Coversheet for Program Projection, Implementation and Major Program Change

1 1 2 3 Coversheet for Program Projection, Implementation and Major Program Change 4 5 6 7 Check one: ( ) Projection 8 ( ) Implementation 9 10 11 Check one: ( ) New degree 12 ( ) New degree and option(s) 13 ( ) New option for existing degree 14 ( ) Elevation of option or concentration to a full degree 15 ( ) Pilot program conversion to regular status 16 ( ) New minor 17 ( ) New certificate 18 ( ) Title change to program 19 ( ) Major proposed changes to degree, option or minor 20 21 22 Check one: ( ) Consider for Fast Track (ONLY for new degrees, not options) 23 (Additional documentation required; see Section 2, p. 8-9) 24 ( ) Consider for Pilot Program (ONLY for new degrees, not options) 25 (Additional documentation required; see Section 2, p. 9-10) 26 27 28 29 30 Proposed Name of Program: Gr aduate Certi fi cat e i n Lat ino Healt h and Nutriti on St udies 31 32 Department/Program Proposing Program: C o ll e g e of H e a lt h a n d H u m an Se r v i ces – NCL R/ 33 34 CSULB Cent er for Lat ino Communit y Healt h, Eval uati on and Leaders hip T rai ni ng 35 36 Department Chair/Program Director: Dr. Britt Ri os -Ell is & Dr. Gail Frank 37 38 Office Location: Foun d a ti o n Su i t e 125 Campus Extension: x 55 3 1 2

1 39 40 Review and Approval 41 42 43 44 45 46 1. Department/Program Approval: 47 Curriculum Chair: Date: Department 48 Chair/Program Director: Date: 49 50 51 52 2. College Approval: 53 54 Curriculum Chair: Date: Dean/Designee: 55 Date: 56 57 58 59 3. Academic Affairs Review: 60 Reviewed for Projection: Date: 61 Reviewed for Implementation: Date: 62 63 64 65 4. U.R. Council: Not Applicable Approved Not Approved 66 67 Chair: Date: 68 C.E.P. Council: Not Applicable Approved Not Approved 69 70 Chair: Date: 71 72 73 5. Academic Senate: Not Applicable Approved Not Approved 74 75 76 Chair: Date: 77 78 79 6. Academic Affairs: Approved Not Approved 80 81 Vice Provost for Academic Affairs: Date: 82 Entered on Campus Master Plan (Date): 83 Proposed Implementation Date: 84 Actual Implementation Date:

85 86 University Resources Council 87 88 Proposal for Projecting New Degree, Option, Certificate or Minor 89 90 91 92 Initiating Department(s): N CLR / C S ULB C en t er f o r L a ti no C o m m un it y H ea lt h, E v a lu a t i on and 93 Lead e rs h i p T r a i n i ng 94 95 96 College(s): Coll ege of Healt h and Human Ser vi ces 97 98 Name of Proposed Program: Gr aduate Certi fi cat e in Lati no Healt h and Nut ri ti on Stud ies 99 100 Contact Person(s): Dr . Britt Ri os -Ellis & Dr. Gail Frank Phone: ( 562) 985-5312 101 102 Number of new course sections required by the Proposed Program: 5 103 104 Estimated enrollment in new course sections: 15-20 105 106 Expected Total FTES in Program: 22.5 t o 30.0 107 108 Staffing Needs for Program (in FTEF): When f ull y i mp le ment ed = 1.0; Gr ant pays f or FT EF 109 110 Space Needs for Program (Classrooms): 4 cl assr oom assi gn ment s p er s emest er 111 OE&E Needs for Program (in Dollars): G r ant pa y s f or OE& E t h r ou g h t he r e g u l ar op er a t i on o f 112 113 NCLR/ CSULB Cent er for Lat ino Communi t y Healt h, Eval uati on and Leadershi p T rai ni ng 114 115 Release Time Needs in FTEF: Not appli cabl e 116 117 Purpose of Release Time: 118 119 120 121 Clerical Support for Program (Positions): A d m i n i s t r a ti v e A ssi s t an c e - p r o v i ded b y N C LR / C S ULB 122 C en t e r f o r L a ti n o C o m m u n it y H ea lt h, E v a l u a ti o n a nd Lea d e rs h i p T r a i n i ng t h r ou g h g r ant f un d i ng 123 124 125 Other Support for Program (Dollars): Not appli cabl e 126 127 Types of Other Support: 128 129 130 131 Library Resources required: R eq u ir e d boo k s f o r t he cer ti f i c a t e c ou r ses t ha t a r e n o t owned by t he 132 un i v e r s it y li b r a r y w i l l be d o na t ed by t he cer t i f i c a t e p ro g r am t h r o u g h t he U S D A f un ded g r a n t . 133 O n li ne i ns t i t u t i on a l s u b s c r i pti o n f o r t he C h il dh o od O b e s it y Jo ur n a l wi l l a l so be f u nded t h r ou g h 134 2016 by t he U S D A f u nded g r an t . 135

3 136 137 138 139 Financial Impact on Other Programs: Not appli cable 140 141 142 143 144 145 146 147 148 149 150 Additions, Deletions and other Changes in Existing Programs: 151 152 153 Not appli cabl e 154 155 156 157 158 159 160 161 162 Potential Use of non-State Funds: 163 164 Source: U S DA G r a n t Fun d ed Pr o j e c t Area of Use: N C L R / C S UL B C en t er f o r L a ti no C o m m un it y H ea lt h, 165 E v a l ua ti on a n d L e a d e rs h i p T r a i n i ng 166 167 Continuity (Expected length of support in Years): 3 y e a r s

4 3 168 169 University Resources Council 170 171 Proposal for Implementing New Degree, Option, Certificate or Minor 172 173 174 175 Initiating Department(s): N CL R / C S ULB C en t er f o r L a ti no Co m m un it y H ea lt h, E v a l u a t i on and Lea d e r s h i p 176 177 T rai ni ng 178 179 College(s): Coll ege of Healt h and Human Ser vi ces 180 181 Name of Proposed Program: Gr aduat e Cert ifi cat e i n Lat ino Healt h and Nutriti on St udies 182 183 Contact Person(s): Dr . Britt Ri os -Ellis & Dr . Gail Frank Phone: ( 562) 985-5312 184 185 Courses Required by the Proposed Program: Course When First Frequency # of Sections Current AY Projected Number Offered (Year) F & S (Total) Enrollment (#) Enrollment (#)

HSC 507 2010 Fall 1 15 15-20

FCS/ 2013 Fall & 1 N/A 15-20 HSC 534 Spring FCS/ 2012 Fall 1 N/A 15-20 HSC 537 HHS 2013 Fall & 1 N/A 15-20 592A Spring HHS 634 2013 Spring 1 N/A 15-20

HHS 635 2013 Fall & 1 N/A 15-20 Spring

186 187 188 189 Expected Total FTES in Program: 22.5 t o 30.0 190 191 Staffing Needs for Program (in FTEF): When f ull y i mp le ment ed = 1.0; Gr ant pays f or FT EF 192 193 Space Needs for Program (Classrooms): 4 clas sr oom assi gn ment s p er s emest er 194 OE&E Needs for Program (in Dollars): G r ant pa y s f or OE& E t h r ou g h t he r e g u l ar op er a t i on o f t h e 195 196 NCLR/ CSULB Cent er for Lat ino Communi t y Healt h, Eval uati on and Leadershi p T rai ni ng 197 198 Release Time Needs in FTEF: Not appli cabl e 199 Purpose of Release Time: 200

5 201 202 203 Library Support Required: R equ i r ed b o o k s f or t he c e r t i f i c a t e c ou r ses t ha t a r e n o t o w ned by t he 204 un i v e r s it y li b r a r y w i l l be d o na t ed by t he cer t i f i c a t e p ro g r am t h r o u g h t he U S D A f un ded g r a n t . 205 O n li ne i ns t i t u t i on a l s u b s c r i pti o n f o r t he C h il dh o od O b e s it y Jo ur n a l wi l l a l so be f u nded t h r ou gh 206 207 2016 by t he USDA f unded gr ant . 208 Clerical Support for Program (Positions): A d m i n i s t r a t i v e A ssi s t a nc e - p r o v i ded b y 209 NCLR / C S ULB C e n t er f or L at i no C o m m un i t y H ea lt h , E v a l ua ti on a n d L e a d e rs h i p T r a i n i ng t h r ou g h 210 g r ant f u nd i ng 211 212 213 Other Support for Program (Dollars): Not appli cabl e 214 215 Types of Other Support: 216 217 218 219 220 Financial Impact on Other Programs: Not appli cable 221 222 223 224 225 226 227 228 229 230 231 232 Additions, Deletions and other Changes in Existing Programs: Not appli cabl e 233 234 235 236 237 238 239 240 241 Potential Use of non-State Funds: 242 243 Source: U S DA G r a n t Fun d ed Pr o j e c t Area of Use: N C L R / C S ULB C en t er f o r L a ti no C o m m un it y H ea lt h, 244 E v a l ua ti on a n d L e a d e rs h i p T r a i n i ng 245 246 Continuity (Expected length of support in Years): 3 y e a r s

6 247 CSU DEGREE PROGRAM PROPOSAL TEMPLATE 248 249 1. Program Type 250 New Program 251 252 253 2. Program Identification 254 a. Campus: 255 California State University, Long Beach 256 257 258 b. Degree designation and title: 259 Graduate Certificate in Latino Health and Nutrition Studies 260 261 262 c. Date of Board of Trustee approval: 263 Not applicable 264 265 266 d. Term and academic year of intended implementation: 267 Fall 2013 268 e. Name of campus unit that would offer program. 269 270 College of Health and Human Services (CHHS) 271 272 273 f. Name, title and rank of individuals responsible: 274 Britt Rios-Ellis, PhD, MS, Professor, CHHS, Health Science 275 Gail C. Frank, DrPH, MPH, CHES, Professor, CHHS, Nutrition 276 277 278 g. Statement from administrative authority: 279 Please see Appendix A for a Letter of Support from CHHS Dean Ken Millar. 280 281 282 h. Other campus approval documents: 283 The College of Health and Human Service curriculum committee meets on 5/2/12 and 284 will decide upon the certificate program at that time. 285 286 287 i. Subject to WASC Substantive Change review: 288 Not applicable 7 4

289 290 291 j. Optional 292 293 294 3. Program Overview and Rationale 295 a. Rationale: 296 Current federal funding from a five year 3.75 million dollar United States Department 297 of Agriculture (USDA) grant supports the development of a Graduate Certificate in 298 Latino Health and Nutrition Studies with an emphasis on reducing Latino childhood 299 obesity. This is the third grant to be funded by the USDA within the past five years, 300 indicating a strong track record with potential for growth. Through the development 301 and instruction of courses promoting culturally relevant nutrition and student and 302 community experiential learning opportunities to implement community based 303 participatory research (CBPR) methods, students will gain valuable knowledge, skills, 304 and hands-on experience. We expect that the certificate will be of interest to graduate 305 students in nutrition, public health, and public health nursing, as well as health 306 professionals working with and interested in impacting the health of the Latino 307 community. These courses and the subsequent certificate are being viewed as a 308 potential model for aggregating other courses being developed in Hispanic Serving 309 Institutions throughout the United States. This certificate will help our students in 310 diverse health and human service occupations meet the needs of California’s growing 311 Latino population and potentially serve as a national model of culturally relevant 312 education, disease prevention, and program management. 313 314 315 As healthcare disciplines ranging from health education to nursing and from physical 316 therapy to nutrition are evaluating workforce demands for the next 25 years, 317 education and training programs must provide appropriate teaching and learning 318 opportunities to their students. Furthermore, programs that incorporate a student’s 319 cultural capital are few and far between. This means that new practitioners complete 320 their master's degree programs not only with a capacity to meet the needs of an 321 increasingly diverse population, but also to understand and to interact with 322 transdisciplinary peers. The process will enhance their appreciation for the cultural 323 knowledge that many students of diverse backgrounds bring to the academic arena. 324 The certificate will equip recipients with the knowledge, skills and competencies to 325 meet the needs of the Latino families in California and the U.S. Further, the 326 certificate will develop a cohort of professionals, irrespective of their majors, who are 327 able to collaborate and to focus on obesity prevention within the largest and fastest 8 328 growing racial/ethnic population in the U.S., and soon-to-be majority population in the 329 State of California. 330 331 332 Healthcare costs associated with obesity and related comorbidities of type 2 diabetes, 333 hypertension, osteoarthritis, cancer and cardiovascular disease are substantial. 334 Lifestyle management of eating and physical activity are cornerstones for preventing 335 overweight and obesity of Latino children and adults. The certificate coursework and 336 internship experience embrace the need to develop culturally-responsive programs 337 for the Latino community. Students learn to recognize that health disparities exist 338 and learn methods to address and to alter the environmental factors creating the 339 disparities. This can occur while weaving their cultural capital into learning 340 processes and culturally relevant approaches to create health equity in the Latino 341 community. 342 In an era of health care reform under the Patient Protection and Affordable Care Act 343 (HR3590), CSULB has a unique opportunity to demonstrate its high level of cultural 344 science in Latino health disparities. Within a decapitated system, programs that are 345 able to create and demonstrate culturally and linguistically effective prevention 346 mechanisms will be increasingly recognized for their cost-effectiveness and moral 347 benefit. Since the announcement of the grant, several potential graduate students from 348 as far as the University of California, Berkeley have inquired about the potential of 349 studying to receive the certificate. Furthermore, some of Southern California’s largest 350 health care employers, such as AltaMed and Kaiser, and local community based 351 organizations have asked about the certificate components, timeline, and when we 352 expect to have our first student cohort graduated and ready for employment. Letters 353 of support from local school districts, health care agencies, and medical facilities are 354 attached in Appendix B. 355 356 357 Background: Currently, Latinos comprise about 37.6% of California’s population (13 358 million), a figure projected to increase to more than 50% within 20 years. According to 359 the 2010 U.S. Census, the City of Long Beach has a population of 462,257 people, of 360 which 40.8% are Latino. The majority of the more than 50,000 Latinos in Long Beach 361 who are below the poverty level are under the age of 18 (City of Long Beach, 2009). 362 Additionally, an estimated 18.3% of Long Beach residents lacked health insurance 363 during 2009 (LAANE.ORG, Sept 28, 2010). Due to these socioeconomic and 9 5

364 environmental barriers, California’s Latinos are less likely to complete high school or 365 attend a four-year institution of higher learning. In Long Beach almost 1 out of 4 366 Hispanics never receives a high school diploma, which is inextricably linked with 367 lower socioeconomic status in the community. 368 369 370 Socioeconomic risk factors such as less education and high poverty rates contribute to 371 the prevalence of obesity. As of 2010, there was no U.S. state with an obesity rate less 372 than 20%, and California exceeds this already alarming level with a rate of 24%, 373 ranking 41st in the U.S. in terms of level of obesity. Data from the 2009-2010 National 374 Health and Nutrition Examination Survey (NHANES) show that 17.1% of U.S. 375 children and adolescents and 35.7% of adults were obese. According to the Health 376 Indicators Warehouse, 36.8% of those suffering from obesity in the U.S. are Latino. 377 Among the Latino population in the City of Long Beach, obesity prevention is a 378 critical issue as Latinos represent 68.2% of the overweight and obese in the city 379 (Healthy Cities, 2009). Childhood obesity and overweight form a significant public 380 health epidemic in the U.S. resulting in adverse physical, mental, and emotional health 381 effects especially among minorities. In the 2007-2008 NHANES, the prevalence of 382 overweight among Mexican- American boys (ages 12-18) was disproportionately high 383 (26.8%) compared to non- Hispanic whites of the same age (16.7%). Prevalence of 384 overweight and obesity among Hispanic boys aged 2 to 19 is now 39.9%, far 385 surpassing their African American (33%) and white (29.5%) counterparts (Ogden et al., 386 2010). Furthermore, 17.4% of Mexican American boys aged 6 to 11 are obese, a 387 proportion that now surpasses all other racial/ethnic groups (NHLBI, 2003). 388 Comorbidities of 389 overweight and obesity during childhood include hypertension, dyslipidemia, 390 insulin resistance, foot pain, sleep apnea, and psychosocial consequences (Davison 391 & Birch, 392 2001; Strauss, 2002; Newswise, 2007). According to Freedman and colleagues (2007), 393 70% of obese children had at least one risk factor for cardiovascular disease and 39% 394 had two or more risk factors. Furthermore, Latino children are more likely to develop 395 diabetes than their white counterparts. Among children born in 2000, Hispanic boys 396 and girls have a 45.4% and 52.5% lifetime risk of developing diabetes, respectively, 397 compared to 26.7% and 31.2% among their white male and female counterparts (CDC, 398 2011). 10 399 400 401 Furthermore, a recent CDC study showed that the obesity rate among Mexican 402 Americans had increased from 21% in 1984, to 35% in 2006, and to 40% in 2010. 403 Rendering the largest proportion of the U.S. Latino population, Mexican Americans 404 at 66% suffers from the most marked increases in obesity among all U.S. 405 racial/ethnic populations. With the Mexican American population increasing by 406 35% from 2000 to 2010, representing 88% of the state’s population growth, 407 programs that defray the moral and economic costs associated with obesity and poor 408 nutrition are necessary. Such programs will help to stabilize the health of 409 individuals involved in prevention efforts, and contribute dramatically to the health 410 of California’s economy and productivity. With the Latino population expected to 411 become the majority in California by 2040, it is imperative that CSULB Health 412 and Human Service graduates are trained in meeting the specific needs of our most 413 underserved population. This CHHS graduate certificate provides the essential 414 foundation. 415 416 417 b. Catalog description: 418 419 Graduate Certificate in Latino Health and Nutrition Studies 420 421 This certificate focuses on enhancing the academic development and training of health 422 and human service professionals to provide culturally and linguistically relevant care 423 and education for the Latino population through their respective job placements. The 424 certificate is comprised of 18 units. Components of the program include analysis of the 425 health status and access issues affecting Latinos, development of culturally and 426 linguistically relevant interventions, and implementation of chronic disease prevention 427 best practices and community based participatory research. The certificate incorporates 428 a thorough overview of Latino health from early childhood development to the multiple 429 chronic diseases that continue to impact this population. This program must be 430 completed in conjunction with a CSULB degree program. 431 432 Interested students should contact Dr. Britt Rios-Ellis at 562-985-5312 or Britt.Rios- 433 Ell i s@ c sulb . edu. 434

435 Prerequisites 436 437 1. Admission to an active CSULB graduate program. 438 2. A minimum overall GPA of 3.0 in a graduate program. 439 3. Must have completed (with a grade of “B” or better) the following undergraduate 440 courses or equivalent: 441 - HSC 401 Community Health Education 442 - HSC 403 Community Health Statistics 443 - NUTR 132 Introductory Nutrition 444 4. Completion of the Certificate Program Application. 445 5. One letter of reference. 446 6. Copies of academic transcripts (turned into the university). 447 448 Requirements 449 450 1. A minimum overall GPA of 3.0 in certificate coursework. 451 2. A minimum of 6 units in certificate coursework completed per academic year. 452 3. Complete a minimum of 18 units in the required graduate courses: 453 HSC 507 Health Equity and Health Disparities Research in the US (3) 454 Prerequisite: Undergraduate major in Health Science or related field. 455 456 FCS/HSC 534 Advanced Latino Nutrition, Health and Chronic Disease 457 Prevention (3) 458 Prerequisite: Open to students enrolled in graduate programs in Family 459 and Consumer Sciences, Health Science, or related fields. 460 461 462 FCS/HSC 537 Culturally Responsive Nutrition Promotion for Latinos (3) 463 Prerequisite: Open to students enrolled in graduate programs in Family 464 and Consumer Sciences, Health Science, or related fields. 465 466 467 HHS 592A Internship in Latino Nutrition and Health Promotion (3) 468 Prerequisite: Open to students enrolled in graduate programs in Family 469 and Consumer Sciences, Health Science, or related fields. 470 May be repeated to a maximum of 6 units in different semesters. 471 472 473 HHS 634 Advanced Latino Community Health (3) 474 Prerequisite: Open to students enrolled in graduate programs in Family 475 and Consumer Sciences, Health Science, or related fields. 476 477 478 HHS 635 Latino Health Promotion and Disease Prevention: A Focus on the 479 Child (3) 480 Prerequisite: Open to students enrolled in graduate programs in Family 481 and Consumer Sciences, Health Science, or related fields.

483 4. Curriculum 484 a. Goals for the program (1) and student learning outcomes (2): 485 P r o g ra m Go a l : Provide students with an educational experience that facilitates the 486 integration of Latino-specific cultural capital, community based participatory 487 research and intervention skills to improve health status and disease prevention 488 behaviors in Latino communities. 489 P r o g ra m S tu d e nt L ear ni n g Out c o m e s : 490 1. Develop the community based participatory research skills necessary to 491 integrate cultural capital and health promotion best practices utilizing sound 492 community based participatory research design for the creation of Latino- 493 specific health programs. 494 2. Design a culturally and linguistically relevant intervention to improve health 495 status and disease prevention behaviors in Latino communities. 496 497 498 b. Plans for assessing learning outcomes: 499 Program Student Learning Courses with Similar Assessment Outcomes Student Learning Outcomes Develop the community HSC 507 1. Midterm Examinations based participatory FCS/HSC 534 2. Participation research skills necessary HHS 592A 3. Annotated Bibliography to integrate cultural HHS 634 4. Photovoice presentation capital and health HHS 635 5. Development of promotion best practices Assessment/Screening/ utilizing sound research Educational Tool design for the creation of 6. Case Study Latino-specific health 7. Service Learning Journal programs. 8. Service Learning Experience 9. Panel Presentation and Evaluation 10. Review of Theoretical Models and Latino Health 11. Intervention Evaluation Outline 12. Intervention Analyses and Conclusion 13. Review of Child Health and Development Measures 14. Spanish/English Child Food Marketing Analyses 15. Child Health Intervention and Presentation 16. Final Presentations Design a culturally and FCS/HSC 534 1. Midterm Examinations linguistically relevant FCS/HSC 537 2. Participation 500 14 9

501 intervention to improve505 HHS 634 507 3. Annotated Bibliography 502 health status and disea506se HHS 635 508 4. Development of 503 prevention behaviors in 509 Assessment/Screening/ 504 Latino communities. 510 Educational Tool 511 5. Case Study 512 6. Review of Theoretical 513 Models and Latino Health 514 7. Intervention Evaluation 515 Outline 516 8. Intervention Analyses and 517 Conclusion 518 9. Review of Child Health 519 and Development 520 Measures 521 10. Spanish/English Child 522 Food Marketing Analyses 523 11. Child Health Intervention 524 and Presentation 525 12. Final Presentations 526

527 546 565 a 528 c. Total number of units:547 f 566 b 529 18 548 o 567 l 530 531 549 r 568 e 569 532 d. 550 570 533 J 551 B 571 e. Options: 534 u 552 A 572 Not applicable 573 535 s 553 : 574 536 t 554 575 f. List of all courses 537 i 555 N 576 required: 538 f 556 o 577 Catalog # Course Title 539 i 557 t Health Equity and Hea 540 c 558 HSC 507 Research in the US a 559 a 541 FCS/HSC Advanced Latino Nutr 542 t 560 p 534 and Chronic Disease P 543 i 561 p FCS/HSC Culturally Responsive 544 o 562 l 537 Promotion for Latinos 545 n 563 i 564 c 16 11

Internship in HHS 592A Health Promo HHS 634 Advanced L Latino Healt HHS 635 Prevention: F

578 g. List of elective courses that can be used to satisfy requirements: 579 Not applicable 580 581 582 h. List of new courses: 583 HHS 592A – Internship in Latino Nutrition and Health Promotion 584 HHS 634 – Advanced Latino Community Health 585 HHS 635 – Latino Health Promotion and Disease Prevention: Focus on the Child 586 587 588 589 i. Proposed course offering plan: 590 591 592 595 Academic Y597ear Academic Y599ear Academic Year 593 Catalogue Course Name 596 2013-2014598 2014-2015600 2015-2016 594 Number 601 605 Fall Spring Fall Spring Fall Spring 602 603 604 HSC 507 Health Equity and Health    606  607 Disparities Research in the US 608 609 Advanced Latino Nutrition, FSC/HSC 534 625       610 Health and Chronic Disease 626 611 Prevention 627 612 628 613 Culturally Responsive Nutrition 614 Promotion for Latinos 629    615 FCS/HSC 537 630 616 631 617 Internship in Latino Nutrition 618 632       aHHndS 592A 633 619 Health Promotion 634 620 621 622 635    Advanced Latino Community 623 Health 624 HHS 634 636 637 Latino Health Promotion and 638 640 644    639 HHS 635641 Disease Prevention: A Focus 642 on the Child 643 645 646 647 j. Conforms to the minimum requirements for the culminating experience: 648 Complies 649 650 651 k. Admission criteria: 652 1. Admission to an active CSULB graduate program. 653 2. A minimum overall GPA of 3.0 in a graduate program. 654 3. Must have completed (with a grade of “B” or better) the following undergraduate 655 courses or equivalent: 656 - HSC 401 – Community Health Education 657 - HSC 403 – Community Health Statistics 658 - NUTR 132 – Introductory Nutrition 13

659 4. Submit the following materials to: NCLR/CSULB Center for Latino Health, Evaluation 660 and Leadership Training, California State University, Long Beach, 6300 State 661 University Drive, Suite 125, Long Beach, CA 90815 662 - Certificate Program Application 663 - One Letter of Reference 664 - Academic Transcripts (turned into the university) 665 666 667 l. Criteria for student continuation in the program: 668 1. A minimum overall GPA of 3.0 in certificate coursework. 669 2. A minimum of 6 units in certificate coursework completed per academic year. 670 671 672 m. Articulation: 673 Not applicable 674 675 676 n. Lower-Division Transfer Pattern: 677 Not applicable 678 679 680 o. Advising roadmap: 681 Not applicable 682 683 684 p. Provision for meeting accreditation requirements: 685 Not applicable 686 687 688 5. Need for Proposed Degree Major Program 689 a. List of CSU campuses: 690 The Graduate Certificate in Latino Health and Nutrition Studies would establish a 691 unique, one-of-a-kind program within the CSU system and the United States. In fact, 692 although there are several Latino health related research projects such as Proyecto 693 Sol at the University of California, San Diego, there are surprisingly few academic 694 programs focused on Latino health issues. 695 696 697 One of the only programs in the United States is the The Midwest Latino Health 698 Research, Training and Policy Center (MLHRC), which was founded by Dr. Aida 699 Giachello in partnership with the University of Illinois at Chicago’s College of 700 Medicine's Hispanic Center of Excellence and the School of Public Health. MLHRC 701 was established through a grant from the U.S. Department of Health and Human 702 Services to establish a minority research center on the Medical Treatment 703 Effectiveness Program. Since then, MLHRC has developed the infrastructure to 704 conduct studies on health and social disparities, develop training programs, and 705 continue policy work. Although the target population is Latinos, the MLHRC and 706 its programs do not focus on the academic training, development and certification of 707 708 health and human service professionals seeking to provide culturally and 709 linguistically relevant care and education for the Latino population through an 710 established certificate program housed in an academic institution. 711 712 713 The Center for the Study of Latino Health and Culture in the David Geffen School of 714 Medicine at the University of California Los Angeles has established the Médicos, 715 Enfermeros, y Dentistas Para El Pueblo (MEDPEP). Established by Dr. David 716 Hayes-Bautista, an Advisory Board Member of the NCLR/CSULB Center, 717 MEDPEP is a Medical Preparation and Education Pipeline program designed to 718 support low- income Latino and underrepresented minority (URM) students through 719 their community college experience and transition to 4-year universities and health 720 professional programs. As demonstrated, MEDPEP is quite distinct when compared 721 to the Graduate Certificate in Latino Health and Nutrition Studies. 722 723 724 b. Differences: 725 Not applicable 726 727 728 c. List of other curricula closely related: M a st e r of S c i e n c e in Nu t r i t io n a l S c i e n c e 729 - Master of P ubli c Health – Option i n C omm uni t y Healt h Educati on 730 - Master of S cien ce in Nursin g/Master o f P ubli c Health 731 732 - M a st e r of S c i e n c e in Kin e sio l o g y – Option i n E x e r c i s e P h y sio l o g y a nd Nu t r i t ion 733 734 d. Community participation: 735 Please refer to Appendix B for letters of support from community organizations. 736 737 738 e. Applicable workforce demand projections: 739 As health status and access issues increasingly become part of the U.S. fabric through 740 the Patient Protection and Affordable Care Act (HR3590), our nation will begin to 741 focus on prevention due to the effects of chronic disease on national productivity as 742 well as the economic costs associated with the debilitative disorders related to 743 diabetes and obesity. Furthermore, new national and local efforts, such as the United 744 States Department of Agriculture’s M y P l a te and First Lady Michelle Obama’s L e t ’s 745 Move campaigns, and the California Endowment H ea lt h y C om m uni t i es C ol l a bo r a t i ve 746 underscore the upsurge in the country’s understanding of the role of nutrition and 747 movement in chronic disease prevention. The Graduate Certificate in Latino Health 748 and Nutrition Studies will be the first in the nation to provide a curriculum that 749 renders our graduates able to design obesity prevention and nutrition programs for our 750 nation’s largest minority population. 751 14

752 As an increasing number of professionals are needed with specialized education in 753 chronic disease prevention among underserved minority populations, our graduates 754 will be primed for employment and promotion. Due to our graduates’ abilities to 755 respond to the dynamic contexts of chronic disease prevention among the Latino 756 population, we expect that they will be sought after for both their scientific 757 knowledge as well as their cultural prowess and ability to effectively hone in the 758 major issues affecting community health. 759 760 761 f. Society’s need: 762 As universities are increasingly plagued with the task of explaining expenditures 763 and new curriculum, a unique opportunity to increase community based 764 participatory efforts and community-university collaboration arises. Our ability to 765 respond effectively and in a culturally relevant fashion to the specific needs of 766 diverse communities will not only assist community members in understanding 767 higher education’s role in creating a healthy society, but will also create a voting 768 populace that recognizes and appreciates the training a university can provide. Too 769 often in California, Latinos are not well-represented in our public school systems as 770 faculty, teachers, administrators, and students of higher education, rendering the 771 importance of education a message without substantial meaning. The Graduate 772 Certificate in Latino Health and Nutrition Studies will train its students in effective 773 strategies for culturally and linguistically relevant programming. Simultaneously, 774 the certificate experience enhances CSULB’s ability to honor student and 775 community cultural capital and provide training in community based participatory 776 research to meet the needs of the soon-to-be majority population. 777 778 779 As Latino health deteriorates upon increased acculturation as exemplified by rising 780 blood pressure, cholesterol, diabetes, cancer, and obesity, the NCLR/CSULB Center’s 781 ability to incorporate cultural assets into community health programming will honor 782 our motto of Salud es Cultura and what we believe to be the integral link between the 783 retention of cultural values, assets and health status. 784 785 786 6. Student Demand 787 a. Evidence of student interest: 788 Since the announcement of the USDA grant in February 2011, both locally and 789 through televised news broadcasts on CNN en español, we have had several graduates 790 of other universities visit CSULB to express their interest in the Graduate Certificate 791 in Latino Health and Nutrition Studies. In fact, a possible applicant to the Masters of 792 Public Health program and graduate from University of California, Berkeley visited 793 the campus and met with Dr. Rios-Ellis to learn more about the potential certificate, 794 having since submitted her application for graduate studies at CSULB. Further, 795 796 current and past CSULB students from various disciplines have inquired about 797 eligibility and timeline. This includes alumni who are currently employed at local 798 community based organizations in Los Angeles and Orange counties. Several 799 CSULB faculty familiar with the NCLR/CSULB Center’s student programs have also 800 expressed interest and support and regularly refer students for internships and 801 placement. This includes faculty from Social Work, Nursing, Education, and 802 Sociology. The Health Science Department and the NCLR/CSULB Center for Latino 803 Community Health has also created close ties with University of California, Irvine’s 804 PRIME-LC Program. PRIME-LC was designed to support medical students with a 805 desire to work within the Latino community numerous opportunities in public health. 806 The NCLR/CSULB Center has developed a strong relationship with its current and 807 past PRIME-LC interns who come to CSULB to earn their Masters in Public Health 808 and is proud to report that over 90% of these students intern at the Center during their 809 program. Dr. Rios-Ellis serves on the PRIME-LC Community Medical Advisory 810 Board and, in discussions with PRIME-LC leadership, great interest has been shown 811 regarding potential PRIME-LC student involvement in the certificate. 812 813 814 b. Issues of access: 815 None 816 817 818 c. Number of declared undergraduate majors and degree production for corresponding 819 baccalaureate programs: 820 Not applicable 821 822 823 d. Professional uses of program: 824 Please refer to Appendix B for letters of support from community based health care 825 providers. 826 827 828 There are several community based health care providers that are increasingly 829 serving the Latino community without the culturally and contextually-specific skills 830 and knowledge necessary to efficiently provide care and prevention services. Other 831 organizations that have made Latino health and human services their trademark, such 832 as AltaMed, are now among the nation’s top non-profit health centers. Through the 833 Graduate Certificate in Latino Health and Nutrition Studies, CSULB will be on the 834 cutting edge of contemporary health and human service professionals’ training, by 835 providing graduates that are equipped with a unique set of abilities that render them 836 highly employable. 837 838 839 Those in the know in Washington, DC and throughout the nation recognize that the 840 Patient Protection and Affordable Care Act (HR3590) is just as much a labor bill as it 841 15

842 is a health care bill. Rendering our CSULB graduates throughout the College of 843 Health and Human Services especially equipped to meet the needs of the growing 844 Latino population will add to our universities’ ability to meet both its community- 845 based and academic missions. It will also undoubtedly result in our students as the 846 number one choice of California and our Nation’s health and human service 847 employers. 848 849 850 The NCLR/CSULB Center conducts an extensive number of collaborative efforts 851 with existing partners in community based organizations, health departments, clinics, 852 hospitals and federally qualified health centers (FQHCs) and have seen the needs of 853 these organizations first-hand. Through this certificate and its internship component, 854 we will provide our students with training opportunities in health care agencies and 855 community based organizations including Families in Good Health, the Children’s 856 Clinic, St. Mary’s Medical Center, the Long Beach Department of Health and Human 857 Services, the Children and Families Health Connections, the YMCA of Greater Long 858 Beach, Hamilton Middle School Health Education Center, AltaMed Health Services, 859 and several others. 860 861 862 e. Expected number of graduates: 863 Year 1: None anticipated by the end of Year 1, but expect a cohort of 10 students to 864 complete by Year 2. 865 Year 4: It is anticipated that 40 students complete the certificate by Year 4. 866 Year 9: It is anticipated that 100 students complete the certificate by Year 9. 867 868 869 7. Existing Support Resources for the Proposed Degree Major Program 870 a. Faculty who would teach: (CV and publications) 871 Please refer to Appendix C for CVs of faculty. 872 - Mara Bird 873 - Ana Carrichi 874 - Gail Frank 875 - Dariella Gaete 876 - Emily Parker 877 - Mayra Rascon 878 - Britt Rios-Ellis 879 880 881 b. Space and facilities: 882 Classroom space will be required for instruction. No laboratory space will be needed. 883 884 885 c. Library resources available: 886 Please refer to Appendix D for a complete library resources report. 887 888 889 d. Existing academic technology, equipment, and other: 890 Smart rooms 891 892 893 8. Additional Support Resources Required 894 a. Additional faculty/staff: 895 Please refer to Appendix C for CVs of faculty. 896 - Cassie Alvarado 897 - Melawhy Garcia-Vega 898 899 900 b. Amount of additional lecture/lab space: 901 Not applicable 902 903 904 c. Report of additional library resources needed: 905 Please refer to Appendix D for a complete library resources report. 906 907 908 d. Additional academic technology, equipment, and other: 909 Not Applicable