Master of Public Health courses are taught by Health Sciences and Physical Education faculty and faculty from a variety of disciplines at Northeastern. For more information, review the faculty profiles below and feel free to reach out to discuss course offerings and curriculum.

Please contact Dr. James Ball, Coordinator of Public Health Graduate Programs, with any questions you may have about the program.

Ph.D.  Southern Illinois University, Carbondale, 2013. Dissertation: Factors affecting adoption and diffusion of distance education among university health faculty. Health Education and Promotion

M.S. University of Wisconsin, LaCrosse, 2007. Leadership competencies of recreational directors in the state of Wisconsin: A Delphi study. Recreational Management.

B.S. University of Wisconsin, LaCrosse, 2002. Health Education (K-12 teacher certification) with a Strength and Conditioning Concentration.

Turek, T., Wragge, P., Bice, M., & Ball, J. (2017).  Physical activity motivation among sororities and fraternities. International Journal of Kinesiology in Higher Education, 1(2), 1-10. Retrieved from:  .

Bice, M., Hollman, A., Bickford, S., Bickford, N., Ball, J., Wiedenman, E., Brown, G., Dinkel, D., & Adkins, M. (2017).  Kinesiology in 360 degrees.  International Journal of Kinesiology in Higher Education, 1( 9-17. Retrieved from: .

Banas, J., Ball, J., Wallis, L., & Greshon, S. (2017). The adolescent health care broker: Young people interpreting for family members and themselves in health care.  The Journal of Community Health. DOI: 10.1007/s10900-016-0312-5. Retrieved from: .

Ball, J., Banas, J., & Bice, M. (2016).  Understanding health care brokering among young and middle-aged adults. American Journal of Health Studies. 31(4), 190-198.

Bice, M., Ball, J., Parry, T. & Adkins, M. (2016).  Retrospective evaluation of high school primary physical activities and adulthood physical activity need satisfaction. Sport Science Review, 25(3-4), 183-198.

Banas, J., Wallis, L., Ball, J., & Gershon, S. (2016). Adolescent healthcare brokering: Prevalence, experience, impact, and opportunities. Journal of School Health, 86(12), 898-904.

Ball, J., Bice, M., & Parry, T. (2016). Retrospective evaluation of high school sport participation and adult BMI status, physical activity levels, and motivation to exercise. American Journal of Health Studies, 31(1), 105-111.

Bice, M., Carey, J., Brown, G., Adkins, M., & Ball, J. (2016). The use of mobile application to enhance learning of the skeletal system in introductory anatomy & physiology students. The International Journal of Kinesiology in Higher Education, 27(1). 14-20.

Bice, M., Ball, J., Ramsey, A., & Adkins, M. (2016).  Health technology ownership and use: Implications for adult physical activity. Journal of Sport and Health Research, 8(1), 13-22.

Ball, J., & Bice, M. (2015). Adult BMI and physical activity: Retrospective evaluation of high school sport and recreation participation. Recreation Sports Journal. 39(2), 144-156.

Ball, J., Bice, M., & Adkins, M. (2015). Qualitative assessment of an electronic activity-tracking device:  Strengths, weaknesses, and considerations in behavior change interventions for health educators.  The   Health Educator. 47(1), 20-26

Bice, M., Ball, J., & McClaran, S. (2015). Wearable electronic activity-tracking technology: Nike fuelband se and physical activity motivation. International Journal of Sport and Exercise Psychology,13(2), 1-9.

Ball, J., Ogletree, R., Jurkowski, Asunda, P., & Miller, K. (2014). Diffusion of innovation elements that influence  the adoption and diffusion of distance education in health.  American Journal of Health Studies, 29(3),   240-246.  

Ball, J., Bice, M., & Parry, T. (2014). Adult motivation for physical activity: Differentiating motives for exercise,  sport, and recreation. Recreation Sports Journal. 38(2), 130-142.

Ball, J., Foust, C., & Rochester, C. (2014). Mindfulness practice in the classroom and gym: Making a real impact in student learning. COAHPERD Journal. 40(1), 9-14.

Bice, M., Ball, J., & Ramsey, A. (2014).  Relations between mindfulness and mental health outcomes: Need fulfillment as a mediator. International Journal of Mental Health Promotion.16(3), 191-201.

Bice, M., Ball, J., Brown, S., & Parry, T. (2014). Influence of high school sport participation on adult physical  activity. Journal of Sport and Health Research.6(3), 253-264.

Hostetter, K., Ball, J., Clark, R., & Deluna, J.  (2015, June). Healthcare Issues & Conditions Relative to Ethnically Diverse Populations. Poster presentation at the 2015 National Athletic Training Association Clinical Symposia and Athletic Training Expo in St. Louis, Mo.

Ball, J.  (2015, April). Mindfulness Implementation into the Classroom. Experiential Education Poster Session and Scholars Showcase at Colorado State University-Pueblo in Pueblo, Colo.

Bice, M. & Ball, J. (2015, April). Innovation perceptions & motivation to implement a coordinated school health program in rural Nebraska. Poster presentation at the 2015 Society for Public Health Education National Conference in Portland, Ore.

Ball, J. & Bice, M. (2015, March). Specific physical activities participated during high school increase lifetime activity. Poster presentation at the 2015 Society of Health and Physical Educators National Conference in Seattle, Wash.

Bice, M. & Ball, J.  (2015, March). Relations between physical activity, mindfulness, and mental health outcomes. Poster presentation at the 2015 Society of Health and Physical Educators National Conference in Seattle, Wash.

Ball, J. & Bice, M. (2015, January). Exercise motivation among adults who had access to a physical activity tracking device. Poster presentation at the 2015 National Association for Kinesiology in Higher Education Conference in Clearwater, Fla.

Foust, C., Rochester, C., & Ball, J. (2014, October). Implementing mindful techniques in children and adolescents. Oral presentation at the 2014 Colorado Association for Health, Physical Education,        Recreation, and Dance State Conference in Westminster, Colo.

2013-2015 Assistant Professor of Health Promotion. Colorado State University-Pueblo.

Room PE 1136
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Ed.D., Instructional Design & Technology; Northern Illinois University

M.S. Ed., Curriculum & Instruction; Northern Illinois University

M.P.H., Health Education & Promotion; University of Illinois - Chicago

B.S., Health Care Planning & Administration; University of Illinois - Champaign

Banas, J., Valley, J., & Chaudhri, A. (2021). A biblioguidance approach to understanding and developing adolescents’ social-emotional competence in the health education classroom: a formative research study. Health Education, 121(5), 486-503.

Banas, J. (2021). Developing adolescents’ social-emotional competence and health literacy: a formative research study preview. Academia Letters, Article 617.

Banas, J., Gershon, S., Christiansen, D., & Castellanos, M. (2020). Promoting health careers among diverse youth to improve health equity. Illinois Journal.

Banas, J.R., Oh, M., Willard, R., & Dunn, J. (2020). A public health approach to uncovering the health-related needs of teen library patrons. Journal of Research on Libraries and Young Adults, 11(1).

Banas, J. & Wartalski, R. (2019). Developing a community of learners. Library Technology Reports, 5(4), 8-13.
Banas, J., Magasi, S., The, K., & Victorson, D. (2019). Recruiting and retaining people with disabilities for qualitative health research: Challenges and solutions. Qualitative Health Research, 29(7), 1056-1064.

Santos Green, L., Banas, J. R., Perkins, R. (Eds). (2017). The flipped college classroom: conceptualized and re-conceptualized. Switzerland: Springer International Publishing.

Banas, J., Ball, J., Wallis, L., & Gershon, S. (2017). The adolescent healthcare broker: Adolescents interpreting for family members and themselves in healthcare. Journal of Community Health, 42(4), 739-747. doi:10.1007/s10900-016-0312-5

Banas J, Victorson D, Gutierrez S, Cordero E, Guitelman J, & Haas N. Developing a peer-to-peer mhealth application to connect Hispanic cancer patients (2017). Journal of Cancer Education, 32,158-165. doi: 10.1007/s13187-016-1066

Banas, J., Wallis, L., Ball, J., & Gershon, S. (2016). Adolescent healthcare brokering: prevalence, experience, impact, and opportunities. The Journal of School Health, 86(12), 898-904. doi: 10.1111/josh.12456

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5500 North St. Louis Avenue
Chicago, IL 60625
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MD: College of Medicine, University of Nigeria Teaching Hospital – Clinical Medicine and Surgery

EdD: Western Kentucky University – Organizational Leadership [Health and Education]

MPH: Western Kentucky University – Public Health [Environmental Health and Health Promotion]

MA: Western Kentucky University – Non-Profit Healthcare Organizations

Ejike, C. (2021). Health Seeking Behaviors Among Displaced Populations. In A. Klimczuk, Demographic Analysis: Selected Concepts, Tools, and Applications (pp. 183 - 198). London, UK: IntechOpen

Ejike, C., Lartey, G., Capps, R. & Ciochetty, D. (2020). Health-seeking cultural patterns in the use of available healthcare services among refugee groups in south-central Kentucky. International Journal of Migration, Health, and Social Care, 16(1), 12-21. .

Ejike, C., Lartey, G., Capps, R. & Ciochetty, D. (2019). Health-Seeking Behavioral Patterns among Refugee Groups – A Case-Study in South-central Kentucky. Journal of Refugee and Global Health, 2(2), Article 10. DOI: 10.18297/rgh/vol2/iss2/10

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The University of Akron, Akron OH

Hollis-Sawyer, L. (2021). Differential treatment of older workers due to COVID-19 accommodations: Potential issues of ageism and age discrimination. Journal of Elder Policy, 1(3), 155-174.

Patrick, J., Hayslip, B., & Hollis-Sawyer, L. (2020).  Adult development and aging. Sage.

Sawyer, T., Nebl, P., & Hollis-Sawyer, L. (2020). Black belt statistics: A competency-based approach (plus SPSS and R). Cognella.

Cole, E., & Hollis-Sawyer, L. (Editors) (2020). Older women who work: Resilience, choice, and change. APA Books.

Hollis-Sawyer, L. (2020). Use it or lose it: Older women and civic engagement. In Cole, E., & Hollis-Sawyer, L. (Editors), Older women who work: Resilience, choice, and change. APA Books.

Selected Professional Awards

Recipient of the 2021 CHOICE Outstanding Academic Titles for Older Women Who Work: Resilience, Choice, and Change (APA Books, 2020).

Recipient of the 2017 British Medical Association (BMA) “Highly Commended” book   recognition designation for the Hollis-Sawyer, L. A., & Dykema-Engblade, A. (2016). Women and positive aging: An international perspective. Academic Press book. Awarded at the BMA Award Ceremony in London, UK on September 11, 2017.  

Recipient of the 2017 American Psychological Association Division 35 Denmark Women  and Aging Award. Awarded at the APA Conf. in Washington, DC on August 5, 2017.   

Recipient of the 2014 American Psychological Association (APA) Division 20 Mentorship Award in Adult Development and Aging. Awarded at the APA Conference in      Washington, DC on August 9, 2014.    

Recipient of the 2014-2018 Association for Gerontology in Higher Education (AGHE) Program of Merit Award (as Gerontology Coordinator). Awarded at the AGHE Conference in Denver, CO on March 1, 2014.    

Room BBH 307E
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Foothill College, A.S. in Physical Education/Human Performance

Washington State University, B.S. in Kinesiology

University of Massachusetts Amherst, Master of Public Health 

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2011, Ph.D., Applied Mathematics, Northwestern University, Evanston, Ill.
2005, M.S., Applied Mathematics, Northwestern University, Evanston, Ill.
2004, B.A., Mathematics, Minor in Chemistry, College of the Holy Cross, Worcester, Mass.

Undergraduate and Graduate Students’ Research

Amber Gehring  MS – The Effect of Treatment on Metastasized Lung Cancer: Comparison of Growth Rates (2013)

Ramon Vela MS – KAM Phenomenon in the Rocking Block Model (2014)

Irvin Garcia (UG), Carly Hall (UG), James Beer (UG), and Ricardo Juarez(UG) - Stochastic Model of Sulfur Dioxide and Lava Flow for Nyamuragira (2014) 

Patrick Quaid MS – Statistical Analysis of the Advantage of Southpaws in MMA (2015)

Anila Ajdini MS – Monte Carlo Simulations of European Calls (2015)

Alex De Groh MS – Tardiness as an Epidemic (2015)

Carly Hall (UG) (Honors) – Quantification and Modeling of Zebrafish (Danio Rerio) Shoaling Patterns in Response to Environmental and Pharmaceutical Treatments (2016)

Alejandro Sanchez MS (RCA Recipient) – Numerical Analysis on a Diffusion Flame with Radiative Heat Loss (2017)

Carlos Villeda MS –  The Flow Over a Rotating Cylinder (2017)

Rhys Gunther (UG) (Honors) – Vaccination and Epidemic Avoidance (2019)

Aram Gebretensae MS – Three Population Squirrel Competition Model with Migration of Exotic American Squirrels (2019)

Benjamin Eghan MS – Mathematical Modeling and Analysis of a Competition System with and Infection in One Species (2019)

Grace Kim MS – Nonlinear Stability Analysis: Competing Species that Crossbreed to Make a Hybrid Species (2019)

Grants

Co-PI, NU-STARS for Northeastern Illinois Student Training in Academic Research in the Sciences, 2014- 2019 and 2019-2024. Webpage

Co-PI, Integrating Science, Mathematics, and Computing within an Elementary and Middle School Pre-Service Teacher Education Curriculum, 2016-2020. Webpage

Co-PI, NSF-IUSE Grant, Peer Enhanced Experiential Research in STEM (PEERS), 2014-2019. Webpage

Co-PI, NSF-HSI Grant, HSI Conference: Catalyzing Progress in Undergraduate STEM Education with Insights from Midwestern HSIs, 2017-2018

Advisory, Mentor for Mathematics Modeling Minor, NU-STARS for Northeastern Illinois Student Training in Academic Research in the Sciences, 2014- 2018.

Mathematics Curriculum Development, NSF-IUSE Grant, Research in the Undergraduate Curriculum, 2014-2018.

Co-Principle Investigator, Underrepresented STEM majors’ perspectives of experiences supporting their mathematical success, $5,000, Research Community Award, 2014.

Co-Principle Investigator, Underrepresented STEM undergraduate and graduate students’ perspectives of experiences supporting their mathematical success, $4,900, Student Center for Science Engagement and U.S. Department of Education, 2014.

Co-Principle Investigator, Underrepresented STEM majors’ perspectives of experiences supporting their mathematical success, $4,000, Committee on Organized Research Award, 2014.

Professional Affiliations & Membership

Society of Industrial and Applied Mathematics (SIAM)

American Mathematical Society (AMS)

Mathematical Association of America (MAA)

Society for the Advancement of Chicanos and Native Americans in Science (SACNAS)

American Indian Science and Engineering Society (AISES)

Return to           Return to Mathematics Homepage

Room BBH 212A
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MPH University of Michigan. Health Behavior and Health Education

B.A. University of Michigan Residential College. Social Sciences

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Postdoctoral Research Fellowship, College of Physicians and Surgeons, Columbia University, New York City

Ph.D.:  North Dakota State University, College of Education and Human Development (HIV Prevention Education)

JCL: Catholic University of American, School of Canon Law

M.A.: DePaul University, Health Communication

B.Th.: Pontifical Urbanian University, Rome, Italy, Theology, magna cum laude

B. Phil.: Pointifical Urbanian University, Rome, Italy, Philosophy, magna cum laude

Udoh I. A., Mantell JE, Kelvin E, Adams-Skinner J. (in press). The influence of religion and culture on HIV transmission in the Niger Delta of Nigeria. Journal of Religion and Health.

Udoh, I.A. (2019) Oil production, environmental pressures and other sources of violent conflict
in Nigeria, Review of African Political Economy, DOI: 10.1080/03056244.2018.1549028

Udoh, I. A. (2018). Public Health Emergency, UNEP Environmental Assessment and the Clean-up of
Nigeria’s Niger Delta. Arts and Humanities Open Access Journal, 2(6), 386-389.

Udoh, I. A., & Ibok, M. S. (2014). Manipulative and coercive power and the social-ecological
determinants of violent conflict in the Niger Delta of Nigeria. African Conflict and Peacebuilding Review, 4(1), 60-94.

Udoh, I. A. (2013). A Qualitative Review of the Militancy, Amnesty, and Peacebuilding in
Nigeria's Niger Delta. Peace Research, 63-93.

Udoh, I. A. (2013). Globalization and its discontents. Explorations in Adult Higher Education, 2, 46-49.

Udoh, I. A. (2013). Oil, migration and the political economy of HIV/AIDS prevention in Nigeria’s
Niger Delta. International Journal of Health Services, 43(4), 681-697.

Udoh, I. A., Mantell. J. E., Sandfort, T., & Eighmy, M. A. (2009). Potential pathways to HIV/AIDS transmission in the Niger Delta of Nigeria: Poverty, migration and commercial sex. AIDS Care, 21(5), 567-574.

Exner, T. M., Mantell, J. E., Adeokun, L. A., Udoh, I. A., Oladipo, O., Delano, G. E., Faleye, J., & Akinpelu, K. (2009). Mobilizing men as partners: The results of an intervention to increase dual protection among Nigerian men. Health Education Research, 24(5), 846-854..

"Oil, Pollution, and the Political Economy of Violent Conflict in Nigeria's Niger Delta." DePaul University MPH Spring Colloquium, April 24, 2013

"Oil, Environment and health: A review of the 2011 UNEP report on pollution in the Niger Delta." A Workshop for 15 host communities to oil production and executives of oil multinationals in the Niger Delta, Port Harcourt, Nigeria, December 19-20, 2011.

"Oil exploration and health: Analysis of Responses to pollution in Ecuador, Nigeria, and Indonesia." Seminar presentation at the NEHS Center for Environmental Health in Northern Manhattan, Columbia University, New York, November 11, 2011.

Udoh, I., & Workman, M. (2020). Assessing Shared Social, Economic, and Environmental Issues in the United States and Nigeria Through Virtual Exchange. Virtual presentation at the International Virtual Exchange Conference (IVEC): Towards Digital Equity in Internationalization, Newcastle University, UK, September 14-16, 2020.

Leon, R., Joppie, A., Udoh, I., & Workman, M., Olivier, J., & Pearl, M. (2020). Expanding access to international learning through virtual exchange. Remote presentation at the 2020 Distance Teaching & Learning Conference, University of Wisconsin at Madison, Wisconsin, Aug. 3-7, 2020.

Banas, J., York, C., & Udoh, I. (2020). Lessons from a transitional learning experience: US and Liberian Students reading about and discussing health disparities. Presentation at the annual E-Learning & Innovative Pedagogies Conference, Rhodes, Greece (Conference Cancelled), April 2020.

Udoh, I.A. (2019). The Public Health Impact of Oil Pollution in Nigeria. Presentation at the Twelfth Global Studies Conference, Jaggiellonian University, Krakow, Poland, 27-28 June, 2019

Udoh, I.A. (2017). Oil Production and Other Ecological Determinants of HIV/AIDS Risk in Nigeria. Presentation at the International Conference on Clinical & Pharmaceutical Microbiology October 18-20, 2017, Rome, Italy

Udoh, I.A. (2016). Assessing the Effectiveness of the Niger Delta Amnesty Program as a Peace and
Development Strategy in Nigeria. An Address to the 6th Plenary Session of the 2016 International Peace Research Association Conference, University of Sierra Leone, Freetown, Sierra Leone, November 27 – December 1, 2016.

Udoh, I.A. (2016). Assessment of the Sources of Violent Conflicts and Strategies for Peacebuilding in
Nigeria’s Niger Delta. Presentation at the 26th IPRA General Conference On AGENDA FOR PEACE AND DEVELOPMENT Conflict Prevention, Post-Conflict Transformation, and the Conflict, Disaster Risk, and Sustainable Development Debate. University of Sierra Leone, Freetown, Sierra Leone, November 27 – December 1, 2016.

Udoh, I. A. (2011). Oil, Environment and health: A review of the 2011 UNEP report on pollution in
the Niger Delta. A Workshop for 15 host communities to oil production and executives of oil multinationals in the Niger Delta, Port Harcourt, Nigeria, December 19 -20, 2011.

Udoh, I. A. (2011). Oil exploration and health: Analysis of Responses to pollution in Ecuador,
Nigeria, and Indonesia. Seminar presentation at the NEHS Center for Environmental Health in Northern Manhattan, Columbia University, New York, November 11, 2011.

Udoh, I. A. (2011). A comparative analysis of pollution and occupational health in Africa and South  
America. A workshop presented to graduate students in the socio-medical sciences track, Mailman School of Public Health, Columbia University, New York, November 10, 2011.

Udoh, I. A. (2010). The status of the federal amnesty program: A review of youth development
programming in the Niger Delta of Nigeria. Paper presented at Brown University’s 2010 Achebe Colloquium, Providence, Rhode Island, December 3 – 4, 2010.

Udoh, I A (2009). Integrating of HIV prevention within poverty reduction and human rights: A
model of health promotion in Nigeria. Grand Rounds, HIV Center for Clinical and Behavioral Studies, New York State Psychiatric Institute and Columbia University, New York, June 25, 2009.

Udoh, I A, Mantell, J E Sandfort T (2008). A political economy of HIV transmission in the Niger Delta
of Nigeria: Conflict, Poverty, migration and commercial sex work. Poster presented at the International AIDS Conference, Mexico City, Mexico, August 3-9, 2008.

Affiliated Faculty, Health Communication M.A. Program, DePaul University, 2014-2015

Affiliated Faculty, Master of Public Health Program and Department of Environmental Science, DePaul University, 2014 -

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MPH w/concentration in Program Planning, ����Թ�

D.C., National University of Health Sciences. 

B.A.- Economics, ����Թ� 

Physical Education Building
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MD: College of Medicine, University of Nigeria Teaching Hospital – Clinical Medicine and Surgery

EdD: Western Kentucky University – Organizational Leadership [Health and Education]

MPH: Western Kentucky University – Public Health [Environmental Health and Health Promotion]

MA: Western Kentucky University – Non-Profit Healthcare Organizations

Ejike, C. (2021). Health Seeking Behaviors Among Displaced Populations. In A. Klimczuk, Demographic Analysis: Selected Concepts, Tools, and Applications (pp. 183 - 198). London, UK: IntechOpen

Ejike, C., Lartey, G., Capps, R. & Ciochetty, D. (2020). Health-seeking cultural patterns in the use of available healthcare services among refugee groups in south-central Kentucky. International Journal of Migration, Health, and Social Care, 16(1), 12-21. .

Ejike, C., Lartey, G., Capps, R. & Ciochetty, D. (2019). Health-Seeking Behavioral Patterns among Refugee Groups – A Case-Study in South-central Kentucky. Journal of Refugee and Global Health, 2(2), Article 10. DOI: 10.18297/rgh/vol2/iss2/10

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Full-time in less than 1 year

The following is the most up-to-date plan of study for students seeking to complete the certificate within one year:

The School Health Graduate Certificate is designed to meet the needs of professionals who work in a school setting or with school-related partners. In addition to developing foundational knowledge in health content areas, students are engaged in learning best practices in health education curriculum development, selection and design of assessments, skills-based teaching strategies, school health program planning and evaluation, and school health advocacy. Throughout the program, ongoing attention is given to equity and justice in health education and to developing health-literate individuals. 

ADMISSION INFORMATION

The program admits students for the fall, spring and summer semesters.

The School Health Graduate Certificate:

• Meets ISBE requirements for certified teachers seeking a cross-endorsement in Health Education
• Prepares students for the Illinois Health Education content test
• Offers fully online, graduate-level coursework
• Utilizes an applied practice approach with attention to the adult learner

The School Health Graduate Certificate prepares certified teachers to teach health education and to serve in school health leadership roles. It also supports professionals working or seeking to work with schools or school-aged children towards achieving optimal health. These professionals might include nurses, counselors, social workers, coaches, and academic support staff and administrators, as well as professionals employed by park districts, social service agencies, public and private health care organizations, and government institutions. 

In addition to serving as a school health education teacher, additional job titles might include:

• Health education specialist
• Community health worker
• School health program coordinator
• School health advocate
• School health policy analysis or advisor

For more detailed career information, visit the U.S. Department of Labor .

Take a closer look at the School Health Graduate Certificate and the courses offered toward the certificate.

If you are interested in the program or have questions, please contact Health Sciences and Physical Education at (773) 442-5581 or email Dr. James Ball, Chair and Program Coordinator, at jwball@neiu.edu.

HSPE Department Homepage

����Թ� is home to students from all corners of the world and is one of the most ethnically diverse universities in the nation. Our small class sizes, flexible schedules and dedicated faculty can help you succeed in your studies. We offer an education with value.

Learn more about Northeastern and our programs today!

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Health inequalities related to care access and a population’s quality of life won’t resolve themselves without acknowledgement, intervention, and long-term solutions. As social determinants of public health come to light, the Chicago region and world as a whole require knowledgeable, compassionate professionals ready to tackle these challenges, defend and advocate for vulnerable communities, and enact change not solely through awareness but research-based policy measures as well.

The Department of Health Sciences and Physical Education's Master of Public Health (MPH) degree program is designed to train the next generation of professionals to make an impact and work to overturn current structural inequalities. Accommodating working adults with full- and part-time hybrid formats, the MPH prepares students to serve, lead and conduct public health research in range of public health settings and to address the intersectional factors affecting marginalized communities. 

Our MPH is unique in Chicago by taking on an interdisciplinary approach to public health. Courses are taught by faculty across the university. Students can personalize their degree with over 100 elective options, gain a breadth of perspectives, and an opportunity to pursue personal interests.

About the MPH Degree Program

NEIU’s MPH degree program is unique to the greater metropolitan Chicago area. For individuals seeking to improve population health through policy, research, and strategy, the program consists of 42 credit hours taught by a multidisciplinary team of faculty members lending their perspective and expertise and providing a degree of flexibility: six credit hours let you explore a wide range of public health topics related to sociology, gerontology, justice studies, and economics. In preparation for a post-graduation career, you’ll pair classroom learning with research and internship opportunities to supplement your knowledge with hands-on experience. 

From a holistic perspective, you’ll learn about the social determinants of health, their impact on individual and community quality of life, and the intersectional factors playing a role. Emphasizing reflective, collaborative, and personally and socially transformative practices, our program prepares individuals to serve under-represented, under-resourced populations as public health experts in government institutions, non-profit and private organizations, K-12 schools and higher education, healthcare clinics, research centers, industry, and other settings. In striving to become a dedicated professional aiming to challenge existing systems and shape new legislation that benefit the public, you’ll:

• develop a complex understanding of the profession and science of public health;
• explore sociological, economic, and policy factors related to human health;
• enrich your existing skill set with an evidence-based approach to public health and the healthcare system, including planning, management, communication, policy, systems thinking, and interprofessional practice skills;
• gain insight and skills related to biostatistics, epidemiology, healthcare administration and leadership, health literacy and health communications, health promotion programming, social and behavioral health theory, policy and legislation, systems thinking, and environmental health;
• explore a wide range of public health topics related to urban community studies, gerontology, human resource development, geographic information science, economics, and more; and
• build upon your existing knowledge while preparing to pursue a terminal degree in behavioral health, epidemiology, environmental health issues, or health law and policy.

Through online and on-campus classes at urban locations accessible by car and public transportation, you’ll progress through the MPH program . Full-time students are ready to take their knowledge out into the world after two years, while part-time students finish the program in under three years.

Our MPH graduates are eligible to sit for the Community Health Education Specialist (CHES) exam. The CHES examination is a competency-based assessment used to measure possession, application and interpretation of knowledge in Areas of Responsibility for Health Education Specialists.

MPH Degree Program Curriculum (42 Credit Hours)

The MPH offers three concentrations to choose from depending on student interest:

Healthcare Administration

The Healthcare Administration concentration prepares students for leadership and management positions in various healthcare settings. In addition to learning the basic principles of public health, students explore and apply concepts, processes and theoretical content related to public policy, human resource management, marketing, financial planning, health economics, health equity and global health. The program emphasizes the differences between leadership and management and the role of ethics, cultural competency, and social, economic and environmental accountability in effective leadership.

Public Health Promotion

The Public Health Promotion concentration prepares students to educate, lead, conduct research, serve, and advocate for public health in a variety of settings. Additionally, students will be prepared to pursue terminal degrees in the behavioral, epidemiological, or environmental health sciences, as well as health-related law and policy, and health care administration.

School Health

The School Health concentration prepares students for leadership roles in the field of school health. Additionally, the concentration includes coursework that meets Illinois requirements for certified teachers seeking a cross-endorsement in Health Education and prepares them to take the Illinois Health Education content test. 

, and . 

Careers With an MPH Degree

The United States Bureau of Labor Statics estimates that employment in healthcare occupations, which includes careers in public health, will continue to increase by 13% from 2021 to 2031. This is much faster than the average for all occupations.

Public health is a broad field and includes multiple areas of expertise, including epidemiology, data science, health education, environmental health, health administration and other health-related areas. Common job titles include but are not limited to:

• Healthcare Administrator
• Health Educator
• Public Health Researcher
• Policy Analyst

With an NEIU MPH, you'll be prepared to serve under-represented, under-resourced populations as a public health expert in government institutions, non-profit and private organizations, K-12 schools and higher education, healthcare clinics, research centers, industry and other settings.

MPH Program Admissions

Ready to tackle a new challenge and serve your community? Individuals interested in applying will be evaluated on NEIU’s , in addition to :

• official transcripts;
• two letters of recommendation;
• a minimum 2.75 GPA; and
• an essay addressing three subject areas: 1. what public health means to you, 2. what areas of public health interest you and, 3. how a degree in public health will support or advance your career goals.

Advocate to Improve Your Community’s Health With an MPH Degree From NEIU

Transform into the force of change your community needs to grow and thrive with an MPH degree from NEIU. If you are interested in the program or have questions, please contact the Department of Health Sciences and Physical Education at (773) 442-5581 or email James Ball, Chair and Program Coordinator, at jwball@neiu.edu.

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Part-time in 18 months

The following is the most up-to-date plan of study for students seeking to complete the certificate within 18 months:

Full-time in less than 1 year

The following is the most up-to-date plan of study for students seeking to complete the certificate within one year:

Northeastern’s Public Health Graduate Certificate is designed to meet the needs of professionals seeking to gain supplemental knowledge in public health. With a unique emphasis on health disparities and health equity, the certificate prepares learners to collaborate with, conduct research in, and work in a variety of public health settings. In addition to the four core courses, students take two elective courses across disciplines to personalize their professional development.

The program offers:

• Essential public health knowledge and skills to support current and future job functions and goals.
• A pipeline into the Master of Public Health program if interested in pursuing the degree.

Student Learning Outcomes

Students will demonstrate foundational public health knowledge in:

• The profession and science of public health. 
• Factors related to human health.

Students will demonstrate foundational public health competencies in:

• Evidence-based approaches to public health
• Public health and health care systems
• Planning and management to promote health
• Policy in public health
• Leadership
• Communication
• Interprofessional practice
• Systems thinking

Credit hours required: 18

Required core courses (12 credits):

• PH 400 Introduction to Public Health
• PH 440 Health Disparities and Health Advocacy
• PH 405 Social and Behavioral Health Theory & Practice
• PH 410 Epidemiology

Elective courses (6 credits):

• Any two courses approved by Public Health Coordinator

Admission Information

The program admits students for the fall, spring and summer semesters.

The Public Health Graduate Certificate offers:

• Hybrid classes (on-campus and online learning).
• An interdisciplinary approach taught by a team of highly qualified faculty. 
• Electives focused on topics related to public health, such as sociology, gerontology, counseling, social work, justice studies, economics, and more. 

Upon completion, students will demonstrate proficiency in the following foundation competencies:

• Evidence-based approaches to public health
• Public health and health care systems
• Planning and management to promote health
• Policy in public health
• Leadership
• Communication
• Interprofessional practice
• Systems thinking

In addition, Northeastern offers an array of flexible day, evening and weekend classes with an affordable tuition and convenient urban locations accessible by car or public transportation.

The Public Health Graduate Certificate can serve as a first step towards work in a variety of public health settings including public and private health care organizations, health research facilities, social service and environmental health agencies, and government institutions. Jobs titles include, but are not limited to:

• Community/public health educator
• Public health program coordinator
• Health services manager
• Public health researcher
• Public health policy analysis or advisor
• Public health information officer
• Public health advocate

For more detailed career information, visit the U.S. Department of Labor .

Take a closer look at the Public Health Graduate Certificate and the courses offered toward the certificate.

If you are interested in the program or have questions, please contact Health Sciences and Physical Education at (773) 442-5581 or email Dr. James Ball, Chair and Program Coordinator, at jwball@neiu.edu.

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����Թ� is home to students from all corners of the world and is one of the most ethnically diverse universities in the nation. Our small class sizes, flexible schedules and dedicated faculty can help you succeed in your studies. We offer an education with value.

Learn more about Northeastern and our programs today!

Undergraduate Programs

Students pursuing a degree in the Department of Health Sciences and Physical Education must meet all of the Goodwin College of Education requirements for admission and retention. In addition, the Department of Health Sciences and Physical Education has before students will be allowed to participate in clinical, field, or internship experiences.

• Community Health, B.S.
• Physical Education K-12 Licensure, B.A.
• Exercise Science, Minor
• Health Promotion, Minor

Graduate Programs

• Exercise and Sport Science, M.S.
• Public Health, M.P.H.
• Public Health, Graduate Certificate
• School Health, Graduate Certificate

Part-time in less than 3 years

The following is the most up-to-date plan of study for students seeking to complete the degree within three years:

Full-time in less than 2 years

The following is the most up-to-date plan of study for students seeking to complete the degree within two years:

Foothill College, A.S. in Physical Education/Human Performance

Washington State University, B.S. in Kinesiology

University of Massachusetts Amherst, Master of Public Health 

Room PE 1136
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5500 North St. Louis Avenue
Chicago, IL 60625
United States