Year at a Glance
- The academic year is divided into four, 10-week terms
- The first half of the year is weighted towards in-class and lecture-based learning
- The second half of the year is weighted towards experiential learning
- Students take classes full time, with approximately 55 hours per week combined course work and class-time
Below is a short overview of the courses taken in a given term. Download the full class schedule to see the specific dates and times each course is offered. All course information is subject to change.
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Meghan Longacre is a child developmental researcher with expertise in the socioecological influences on children’s, adolescents’, and young adult’s health risk behaviors. For the past 11 years, her research has focused on the prevention of childhood obesity. Her current work examines the influence of food marketing on preschoolers’ diet. Longacre has worked with several prominent community organizations, including the Montshire Museum of Science in Norwich, Vermont, and WGBH, the Boston PBS Affiliate, to design and evaluate research-informed curricula to promote energy-balance practices in preschool, middle-school, and high-school settings.
Longacre teaches in both the 1-year, on-campus and 2-year, online Master of Public Health programs at The Dartmouth Institute. In the on-campus program, she is the course co-director for PH 161, MPH Internship and a faculty mentor in PH 177, capstone. She is also the course co-director for PH 261 practicum, which combines the public health internship and capstone experiences for the hybrid MPH program. Since coming to Dartmouth in 2001, she has mentored numerous undergraduate and graduate students.
She earned a BA in psychology from Rutgers University, and an MS and PhD in family studies and human development from The University of Arizona.
Practicum and Practicum Intensive
The TDI Hybrid MPH includes a concurrent practicum course that runs throughout the entire program, combining an Applied Practice Experience, or APE (a field study) with an Integrated Learning Experience, or ILE (written culminating project). Students develop and execute their own individual practicum with faculty support, focusing on a specific problem area or question. Skills gained in the program serve to improve health and/or health care, develop or refine policy, or generate new knowledge in a real-world setting. Using systems thinking, qualitative and quantitative methods, along with effective inquiry, student practicums will provide actionable insights and feasible recommendations.
Qualitative & Survey Research Methods
This course introduces the basic principles of qualitative research design and analysis using grounded theory along with the fundamentals of developing and analyzing surveys. Students will gain experience with interviewing and focus group facilitation, survey design and sampling, data collection, analysis, interpretation and reporting of results. In addition to gaining knowledge about primary research methods, students will be introduced to the use and analysis of data from publicly available national survey data.
The public health field internship provides students with an opportunity to apply principles and skills learned in the classroom - the measurement, organization, and improvement of public health care - to real situations in the field. A minimum of 120 hours is to be spent at the placement site during the winter and spring terms. Typically, this internship occurs in the final term of the year, but other arrangements are possible, typically for part-time students, with permission of the course director. Students who have completed their internships prepare and present an overview of their experience at the conclusion of the spring term and complete an exit appraisal of their experience and achievements.
Required for MPH; Not available for MS, PhD, Post-doc or Special students.
Prerequisites: PH 100, 102, 111, 115, 117, 139, 140, 151, and 154 or consent of course directors.
MORE ABOUT PAUL'S WORK
Meghan Longacre serves on the board of editors for the Journal of Nutrition Education and Behavior, and is a study section reviewer for NIH’s Time-Sensitive Obesity Policy and Program Evaluation grants. She serves on The Dartmouth Institute's admissions and curriculum committee, and also serves as a board member for the Montshire Corporation at the Montshire Museum in Norwich, Vermont.