition, there are more than 900 student groups on campus registered with the University’s Student Unions and
Activities Office, including academic societies, cultural centers, sports clubs, political action groups and fraternities and sororities.
These organizations provide students with endless involvement opportunities and the chance to interact with others who share a
similar interest.
If you want to know more about current SPH groups or are interested in forming a group within the School of Public Health, please
contact [email protected].

6.2 PUBLIC HEALTH RELATED ASSOCIATIONS AND AGENCIES

American College of Healthcare Executives ache.org
The American College of Healthcare Executives is an international professional society of more than 30,000 healthcare executives
who lead hospitals, healthcare systems and other healthcare organizations.

American Public Health Association apha.org

The American Public Health Association (APHA) is the oldest and largest organization of public health professionals in the world,
representing more than 50,000 members from over 50 occupations of public health.

Association of Schools and Programs of Public Health aspph.org

The Association of Schools and Programs of Public Health (ASPPH) is the only national organization representing the deans,
faculty, and students of the accredited member schools of public health and other programs seeking accreditation as schools of
public health.

Centers for Disease Control and Prevention cdc.gov

The Centers for Disease Control and Prevention (CDC) is recognized as the lead federal agency for protecting the health and
safety of people - at home and abroad, providing credible information to enhance health decisions, and promoting health through
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strong partnerships. CDC serves as the national focus for developing and applying disease prevention and control, environmental
health, and health promotion and education activities designed to improve the health of the people of the United States.

Council on Education for Public Health ceph.org

The Council on Education for Public Health (CEPH) is an independent agency recognized by the US Department of Education to
accredit schools of public health and public health programs offered in settings other than schools of public health.

Commission on Accreditation of Healthcare Management Education cahme.org

The Commission on Accreditation of Healthcare Management Education (CAHME) is the only organization that accredits individual
academic programs that grant master’s degrees in healthcare management in the United States and Canada.

Minnesota Public Health Association mpha.net

Founded in 1907, the Minnesota Public Health Association (MPHA) is a statewide professional organization actively serving
Minnesotans, our members, and the public health profession through its efforts and activities. MPHA is an affiliate of the American
Public Health Association.

National Institutes of Health nih.gov

Originally a one-room Laboratory of Hygiene in 1887, the National Institutes of Health today is one of the world's foremost medical
research centers, and the Federal focal point for medical research in the U.S.
National Board of Public Health Examiners nbphe.org
National Board of Public Health Examiners (NBPHE) established in 2005 as an independent organization, the purpose of which is to
ensure that public health professionals have mastered the foundational knowledge and skills relevant to contemporary public health.

6.3 ALUMNI SOCIETIES

School of Public Health Alumni Society https://www.sph.umn.edu/alumni/sph-alumni-society/

Your connection to the School of Public Health doesn’t end at graduation.

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.

MHA Alumni Association sph.umn.edu/alumni/mha/

The University of Minnesota MHA Alumni Association was established in 1948 to facilitate ongoing support of the Healthcare
Administration program and to continue fellowship among alumni. With 3200+ alumni members, the Association supports MHA
students through scholarships, professional connections, and learning opportunities, and strives to provide MHA alumni with ongoing
opportunities for education, engagement and philanthropy.

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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

EpiCH Student Services:

TBD: Director of Epidemiology and Community Health Student Services – Primary contact for prospective students, and curriculum
development in master’s and PhD level programs
Shelley Cooksey: Sr. Academic Advisor– Primary contact for current students in MS and PhD level programs, master’s minors
and certificate programs
Marlin Farley: Academic Advisor – Primary contact for current students in MPH programs
Janelle Willard: Academic Support Coordinator – applications and Applied Practice Experience
Laurie Zurbey: Academic Support Coordinator – course scheduling, data management, staff support
E-Mail [email protected]
Phone 612-626-8802
Fax 612-624-0315
Campus Mail WBOB, #300, Delivery Code 7525
US Mail 1300 South Second Street, Suite 300, Minneapolis, MN 55454

7.2 THE WEST BANK OFFICE BUILDING (WBOB)

The offices are located in the West Bank Office Building (WBOB) at 1300 South 2nd Street in Minneapolis. Students can find
directions to WBOB at https://intranet.sph.umn.edu/about/divisions/epidemiology-community-health/location/.

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.

Evening and Weekend Access

Division graduate students who do not have a paid appointment in the Division can have access to the student lounge after work
hours and on weekends. The student lounges (room 466) is where the student computers are located. Students obtain access by
filling out a form to have their UCard programmed for access to the third and fourth floors of WBOB. Students are given the option
to sign up for building access at Orientation. After orientation, contact the EpiCH student services staff for information at
[email protected].
NOTE: There is approximately a one-week turnaround time to get a student’s UCard programmed, so please plan accordingly.

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.

7.3 DIVISION COMMUNICATION WITH STUDENTS

The Division communicates information to students in the following ways:
● E-mail: Students are expected to check their U of M email regularly. Communication between the Division and students
regarding changes in programmatic requirements or announcements, as well as advisor, faculty, and student-to-student
contacts is usually through e-mail. If you do not register for courses you will lose access to your e-mail account and will
need to contact the Technology Helpline to restore your access. Alumni maintain lifetime access to their University
e-mail account as long as the account is accessed on a regular basis. Students should also refer to section 2.1.
● My U Portal: This is a form of communication and information exchange within the University. Students are expected to
check their portal regularly. Access to the portal is available at https://www.myu.umn.edu/.
● Weekly SPHere: A weekly electronic publication for students. This publication contains important deadline reminders
as well as updates on students and faculty research and activities.
● University News: The University of Minnesota student newspaper is called The Daily and is available campus-wide.

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/

7.5 ACADEMIC CREDIT FOR INDEPENDENT OR DIRECTED COURSEWORK

Independent and directed coursework can be taken to fulfill elective credits and can take many forms depending upon the student's
interests and needs. All independent/directed coursework needs the support of a Division of EpiCH faculty member who agrees to
serve as an "instructor/advisor" for the independent or directed course. The expectation is that the student has something specific
to propose prior to approaching a faculty member.
To fulfill the course requirements, the student and instructor should agree on the type, scope, and length of a final academic
"product" whether it is a paper(s), an annotated bibliography, curriculum, training modules, media piece(s), etc. It is expected that
the faculty member and student will meet regularly during the term.
It is very unusual for students to take more than four credits total of independent or directed coursework (over and above any
credits earned for the Applied Practice Experience (AP) or Integrated Learning Experience (ILE)/thesis requirement). Students are
expected to fulfill the majority of their elective credits through regularly-scheduled courses.

Examples of Independent and Directed Coursework

1. Students interested in a theory, an evaluation method, or a skill not covered in depth in a specific course could arrange for an
independent study course with a faculty member knowledgeable in that area and/or willing to work with the student.
2. The student wants to attend a conference, workshop, or mini-course, but there is no academic credit involved. The student
must find a faculty member willing to work with the student to develop academic work over and above the actual event to fulfill
some elective credits. This must be arranged ahead of time, not after the event has occurred.

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.

Choosing Course Numbers

Independent study, directed study, and readings courses are available within the Division of Epidemiology and Community Health.
The student and instructor should agree on the course number/title that most closely matches the work being proposed. Course
options are:
● PubH 7091 Independent Study: Community Health Promotion (only CHP faculty can serve as instructor)
● PubH 7391 Independent Study: Epidemiology (only Epi MPH or Epi PhD faculty can serve as instructor)
● PubH 7392 Readings in Epidemiology (only Epi MPH or Epi PhD faculty can serve as instructor)
● PubH 7691 Independent Study: Maternal and Child Health (only MCH faculty can serve as instructor)
● PubH 7991 Independent Study: Public Health Nutrition (only PHN faculty can serve as instructor)
● PubH 8392 Readings in Clinical Research (only Clinical Res. graduate faculty can serve as instructor)
● PubH 8393 Directed Study: Clinical Research (only Clinical Res. graduate faculty can serve as instructor)
NOTE: Other programs in the School of Public Health may have independent/directed coursework opportunities in their areas.
Check with the Divisions of Environmental Health Sciences, Health Policy and Management, and/or Biostatistics. You could also do
an independent/directed course with another graduate-level program. Remember that the EpiCH student services staff has to
approve it as an elective.

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.

7.6 DIVISION RESOURCES AND POLICIES

Incomplete Grades
Students should also refer to section 3.3.
For MPH students, all required courses (with the exception of Applied Practice Experience (AP), internship, or Integrated Learning
Experience (ILE) credits must be completed during the term of registration. Students must complete all course requirements by the
end of the registered term so that faculty can submit a grade by the appropriate due date. A grade of incomplete "I" shall 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 incomplete grade requires an electronic contract between the instructor and
student specifying a deadline by which the student will complete the course requirements. In no event may the written agreement
allow a period of longer than one year to complete the course requirements. If the requirements of the contract are not met by the
contract deadline a final grade will be submitted based on the work submitted to date. Applied Practice Experience (AP), internship,
and Integrated Learning Experience (ILE) projects that are not completed by the end of the term of graduation will receive a grade
of "K" indicating "work in progress."
PhD Students only: The symbol “I” may be assigned by an instructor to indicate “incomplete,” in accordance with the provisions
announced in class at the beginning of the semester and outlined on the course syllabus, when in the instructor’s opinion there is a
reasonable expectation that the student can successfully complete the work of the course. An “I” remains on the transcript until the
instructor replaces it with a final A-F or S-N grade. Course instructors are encouraged to establish a time limit for the removal of
incomplete grades.

Six Credit Minimum Exemption

The University of Minnesota has a policy that students must register for a minimum of six credits in order to hold a Graduate
Assistant position. The policy states that "exemption from [this requirement] is determined on a semester by semester basis" and
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that "eligibility criteria are to be determined by each graduate program...these criteria will be well publicized and administered
equitably among all Graduate Assistants in the program."
The Division Training Committee (DTC) approved the following policy: “Students will almost always be granted a one semester
exemption so they can finish their work toward the end of their degree program, but must petition the DTC for more than one
semester's exemption and this would be given under only extraordinary, extenuating circumstances. Extending coursework in order
to remain a graduate assistant will not be a sufficient reason.” Students who wish to request an exemption should contact
[email protected]. It may take several weeks for this request to be reviewed so please submit your request at least one month
prior to the start of the term.
Graduate Assistants who wish to be exempt from FICA withholding must register for at least three credits per term (one credit for
PhD candidates working on a dissertation).

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.

Support for Student Travel (effective 5/2017)

1. The Division will provide up to $600 per student in a 12 month period [a maximum of $3,200 available for all students during
the fiscal year] for travel to a scientific meeting under the following conditions:
● The student is currently enrolled in the Epi PhD/MS/MPH, CHP MPH, MCH MPH, PubH Nutr MPH, or Clinical
Research MS program and must be the presenter of the paper or poster. The student has been enrolled in their
program at least one term at the time of the conference; the work was done during the time the student was in their
program.
● The meeting can be local, regional, national or international but must have relevance to the student's field of study.
● There are no other sources of support specifically allocated for such travel. For example, whenever a training grant
provides funds for travel for its fellows, those fellows will not be eligible for travel support under this policy. However,
students whose work was supported by a research grant with no funds specifically for student travel will be eligible for
travel support under this policy. Principal Investigators are encouraged to provide support for student travel from their
grants since their grants benefit as well as the students.
2. All requests for travel support must be in writing. The request should be addressed to the Chair of the Division Training
Committee and sent to [email protected]. The request should include:
● The dates, location and purpose of the meeting and describe the student’s role. A link to information about the
conference should also be included.
● A copy of the abstract and letter of acceptance must be attached to the request. In addition, a letter from a member of
the Division’s faculty indicating that he/she is familiar with the student’s work, judges it to be of good quality, and
supports the student’s request. The faculty letter should also provide any necessary clarifications on the student’s role
to ensure that the role of the student in the presentation is clear. The student must be the primary author. If the
student is not also the first author, we need a reason why the student is presenting.
● The request must be made in advance of the scientific meeting. Since the DTC only meets once per month, it is
suggested that complete requests be submitted at least six weeks prior to the scientific meeting.
● A summary of the travel expenses (cost of air fare, hotel price, registration fees, etc.).
● Students need to include information about any other sources of funding they have applied for, even if the funds have
not been awarded yet, including SPH Student Senate funds.
3. Allocations under this policy will of course be subject to the availability of funds for this purpose.

Payment for TA English Program

If a nonnative English-speaking Division student is required by their degree program to fulfill a teaching assistantship position (i.e.,
Epidemiology PhD students), the Division will pay one-half the cost of instruction the first time the student takes the course (the
University's Office of Academic Affairs pays the other half). Students not passing the exam must pay the costs of any additional
instruction.

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.

J.B. Hawley Student Research Award

The Division has established the J.B. Hawley Student Research Awards, a small grant mechanism to support public health oriented
research projects. This is a wonderful opportunity for students and post-doctoral fellows to obtain funds for their research, gain

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.

WHO MAY APPLY?

Students currently enrolled in degree programs in Epidemiology, Community Health Education, Maternal and Child Health,
Clinical Research, or Public Health Nutrition or post-doctoral fellows in Epidemiology & Community Health. The proposed
research must have direct or indirect relevance to public health and related disciplines. Priority will be given to studies that are
thesis or masters projects. Those who have received previous funding under this mechanism will not be eligible for further
support until they have submitted the required one-page report for their prior award (see below).

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.

BE AWARE OF THE STATE FAIR OPPORTUNITY

The Driven to Discover Research Facility (D2D) presents opportunities for rapid recruitment and assessment and therefore
broadens the scope of the research activity that may be supported by a Hawley award. If new participants will be recruited for
the research, large numbers of subjects of widely varying ages can be recruited, enrolled, and assessed in a short period of
time at the new D2D Facility at the Minnesota State Fair. Over one quarter of 2018 participants were from outside the
11-county metro area. D2D shift fees (2019 fees were $867 per half-day; average 162 subjects per half-day) are an allowable
use of Hawley Funds. More information? Email: [email protected]; Url: d2d.umn.edu. Please check with the D2D program for
current pricing.

HOW LONG?
One-year project.

WHAT IS THE FORMAT?

You must follow the format or the proposal will be returned without review. Electronic submission is required.

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.

2. Face Page (1 page)

a. Title
b. Investigator information, including name, address, telephone, and e-mail address. (Be specific with the address as to
where the Awards Committee should send notification)
c. Your degree program
d. Collaborating investigators (faculty, staff, students), if any

3. Research Proposal (font: 12-point Times or larger)

a. Background and Significance (1 page maximum): Describe the background and justification for the study and state
the research questions/ hypotheses. Clearly state how the project is relevant to public health.

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)
40
 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.

4. Detailed Budget & Budget Justification (2 page maximum):

The proposed budget should include precise amounts requested in various categories (e.g., postage, supplies, printing,
personnel, etc.). Provide a brief justification for the amount requested in each category and state why these funds are needed
to conduct the proposed research. The budget should clearly itemize and justify expenditures. If the request is part of a larger
project, the proportion to be supported by this award and the rationale and need for this funding mechanism should be
specified clearly.

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.

Letters of Endorsement Summary:

● Epidemiology & Community Health faculty member: ALWAYS REQUIRED
● Research Project advisor: SOMETIMES REQUIRED [if faculty member is not the research project advisor]
● Community Organization Partner: SOMETIMES REQUIRED (if research is a collaborative partnership with an
external organization)

6. Appendices, if needed (no page limit)

ADDITIONAL COMMENTS AND GUIDELINES

The Hawley grants are intended to support student research. Applied Practice experience is generally not eligible for an
award; what should be requested in that case is the research component of that experience.

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.

Martinson-Luepker Student Travel Award

The Martinson-Luepker Student Travel Award will support Division of Epidemiology and Community Health students pursuing an
international Applied Practice Experience (AP) placement in fulfillment of curriculum requirements for an Applied Practice
Experience (AP) or Integrated Learning Experience (ILE) project. Funds will be provided to help support the cost of air fare to the
international location. Students may request up to $1500 U.S. Students must apply for this award. As part of this application,
students should fully describe their proposed Applied Practice Experience (AP) project, including location, populations to be
worked with and proposed program activities. The application form can be obtained from EpiCH student services staff
[email protected].

Division of Epidemiology and Community Health Student Support Policies

Doctoral Student Support Policy, for those matriculating Fall 2003 or later
1. Students can be accepted to the program with varying levels of support including no guaranteed support, guaranteed support
for the initial year, or support for multiple years.
2. Support levels will be set at the level of an NIH Pre-Doctoral Fellow or, if not an NIH Fellow, not more than 50% RA/TA
position. This means that those who accept a pre-doctoral fellowship may not also accept an RA or TA position in the Division.
Scholarship or block grant awards are not included.
3. Students on fellowships perform their TA requirement as part of the fellowship, with terms to be negotiated with the training
director.
4. Requests may be made to the DGS for levels of RA/TA support up to 75% for students who have passed their preliminary
examinations and are working on their thesis. These requests are required to show that such additional work does not delay
the thesis defense and graduation.
5. Physicians who are licensed to practice medicine in the United States will have an RA/TA stipend set at the doctoral level.
Those who are not licensed to practice will be paid at the Masters level RA/TA position stipend.
6. There is no limit on the number of years of support; however, adequate progress toward degree completion is required for
continued support.
7. Students may increase support to 75% during the Summer term.
8. This policy only applies to positions held within the Division. For example, a student with a 50% research assistantship in the
Division would also be able to hold a 25% research assistantship in the Medical School.
Approved 7/1/03, revised 06/08

Master’s Student Support Policy

No one may hold a graduate assistantship of more than 50% (75% in the Summer) in the Division of Epidemiology and Community
Health. Adopted 12/17/03, and applies to students matriculating Fall 2004 and after. This policy only applies to positions held within
the Division. For example, a student with a 50% research assistantship in the Division would also be able to hold a 25% position in
Medical School because that is not in the Division.

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.

Division of Epidemiology and Community Health Websites

EpiCH website http://www.sph.umn.edu/academics/divisions/epich/
EpiCH Student Guidebook and Forms https://www.sph.umn.edu/current/resources/
Course syllabi https://www.sph.umn.edu/current/resources/syllabi/
EpiCH faculty information https://directory.sph.umn.edu/division/epidemiology-community-health
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EpiCH seminar https://intranet.sph.umn.edu/about/divisions/epidemiology-community-health/epich-seminar-and-in-services/
EpiCH telephone directory https://intranet.sph.umn.edu/about/divisions/epidemiology-community-health/epich-seminar-and-in-services/

7.7 DIVISION ADVISING INFORMATION

Team approach to Advising at the Master’s level
At the master’s level students are advised by a team which includes their faculty advocate, staff from the EpiCH Student Services
office, an Applied Practice Experience (AP) advisor, and the program director for their program. The role of the faculty advocate is
to advise students on things like their career goals and objectives, provide advice for securing an Applied Practice Experience
(AP), and help students with their initial Integrated Learning Experience (ILE) planning. The role of the EpiCH student services staff
is to assist students with course planning, petitions, and to provide general procedural advice. The role of the AP advisor is to
guide the student in the learning agreement process and to help determine appropriate competencies that will be met as well as
what products will be acceptable for that placement. The program director will meet with students as a group to discuss issues
related to the entire major and is also available to assist students with any issues they might be having with the program.

Guidelines for Faculty/Student Interactions

Faculty members often develop close working relationships with students, especially advisees. Often a relationship is formed that
provides benefits to both the faculty member and the student. Faculty should be cognizant of the power differential in these types
of relationships and set appropriate boundaries. Although faculty members may not intend that a request of a student be an
obligation, they should be aware that such requests might place a student in a difficult position. Some students are intimidated by
faculty members and may not feel free to decline such requests. Since faculty/student interactions often are situations that are
ambiguous, included below are examples to help you think through a variety of situations that you may encounter:
● A faculty member asking you to drive them somewhere, including the airport, home, or main campus. Such a
request does not fall under a student’s duties. A situation when this may be acceptable is when the student has the
same destination.
● A faculty member asking you to work extra hours or late hours. Students should be expected to work the hours for
which they are paid. Students may volunteer to work extra hours to gain more experience (e.g., grant writing), gain
authorship on a paper or help meet a deadline – but should not be expected to work these extra hours.
● Your advisor asking you to housesit, take care of children or pets, or help them move. While some students may
not mind house sitting, taking care of children or pets, or helping someone move, others may only agree to do these
jobs because they feel obligated or worry that saying no will somehow affect their relationships with faculty members.
To avoid problematic situations, a faculty member may post a flyer requesting a sitter or mover for pay without the
faculty member’s name attached to the request – ensuring that respondents really want the job.

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.

Guidelines for Changing Advisors

Master’s Students
At the master's level, students may change faculty advocates if they have serious personality or other conflicts with their assigned
advocate. In that case, they should discuss their reasons and their preferences for a different advisor with the program director or
the EpiCH student services staff. The change will be finalized at the discretion of the program director.
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PhD Students
Many PhD students shift their courses of study and focus over their graduate careers, but doing so does not necessarily require a
change in advisors. Faculty advisors can facilitate students’ academic development, by working directly with them or by
encouraging them to gain experience with other faculty members (e.g., through research or teaching assistantships or grant-writing
opportunities). Sometimes students work more closely with one (or more) members of their committees than with their advisors.
Faculty advisors can also suggest changes in committee membership to accommodate a change in dissertation focus.
Once PhD students have begun work on their dissertation, changing advisors should be rare, and limited to circumstances of
personality conflicts, major ethical problems, or substantial shifts in areas of interest. Students wishing to change graduate advisors
should consult with the director of graduate studies (DGS). Likewise, faculty who are considering a change in their role as an
advisor should consult with the DGS. Changes in graduate advisors should be approved by the DGS and forwarded to the EpiCH
student services staff who will file the change with the Graduate School.

Guide to Mission, Definitions and Expectations of Advising

Mission Statement
The School of Public Health strives to provide advising that promotes collaboration among students, staff and faculty to enhance
students’ academic and professional development in the field of public health. The School’s goal is educational and experiential
excellence that prepares students for successful careers improving the health of populations.
Defining Advising
Refer to section 1.9 for more information.
Advising Expectations for Students
SPH students are expected to…
● Regularly read and respond to University email (ideally once per day); email is the official mode of communication at the
University of Minnesota.
● Review program objectives and educational documents at least once per semester, (i.e., Student Guidebook, etc.), or
when directed by EpiCH student services staff or program director/DGS; students are responsible for knowing the
requirements of the degree program.
● Actively contribute to a welcoming and supportive SPH climate.
● Meet with faculty advocates at least once per semester; regularly communicate with faculty advocate(s) and/or EpiCH
student services staff about program progress.
● Respond to inquiries from faculty or staff in a timely manner (ideally within 5 – 7 business days).
● Behave in a professional and courteous manner; fulfill educational and advising commitments, such as appointments,
project deadlines, etc.

Advising Expectations for Faculty Advocates

Faculty advocates are expected to…
● Refer advisee to EpiCH student services staff for course planning/scheduling, policy and procedural information.
● Review program objectives and educational documents at least on an annual basis, (i.e., Student Guidebook, etc.), or
when directed by EpiCH student services staff or program director/DGS.
● Actively contribute to a welcoming and supportive SPH climate.
● Initiate meetings with advisee(s) at least once per semester; regularly communicate with students on program progress.
● Respond to student inquiries in a timely manner (ideally within 5 – 7 business days).
● Provide reasonable office hours and/or appointments and be generally available to student inquiries; communicate with
students about extended absences or travel.
● Serve as a model and example of respectful behavior.
● Provide referrals to school and university resources when appropriate (e.g., Student Mental Health Services).

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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

Guide to Curriculum Notes

① Epidemiology MPH students must take these courses on an A-F grade basis.
② Epi MPH students must earn a minimum grade of B- in the following courses: 6341, 6342, 6343, 6350, 6450 and 6451.
Students who earn less than a B- in these courses are required to repeat the course and cannot graduate until they earn at least a
B-. The program director of Epidemiology may override this rule based on evidence of exceptional circumstances, such as illness
or family emergencies.

Epidemiology Courses [15 credits]

Course Notes Title Offered Credits
PubH 6325 OR Data Processing with PC-SAS Fall/Spring 1
PubH 6420 Intro to SAS Programming Fall/Summer 1
PubH 6341 ①② Epidemiologic Methods I Fall 3
PubH 6342 ①② Epidemiologic Methods II Spring 3
PubH 6343 ①② Epidemiologic Methods III Fall 4
PubH 6350 ①② Epidemiologic Methods III Lab Fall 1
PubH 7394 OR Integrated Learning Experience (see section 8.7) OR Any Term 2
PubH 6344 Completing the Integrated Learning Experience Spring 2
PubH 7396 Applied Practice Experience: Epidemiology (see sec. 8.6) Any Term 1-2
Epidemiology Content Courses [2 credits]
PubH 6381 ① Genetics in Public Health in the Age of Precision Medicine Fall 2
PubH 6385 ① Epidemiology and Control of Infectious Diseases Spring 2
PubH 6386 ① Cardiovascular Disease Epidemiology and Prevention Spring 2
PubH 6387 ① Cancer Epidemiology (Spring odd years) Spring 2023 2
PubH 6389 ① Nutritional Epidemiology (Fall even years) Fall 2022 2
PubH 6605 ① Reproductive and Perinatal Health Fall 2
Biostatistics Courses [8 credits]
PubH 6450 ①② Biostatistics I Fall 4
PubH 6451 ①② Biostatistics II Spring 4
Public Health Core [7 credits]
☞Note: Courses designated as part of the Public Health Core must be taken for a letter grade (A/F)☜
PubH 6020 ① Fundamentals of Social and Behavioral Science Fall/Spring/Summer 2
PubH 6102 ① Issues in Environmental and Occupational Health Fall/Spring/Summer 2
PubH 6741 ① Ethics in Public Health: Professional Practice and Policy Fall/Spring/Summer 1
PubH 6751 ① Principles of Management in Health Services Organizations Fall/Spring/Summer 2
Basic Science Course [4 credits]
Not required for students with a prior-earned doctorate in a health-related discipline. Nurses or other health professionals may be exempt; see
section 8.5.
PubH 6355 Pathophysiology of Human Disease Fall 4
Electives: take enough elective credits to get you to the minimum required credits for your program
Note: Due to content overlap, Division of Epidemiology and Community Health students taking both 6325 and 6420 may only use
one of the courses for degree credit.
Note: Due to the content overlap, Epi MPH students cannot use PubH 6320 as an elective if they are taking PubH 6341.

45
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

Guide to Curriculum Notes

① Epidemiology MPH students must take these courses on an A-F grade basis.
② Epi MPH students must earn a minimum grade of B- in the following courses: 6341, 6342, 6343, 6350, 6450 and 6451.
Students who earn less than a B- in these courses are required to repeat the course and cannot graduate until they earn at least
a B-. The program director of Epidemiology may override this rule based on evidence of exceptional circumstances, such as
illness or family emergencies.

Epidemiology Courses [15 credits]

Course Notes Title Offered Credits
PubH 6325 OR Data Processing with PC-SAS Fall/Spring 1
PubH 6420 Intro to SAS Programming Fall/Summer 1
PubH 6341 ①② Epidemiologic Methods I Fall 3
PubH 6342 ①② Epidemiologic Methods II Spring 3
PubH 6343 ①② Epidemiologic Methods III Fall 4
PubH 6350 ①② Epidemiologic Methods III Lab Fall 1
PubH 7394 OR Integrated Learning Experience (see section 8.7) OR Any Term 2
PubH 6344 Completing the Integrated Learning Experience Spring 2
PubH 7396 Applied Practice Experience: Epidemiology (see section 8.6) Any Term 1-2
Infectious Disease Core [4 credits]
PubH 6365 ① Global Challenges in Infectious Disease Epi Fall 2
PubH 6385 ① Epidemiology and Control of Infectious Diseases Spring 2
Infectious Disease Electives: select four credits from the following list of courses
PubH 6010 ① Public Health Approaches to HIV/AIDS Fall 3
PubH 6182 ① Emerging Infectious Disease: Current Issues, Policies, Controversies Spring 3
PubH 6183 ① Theory and Practice in Foodborne Disease Outbreak Detection, Spring 2
Investigation and Control
PubH 6390 ① Topics: Advanced Methods in Global ID Epi Fall 1
VMed 5180 ① Ecology of Infectious Disease Fall 3
VMed 5181 ① Spatial Analysis in Infectious Disease Epidemiology Spring 3
Biostatistics Courses [8 credits]
PubH 6450 ①② Biostatistics I Fall 4
PubH 6451 ①② Biostatistics II Spring 4
Public Health Core [7 credits]
☞Note: Courses designated as part of the Public Health Core must be taken for a letter grade (A/F)☜
PubH 6020 ① Fundamentals of Social and Behavioral Science Fall/Spring/Summer 2
PubH 6102 ① Issues in Environmental and Occupational Health Fall/Spring/Summer 2
PubH 6741 ① Ethics in Public Health: Professional Practice and Policy Fall/Spring/Summer 1
PubH 6751 ① Principles of Management in Health Services Organizations Fall/Spring/Summer 2
Basic Science Course [4 credits]
Not required for students with a prior-earned doctorate in a health-related discipline. Nurses or other health professionals may be exempt;
see section 8.5.
PubH 6355 Pathophysiology of Human Disease Fall 4
Electives: take enough elective credits to get you to the minimum required credits for your program
Note: Due to content overlap, Division of Epidemiology and Community Health students taking both 6325 and 6420 may only use
one of the courses for degree credit.

46
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.

8.3 OTHER MPH DEGREE REQUIREMENTS

Public Health Core Area Requirements
Students should refer to section 3.5.

Pre-approved Courses Meeting Public Health Core Area Requirements

NOTE: All MPH students are required by the School of Public Health to take PubH 6741 (Ethics in Public Health: Professional
Practice) as part of their MPH public health core classes. In addition, all students enrolled in the MPH Epidemiology program are
required to complete an online Collaborative Institutional Training Initiative (CITI) course. Most practicing epidemiologists are
engaged in research activities involving human subjects.  The CITI courses provide additional training on ethical conduct of
research, including protection of human subjects, and collection and management of sensitive data.
The CITI training is a no-credit, no-fee online training module, offered through the University of Minnesota IRB (not a separate
class that needs to be registered for). To fulfill this requirement, students may choose one of two options:
● Social/Behavioral or Humanist Research Investigators and Key Personnel—Basic Course” OR
● Good Clinical Practice and Human Research Protections for Biomedical Study Teams—Basic Course

These courses can be accessed at: https://research.umn.edu/units/irb/education-training/required-training. Upon completion of

these courses, students receive a Completion Report. Print a copy of this for your records and send a duplicate copy to the EpiCH
student services staff at [email protected].  

Registration Requirement
Students are required to register for at least 2 semesters and 20 credits in the School of Public Health.

Applied Practice Experience (AP)

All students matriculating in an MPH program must complete a formal, supervised Applied Practice Experience. See section 8.6.

Integrated Learning Experience (ILE)

MPH students must complete an Integrated Learning Experience, demonstrating familiarity with the tools of research or scholarship
in the major, the capacity to work independently, and the ability to present the results of the investigation effectively. See section
8.7.

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.

Course Transfer Credits

Students should refer to section 3.4.

Course Substitutions and Waivers

All student requests that deviate from the degree curriculum requirements outlined in this Guidebook must be made on a Petition
form. The Petition form can be found at https://onestop.umn.edu/node/2176/attachment/newest.
Students should note that the process for approving a course substitution or waiver could take up to one month, so plan
accordingly.

Course Substitution Procedures:

The process outlined below should be followed when requesting that a course substitute for a required course in the degree
program.
1. Obtain the course syllabi of the required course in your degree program and the proposed substitute course and a transcript
on which the proposed course grade has been posted (if the proposed course has already been completed).
47
2. Complete the Petition form with the following information in each section:
● Briefly state the exception or approval to be considered: describe the course requested for substitution including the
course title, number of credits, term and year taken, and the name of the institution where the course was taken.
Also list the course/requirement in your degree program for which you are asking for the substitution.

● 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.

Application for Degree

MPH students are required to submit an Application for Degree form online. There are strict deadline dates before a student can be
cleared for graduation. You must submit the form by the end of the first business day of the month in which you want your degree
conferred. You must apply on-line by going to www.myu.umn.edu: ACADEMICS: DEGREE PROGRESS: APPLY TO GRADUATE.

8.4 STANDARD SAMPLE SCHEDULES

The EpiCH student services staff are responsible for making sure you are taking the appropriate courses so if you would like to
meet with the EpiCH student services staff at any time to ensure you are on track for graduating, please don’t hesitate to make an
appointment. Doing so will ensure that you are on track for graduation and will ensure that any complications are resolved in a
timely manner.
Note: Careful planning must be considered when attending part-time to make sure courses that are sequential in nature are taken
in the appropriate order. Contact EpiCH student services staff at [email protected] for assistance with your schedule.
Please keep in mind that these are just sample schedules and you can deviate from them. If you are uncertain about how any
deviation from the proposed sample below may affect your schedule over the next two years please contact your EpiCH student
services staff at [email protected].

Full-Time Standard Program Option [48 credits]

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

Full-Time Accelerated Program Option [42 credits]

Fall Semester I
Course Title Credits
PubH 6102 Issues in Environmental Health (1st half semester) 2
PubH 6325 Data Processing with PC-SAS 1
PubH 6341 Epidemiologic Methods I 3
PubH 6450 Biostatistics I 4
Principles of Management in Health Services Organizations (2nd half
PubH 6751 2
semester)
Spring Semester I
PubH 6342 Epidemiologic Methods II 3
PubH 6386 Cardiovascular Disease Epidemiology and Prevention* 2
PubH 6451 Biostatistics II 4
PubH 6741 Ethics in Public Health: Practice & Policy 1
Electives 4
May or Summer Session I
PubH 6020 Fundamentals of Social and Behavioral Science 2
PubH 7396 Applied Practice Experience (AP) 1
Fall Semester II
PubH 6343 Epidemiologic Methods III 4
PubH 6350 Epidemiologic Methods III Lab 1
PubH 7394 Integrated Learning Experience: Epidemiology 2
Electives 6
* This course is an example of one of six course options

Full-Time Infectious Disease Concentration Program Option [48 credits]

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
49
 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

8.5 WAIVER REQUEST FOR PATHOPHYSIOLOGY OF HUMAN DISEASE

Students with a prior earned doctorate in a health discipline are not required to take PubH 6355, Pathophysiology of Human
Disease, and do not need to request an exemption. The following procedures apply for students wishing an exemption from the
course. It is the student's responsibility to:

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.

8.6 APPLIED PRACTICE EXPERIENCE (AP)

Goals
The Applied Practice Experience (AP) is a hands-on opportunity to implement public health knowledge and skills in a public health
practice setting. The goal of the AP is to demonstrate the application or practice of at least five public health competencies, as
established by the Council on Education for Public Health (CEPH). At least three of the competencies must be foundational; the
remainder may be foundational or program specific. CEPH foundational competencies and MPH Epidemiology foundational
competencies are listed in Appendix A and B.

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

50
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.

Registration and Completion

Once a potential placement is identified, the student should make contact with the organization to define a proposed specific
project or area, time commitment, and site preceptor. The site preceptor will supervise the student during their AP. The student,
after consulting with their proposed site preceptor, should propose competencies that will be met and the products that the student
will take the lead in developing.

Preliminary Learning Agreement

A Preliminary Learning Agreement that outlines the AP activities, products, competencies, and other details should then be
completed (request from [email protected]) and approved by the site preceptor and AP advisor. The Competency Assessment
Tool will help identify which competencies students plan to address through the AP. The faculty member designated to serve as the
Epidemiology AP advisor is Dr. Weihong Tang and they can be reached at [email protected]. In the Preliminary Learning
Agreement, students will document the five competencies, products, and how the products fulfill the competencies and submit the
agreement to EpiCH student services. The Preliminary Learning Agreement will then be forwarded by EpiCH student services to
the AP advisor for approval.  Upon review of your Preliminary Learning Agreement, the Epidemiology AP advisor may agree with
your plan by email, or want to meet with you to further discuss your proposal, including the competencies and products. Once the
Preliminary Learning Agreement has been approved by the AP Advisor, students should then complete and register their Learning
Agreements online through the SPH website. The grading option is S/N.

The Learning Agreement

In the AP learning agreement, you will provide the demographic data for the AP which includes: where, when, who, etc. and
identify the competencies that will be fulfilled through the experience. At the completion of your AP experience, you will upload your
AP product(s) for your AP advisor to review. You should discuss with your site preceptor and AP advisor what products may be
uploaded. For example, if you are working on a confidential data set that cannot be shared outside the agency, you may wish to
submit a summary report or other acceptable alternatives.
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Step by step instructions for starting the AP: (https://sites.google.com/umn.edu/divisionofepich/applied-practice)
1. Connect with your advisor to identify a site and site preceptor. Work with the site preceptor to identify the five
competencies you will address through the AP and the two products that will result from the experience with your
preceptor prior to starting the preliminary learning agreement. Download: Preliminary Learning Agreement
2. Document the five competencies, products, and how the products will meet the selected competencies in the Preliminary
Learning Agreement and submit the agreement to EpiCH student services. The Preliminary Learning Agreement will then
be forwarded to the AP advisor for approval. You may need to connect with the AP advisor to review and finalize the
competencies and products you agreed on with your preceptor. It is important that you and your preceptor agree on the
expectations for the AP.
3. Once the project has been approved by the AP advisor, initiate and submit the online Learning Agreement
(https://appliedpractice.ahc.umn.edu/) prior to beginning the experience. 
4. Your Preceptor will approve the AP learning agreement, followed by your AP Advisor, and finally the EpiCH student
services staff.
5. Once the agreement is signed, register for the approved number of credits by the AP advisor. Your registration will be set
up by the EpiCH student services staff and you will be notified when you are eligible to register.
a. Note: You are required to enroll for the Applied Practice Experience credit and submit the agreement before
beginning the AP. You may only commence the AP after you are registered for the credit and the transcript
shows registration for the AP credit. Ideally, you will complete the AP during the term for which you are
registered, but if necessary, a portion of your AP can be done in another term.
b. Note: Some facilities require a criminal background check. If students need a background check they can
contact the SPH Student Services Center at [email protected]. 
6. Start the applied practice experience.

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

52
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.

8.7 INTEGRATED LEARNING EXPERIENCE (ILE)

Purpose
ILE must be a high-quality product that demonstrates the student’s proficiency with written and oral communication, and that the
student can write and present a logical, thoughtful document that communicates clearly. The ILE allows students to demonstrate
familiarity with the tools of research and scholarship in the field of Public Health epidemiology. This product should address multiple
epidemiology program competencies, as well as foundational competencies (listed above). Examples of program competencies the
ILE should address include:
● Manage and analyze epidemiologic data using techniques and statistical software appropriate for both the study design
and goals of the research question (#3)
● Summarize and present the results of an epidemiologic study in both tabular and figure formats. Be able to interpret the
implications of research findings for disease prevention and control. Communicate epidemiologic study findings in oral
and written reports using concepts appropriate for lay or professional audiences, including other epidemiologists.

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.

Finding an ILE Advisor/Project

All students who choose to do a data analysis/written report and who do not sign up for PubH 6344 must have a ILE advisor to
guide and approve the steps in the ILE process. This advisor does not have to be the same person as the student's faculty
advocate. However, the ILE advisor must be an Epidemiology MPH faculty member. See a current list of Epidemiology MPH faculty
in Appendix C below.

53
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.

Registration for Integrated Learning Experience Credits

When a faculty member agrees to serve as the ILE advisor, the student should complete and submit an Integrated Learning
Experience Declaration Form to the EpiCH student services staff. The ILE Declaration Form includes a page where students are
expected to identify the competencies that will be fulfilled through the completion of this project. Students will not be allowed to
register for PubH 7394 Integrated Learning Experience: Epidemiology until this form is turned in. It is expected that students
register for 2 credits, and that the great majority of students will complete this requirement during Spring Semester of their second
year. Upon registration, students will be enrolled into a Canvas course for the Integrated Learning Experience. This course will be
used for uploading the final product, evaluation of the product, and grading.

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.

Working with the ILE Committee

It is important for students to develop a strong working relationship with their committee and to keep them updated on their
progress. To ensure that the process goes smoothly, students should consider the following:
● Reach an agreement with the ILE advisor on the appropriate scope and amount of work for the project before beginning
the project.
● Meet with each committee member to learn about their expectations for the ILE. For example, some members will expect
to review interim data analyses or early drafts of the written document. Others may wish to wait until there is a relatively
polished version of the document to provide feedback.
● Allow sufficient time PRIOR to the 2-week deadline for oral exam to get comments from committee members so that
revisions can be made. Students should communicate with committee members after members have had a chance to
read their initial complete draft, and before the final draft is prepared. This will allow committee members to identify
important issues or concerns.
● Recognize that the ILE is not ready to defend until the committee says it is ready.

Human Subjects Information

Students should also refer to section 5.2.

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:

● Finding project and ILE advisor (2-3 months)

● Reading research literature to determine research questions (1-2 months)
● Obtaining human subjects approval (1-2 months)
● Obtaining parent study approval, if necessary (1 month)
● Obtaining and preparing data set for analysis (1-2 months)
● Conducting analyses (1-2 months)
● Writing first draft of document (1-2 months)
● Obtaining feedback from committee members and making revisions (usually repeated multiple times) (1-2 months)
● Distributing final project to committee members (at least 2 weeks before oral exam)

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.

The Introduction often includes:

● Statement of the problem
● Brief summary of evidence to date
● Gaps in evidence to be addressed by project
● Statement of purpose of project or hypotheses

Common subsections of the Methods include:

55
 ● 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

The Results section typically provides:

● Basic description of study participants (e.g., Table 1)
● Basic description of the study outcome
● Univariate analyses of the association between exposures/risk factors of interest and study outcomes
● Multivariate analysis
● Additional analyses (e.g., sensitivity analyses, effect modification, subgroups, etc.)

The Discussion usually will:

● State main findings
● Discuss main findings, including how they compare to current literature
● Strengths and limitations and how limitations could affect interpretation of results
● Conclusions about contribution of project to current state of evidence, implications for future research and/or public health

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.

Costs Associated with the ILE

Students are responsible for costs associated with completing their ILE. These costs are sometimes offset in part by the
organization with which the student is working. Funds may also be available from Division of Epidemiology and Community Health
by applying for the J. B. Hawley Student Research Award. Students who choose the data analysis project option may find the
research project with which they are associated can cover the costs of their project.

Statistical Computing Resources:

There are resources available for statistical computing. The Division of Epidemiology and Community Health will provide MPH, MS
and PhD students working on research projects free access to the Division's research computers.

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.

Structure of the Exam

At least two weeks prior to the exam, students must forward a copy of their paper to their committee members for review.
It is assumed all committee members have read the paper before the presentation.

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

Integrated Learning Experience (ILE) Evaluation Form for Written Product

Student Name: Faculty Reviewer:

Scoring: 0=Unacceptable; 1=Below expectations; 2=Meets expectations; 3=Exceeds expectations.

Area of Evaluation Score

Content relevance: Does the student convey how and why the topic is
meaningful from a public health perspective? Does the student provide a
compelling justification for the topic and ILE based on the research literature?

Comments:

Quality of Description of Work: Does the student clearly describe:

• APEx experience and activities completed?

OR
• Methods used?

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:

Coherence and quality of written paper: Is the paper in a structured form,

appropriate for the topic? Is it free of grammar and syntax errors? Is it coherent?

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:

Comments Total Score

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.

8.8 GRADUATION CHECKLIST

General steps for all MPH programs
1. Submit GPAS
2. Apply to Graduate
3. Complete Career Outcomes Survey
The Graduate Planning and Audit System (GPAS) allows graduate students to submit their coursework for review and approval of
degree conferrals.
Students should only submit their GPAS once they have officially registered for their final semester and are in progress of
completing all remaining program requirements. Unauthorized changes in coursework that occur after the GPAS is submitted may
affect degree requirement completion.
To review your requirements and submit your GPAS, please follow the steps below:
Step 1: Access GPAS through MyU
1. Go to the MyU: Academics tab.
2. Select Degree Progress tab
3. Click the GPAS link at the bottom of the page
Step 2: Review your GPAS
● Students may review their program requirements by accessing the “Plan by My Requirements” tab under the University of
Minnesota Coursework tab. From this tab, students may review completed and remaining requirements.
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 ● Students who have submitted petitions and received approval notices, completed equivalency exams, transferred credits,
or taken elective courses not currently listed will view these courses in the “Courses Not Allocated” at the bottom of the
page.
● Graduate program coordinators are responsible for allocating courses to meet the proper requirements. Any questions
about courses that are not allocated may be direct to [email protected].
Minors: Confirm your sub-plans:
Students who are completing minors will need to have declared a minor to their sub-plans in order for the minor to be processed
with the degree conferral. If a minor has been declared, students will need to submit their GPAS for the minor by changing the
program plan to the designated minor, and submitting in GPAS
Students may declare minors at “https://onestop.umn.edu/add-or-remove-graduate-minor”.
Step 3: Submit GPAS for MPH Program (Click "Submit" at the bottom of GPAS page)
Students with questions regarding their GPAS are encouraged to confirm their program requirements are met by contacting
[email protected]. Confirmation emails will be sent through the GPAS system to students when their GPAS have been approved.
Apply to Graduate:
Once GPAS has been submitted which confirms the student is registered for the remaining requirements for their MPH, they may
“Apply to graduate” following the instructions below:
*Students who are completing independent master’s projects are encouraged to submit the application for degree a month prior to
the oral defense or presentation date to retain active student status.
Graduate students
If you are pursuing a graduate degree, you must follow the degree completion steps listed for your particular degree.
Apply to graduate
1. Confirm and update (if necessary) the name to be printed on your diploma and the mailing address for your diploma. If you do
not enter a diploma name and address, we will use your primary name and your permanent (i.e., home) address. More information
can be found on the diploma page.
2. Access the application by going to MyU: Academics then the Degree Progress tab.
3. Click on the Apply to Graduate link.
4. Submit your application for degree no later than the first day of the month you would like to graduate.
You may only apply to graduate once.
The Office of the Registrar assumes when you are prepared to graduate based on your submission. See when you should apply
based on the month you intend to graduate.
If you have questions or need to change your expected graduation term or month after you have applied, please email
[email protected].
One Stop: https://onestop.umn.edu/academics/apply-graduate
To complete the Career Outcomes Survey, go to https://publichealth.ahc.umn.edu/careersurvey/index.cfm. This is a requirement
for all School of Public Health students to complete for degree clearance.

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

MPH 22 Foundation Competencies

Established and Required from the Council on Education for Public Health (CEPH)
Effective Fall 2018

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

Epidemiology MPH List of Competencies

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

Epidemiology MPH Faculty List

Name Research Expertise

PRIMARY FACULTY
Ellen W. Demerath, I study the developmental determinants of chronic disease, with a focus on nutrition during
PhD pregnancy and lactation and its relationship to infant and childhood health and weight status. My
current studies include understanding how maternal metabolic status influences breastfeeding
duration and breastmilk composition, the assessment of preterm infant nutritional status and body
composition, and genomic biomarkers of disease (telomere length, DNA methylation).
Ryan Demmer, PhD Body composition and obesity assessment; Developmental determinants of cardiovascular disease
risk; Lifecourse epidemiology; Genetic epidemiology of obesity, diabetes, and coronary heart
disease; Biomarkers of biological senescence
Horacio Duarte, MD, Infectious Disease Modeling
MS
(Beginning July 1)
Darin Erickson, PhD Epidemiologist with a general research interest in elucidating causes and correlates of
cardiometabolic diseases, including diabetes, atherosclerotic vascular disease and congestive
heart failure. I am particularly focused on understanding the emerging role of the human
microbiome in the initiation and progression of cardiometabolic diseases and the potential role of
inflammatory phenotype as a biological mediator connecting microbes to preclinical and clinical
disease entities.
Nutritional epidemiology; Nutritional assessment
Lisa Harnack, DrPH,
RD
David Jacobs, Jr., PhD Cardiovascular disease epidemiology; Nutritional epidemiology
Rhonda Jones-Webb, Alcohol studies; Alcohol policy as a prevention strategy; Minority health issues; Behavioral
DrPH epidemiology
Shalini Kulasingam, Human papillomavirus (HPV), cervical cancer, cancer screening, vaccines, public health policy,
PhD decision and cost-effectiveness modeling
Kamakshi Neuroepidemiology; health service research, clinical decision making
Lakshminarayan,MD
Harry Lando, PhD Global issues in tobacco reduction; Smoking cessation; Treatment of medically compromised
(Retiring Spring 2022) smokers
Pamela L. Lutsey, PhD Cardiovascular disease epidemiology with a focus on serum vitamin D, sleep disordered breathing,
coagulation factors, diet, and venous thromboembolism.
Richard Maclehose, Epidemiologic methods, Bayesian methods, biostatistics, reproductive epidemiology, environmental
PhD epidemiology
Susan Mason, PhD, Psychosocial stress and stress mechanisms, women’s health, maternal and child health, health
MPH disparities, exposure to violence
Heather H. Nelson, Cancer susceptibility and etiology using both laboratory and epidemiologic tools; gene-environment
PhD, MPH interactions; skin cancer, mesothelioma, and other exposure-related malignancies. Member:
University of Minnesota Cancer Center
Ruby Nguyen, PhD Women’s health, etiology of reduced fertility, infertility and later disease, intersection of genital tract
infections on reproduction, pregnancy-related morbidity, and epidemiologic methods in studies of
fertility
J. Michael Oakes, PhD Quantitative methods; Social epidemiology; Research ethics
Theresa Osypuk, SD, Social epidemiology, health disparities racial/ethnic, socioeconomic, and nativity/immigrant
SM disparities in health, their geographic patterns, and causes.
James Pankow, PhD, Cardiovascular disease epidemiology; Genetic epidemiology; Diabetes epidemiology
MPH
Mark Pereira, MPH, All aspects of cancer epidemiology: risk factors for cancer (including obesity and diabetes) and
PhD survival after cancer diagnosis, with the focus on colorectal, pancreatic, ovarian and bladder
cancers.
Simon Rosser, PhD, HIV prevention research; Human sexuality; Sex offending and religious identity
MPH
Sanaz Sedaghat, PhD Cardiovascular contributors to neurodegenerative disorders, vascular health in preservation of
kidney and brain function, dementia.
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Pamela Schreiner, PhD Cardiovascular disease etiology related to visceral fat accumulation, dyslipidemia, and
perimenopause. Structural and functional brain MRI;
applied statistical methodology; human-animal interaction research
Kelly Searle,ScM, PhD Infectious diseases, malaria, global health, spatial analysis and GIS
Nancy Sherwood, PhD Obesity prevention and treatment in children and adults
Kumi Smith, MPIA, PhD Infectious diseases, HIV, sexually transmitted infections, global health
Lyn Steffen, PhD, MPH, CVD epidemiology and prevention; Nutritional epidemiology; Stroke surveillance; Diet relations with
RD diabetes; Insulin resistance and obesity
Weihong Tang, PhD, Cardiovascular disease epidemiology, genetic epidemiology of chronic disease with an emphasis
MS, MD on cardiovascular disease, metabolic syndrome, diabetes, and obesity
Traci Toomey, PhD, Policy research; Community organizing; Prevention of alcohol and tobacco-related problems;
MPH Intentional and unintentional injury prevention
Rachel Widome, PhD Social epidemiology with a focus on policy and health equity, youth and young adults, tobacco use,
sleep, weight-related behaviors
ADJUNCT FACULTY
Daheia Barr-Anderson, Physical activity, sedentary behaviors, and obesity prevention in children and adolescents. Also in
PhD, MSPH, FACSM home-and community-based, environmental interventions that incorporate both physical activity
and nutrition to achieve healthy outcomes and to decrease racial/ethnic health inequalities.
Jeff Bender, DVM Antimicrobial resistance; food safety; zoonoses and emerging diseases
Jerica Berge, PhD, Behavioral medicine, childhood and adolescent obesity, mixed-methods research, community-
MPH, LMFT, CFLE based participatory action research, motivational interviewing, integrated care
Sally Bushhouse, Cancer epidemiology and surveillance
DVM, MPH, PhD
Timothy Church, MS, Cancer screening, prevention, and causes; Epidemiologic study design; Cardiac disease and
PhD medical devices
Gretchen Cutler, PhD, Emergency department clinical practice, youth with mental health conditions, and health disparities,
MPH specifically food insecurity. .
Richard Danila, PhD Emerging infectious diseases including foodborne and bacterial diseases; Preparedness for
bioterrorism
Jose Debes, MD, MS Viral hepatitis in HIV; Hepatitis E infection in the immunosuppressed host; Mechanisms of viral
carcinogenesis in hepatocellular carcinoma; single cell hepatocyte sequencing for prediction of liver
cancer; Education, prevention and treatment of hepatitis B and liver cancer in developing settings
Kristen Ehresmann, Immunizations
RN, MPH
Kristine Ensrud, MD, Osteoporosis; Women's health (epidemiology)
MPH
Howard Fink, MD, Chronic disease epidemiology; Health outcomes in the areas of osteoporosis and sexual
MPH dysfunction; Preparation, maintenance and dissemination of systematic reviews
Myron Gross, PhD The role of micronutrients in health and disease; Cancer pathobiology; Biomarkers of dietary factor
consumption and cancer progression
Craig Hedberg, PhD Food safety and infectious diseases
Mike John, PhD, MPH, Temperomandibular disorders
DMD
Catherine Lexau, PhD, Antibiotic resistance, including methicillin resistant Staph aureus; pneumococcal disease
MPH
Amy M. Linabery, MS, Clinical and population-based research in pediatric neuroscience, including concussions, epilepsy,
PhD neurosurgery, headache, and central nervous system tumors and their associated neurocognitive,
emotional and other co-morbidities
Ruth Lynfield, MD Infectious disease epidemiology; emerging infectious diseases, antibiotic resistance
George Maldonado, Epidemiologic methodology
PhD, MSPH
Karen Margolis, MD, Cardiovascular disease epidemiology and prevention; Women's health
MPH
Jenny Poynter, PhD Evaluating the role of genetic and epigenetic alterations in the etiology of pediatric germ cell tumors
Anna Prizment, PhD Nutrition and physical activity in the prevention of obesity; Type 2 diabetes and cardiovascular
disease
Judith Punyko, PhD, Epidemiologic methods and bias; disease surveillance systems and quality assurance; descriptive
MS epidemiology in public health; chronic disease epidemiology in adult and pediatric populations; and
maternal and child health/epidemiology – in particular health disparities, access to care, (most
recently) autism and other developmental disabilities, and PRAMS data analyses (serve as the

64
 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

65