Overview

The doctoral program in Health Promotion Sciences is an academic degree program designed to prepare students for research positions in the areas of preventive medicine, public health, behavioral epidemiology, and policy research. The program seeks to train researchers in the field of health promotion sciences who will be prepared to conduct etiological research of health-related behaviors; equipped to design and evaluate effective intervention strategies to prevent and manage disease; and skilled in communicating findings to diverse audiences. 

This program is offered [in-person/online] and can be completed in five years of full-time attendance.

Program Outcomes

Upon completion of the program, students will be equipped to conduct ethical research in health promotion sciences through appropriate research methodologies and statistical analyses and apply theoretical models of behavior change to guide research and practice. Moreover, students will be able to disseminate their research findings through peer-reviewed publications, conference presentations, and community outreach. Program outcomes are competency-based and mapped to all core and concentration courses in the curriculum. 

Degree Requirements

A minimum of 72 units are required for the degree. Additional information on course planning and the sequence of program milestones can be found in the Student Handbook.

Coursework

Required Coursework (52 units)

• CGH 300: Theoretical Foundations in Health Promotion & Health Education  
• CGH 301: Biostatistics  
• CGH 302: Epidemiology  
• CGH 312: Data Analysis (SAS)  
• CGH 400: Advanced Theoretical Foundations in Health Education & Promotion  
• CGH 401A: Advanced Statistical Methods I  
• CGH 401B: Advanced Statistical Methods II  
• CGH 402: Advanced Research Methods  
• CGH 403: Manuscript Development  
• CGH 405: Seminar in Grant Writing & Proposal Development (Doctoral)  
• CGH 413: Research Methods
• CGH 490: Directed Research  (8 units)

Electives (20 units)

Students will select one concentration (12 units) from the list below. Eight additional units will be selected in consultation with the student’s faculty advisor; at least four of these units must be a transdisciplinary course.

Click on the link to expand recommended courses for each concentration.

   

  

  

Research Tool

Demonstrated proficiency in one research tool tailored to individual student needs is required. Research tools in health promotion may include statistics, computer programming, statistical programming applications, survey research, evaluation research, neurocognitive assessment, and physical activity/dietary assessment. The selection of the research tool is part of each student’s advisement plan. This requirement  should be completed within the first three years of study and is determined in consultation with the faculty advisor. 

Qualifying Examination 

The purpose of the qualifying examination is two-fold: 

1. To assess students’ mastery of required competencies, and 
2. To evaluate their comprehensive understanding of the field as well as their insight and clarity of expression. 

The qualifying examination process involves the creation of a dossier and the completion of written and oral examinations. Oral and written examinations center on the dissertation proposal and assess the depth and breadth of a student’s knowledge and skill set in approaching and solving fundamental research issues in health promotion sciences. Successful completion of the qualifying exam is required for advancement to candidacy. 

Dissertation

Each candidate must complete original research conducted with the approval of an advisory committee. A public oral defense of the dissertation is scheduled upon submission of the dissertation to the advisory committee.

Annual Reviews

Upon completion of coursework and prior to the qualifying examination, students participate in an annual review. Intended as a constructive and developmental process, the review provides feedback to the student on progress in the program, examines career goals and aspirations, and identifies avenues for continued development. Participants of the review typically include the doctoral program director and at least one faculty member familiar with the student’s course work or research activities. At the time of the review, the student submits a portfolio which includes a current vita (CV), unofficial transcript and statements of accomplishments and goals for the upcoming academic year.