Learn how to lead transformative change in health and health care through the Dartmouth Online/On-Campus Hybrid Master of Public Health program. Designed specifically for working professionals who are not afraid to ask tough questions and who are passionate about challenging the status quo, the 22-month program enables you to pursue your MPH with minimal time away from your job. Offered in a low-residency format, you will complete a combination of online MPH coursework and attend brief residential periods on campus.
Along the way, you will work closely with a small group of about 40 peers who bring variety of perspectives to the program as physicians, nurses, social workers, program managers, researchers, policy analysts, and administrators. With a 12:1 student-to-faculty ratio, you’ll also have direct access to the Institute’s world-renowned faculty who are the innovators behind many of the most disruptive ideas in health care today.
Students take one course at a time online (about 15-20 hours of work per week) and spend three weeks per year on the Dartmouth campus interacting face-to-face with each other and with faculty. Assignment due dates are consistent and predictable to allow students to plan ahead and complete the assignment when time permits.
Through case studies, problem sets, virtual classes, and video lectures, students take a deep dive into content such as epidemiology, biostatistics, and health care ethics. Mentored by a Dartmouth faculty member, students also design and complete a practicum project. The practicums can range from a quality improvement project in a medical care setting to a project in policy analysis/development.
Whether your path is on the front lines as health care provider or working to understand the big-picture as a researcher or a policy analyst, at Dartmouth you'll have the opportunity to build a professional network that will allow you to achieve your career and academic goals.
22 MONTH PROGRAM
40 STUDENTS PER CLASS
1COURSE AT
A TIME
Here are some of the goals that current students are well on their way toward reaching with the help of Dartmouth faculty and their peers in the online MPH program.
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Courtney Theroux
DIRECTOR OF ADMISSIONS
Amanda Williams
ASSOCIATE DIRECTOR, ADMISSIONS AND RECRUITMENT
Mia Pennekamp
ADMISSIONS MANAGER
Dartmouth.Institute.Admissions
@dartmouth.edu(603) 646-5834
AREAS OF EXPERTISE:
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 12 years, her research has focused on the prevention of childhood obesity. Her current work examines the influence of food marketing on preschoolers’ diet. Meghan 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. She serves on the board of editors for the Journal of Nutrition Education and Behavior, and is a reviewer for NIH’s Time-Sensitive Obesity Policy and Program Evaluation mechanism. As a qualitative researcher, Meghan consults with research teams regarding appropriate use of qualitative methods within child-focused research projects.
More recently, Meghan served as the director of the Hybrid (online/on-campus) Master of Public Health program at The Dartmouth Institute for Health Policy and Clinical Practice. She currently teaches the Qualitative Research Methods short course in the Hybrid MPH program. In addition, she is the co-Course Director for the “Practicum” series of courses (PH261-PH264), which combines the Applied Practice Experience and Integrated Learning Experience requirements 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.
PH 261/262/263/264:
Practicum and Practicum Intensive
(3.75 units)
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.
PH 214:
Introduction to Survey Methods for Public Health and Healthcare
(0.50 unit)
This course introduces students to the use of survey methods in public health and healthcare. Students will learn basic principles of survey study design and data collection, focusing on evidence-based designs such as the tailored design survey approach. Specific activities used to learn survey methods include writing and critiquing survey questions, evaluating survey formats, and designing survey studies, including sampling, survey mode and recruitment based on the study question, context and target population.
PH 161:
MPH Internship
(4)
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.
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 curriculum committee, and also serves as a board member for the Montshire Corporation at the Montshire Museum in Norwich, Vermont.
