Advising Undergraduate Public Health Students: A Phased Approach

With the growth of undergraduate public health (UGPH) programs comes the challenge of providing effective advising for these new majors. UGPH students' needs are distinct from those of master of public health (MPH) students: they seek broader perspectives of public health and have multiple curricular requirements outside their UGPH major. This difference in undergraduate and graduate student needs presents a challenge for undergraduates at schools and programs of public health, where advisors are experienced with more focused advising needed for MPH students. The distinction between UGPH and MPH students, particularly related to professional growth and skills, can also be confusing for practitioners. In contrast, faculty/staff in stand-alone UGPH degrees (i.e., at institutions without MPH programs) have expertise addressing general undergraduate needs, but their public health experience may be limited.

The Association of Schools and Programs of Public Health's (ASPPH's) “Critical Component Elements of an Undergraduate Major in Public Health” outlines fundamental public health and liberal arts domains that UGPH degrees should address.¹ The “Critical Component Elements” recognize the importance of advising but leave logistics to institutional discretion, with the understanding that schools work within existing structures to meet UGPH needs. Yet, is the traditional undergraduate advising model truly appropriate for UGPH?

Undergraduate advising ranges from ensuring that students meet graduation requirements to assisting with professional and personal development.² Faculty, staff, and practitioners can assume three roles: academic advisors, who inform about degree requirements and academic rules; mentors, who focus on professional and personal growth, with no input on degree progress; and developers, who encompass both roles.³ For the purpose of this article, the term “advisor” encompasses all three roles.

Undergraduate advisors typically approach student interactions based on academic year: freshman sessions focus on curriculum planning, sophomore and junior meetings incorporate professional development, and senior sessions focus on post-graduation planning.⁴ However, student needs also vary among peers within class year. One student may enter college with the knowledge of what major/career path to pursue, while another student may not decide until junior year. These different needs may not be discussed adequately using year-based advising. While this challenge has been raised in the literature, no solution has been offered.

We suggest that UGPH programs approach advising in consideration of the student's stage of educational discovery rather than purely academic year. Drawing on our collective experience in UGPH and discussion with colleagues, we propose four stages to the UGPH major (Table 1) and discuss related student needs and advisor roles.

Table 1.

Common questions asked by undergraduate public health students as they progress through their studies

MPH = master of public health

MD = doctor of medicine

UGPH STUDENT STAGES

Decider

The “decider” is a high school senior or undergraduate who is exploring degree options. Deciders know little about public health or may view it as a route to medical school that doesn't focus on basic science. With a passion for helping others and saving the world,⁵ deciders often ask two key questions: (1) What is public health? and (2) How is public health different from medicine? These questions are followed with: What classes will I take in this major? and What can I do with my degree? (Table 1). The answers they receive are important factors in their decision to declare the major.

Because deciders seek big picture information, advising should begin with an introduction to public health fundamentals. Most information deciders receive comes from academic advisors, and websites can reinforce information and provide examples of public health in action (Table 2). Along with presenting curriculum logistics, advisors should point students to course descriptions and syllabi. Declared majors can also supplement academic advising and provide peer advice through panels or informal discussions.

Table 2.

Suggested advising resources, their uses, and targeted developmental phase of the UGPH major

^aThe decider is a high school senior or undergraduate who is exploring degree options and generally knows little about public health. The explorer is a recently declared public health major who is taking introductory coursework and planning a curriculum in consideration of other commitments. The maximizer is in the heart of the public health major and looks to enhance coursework with experiences outside of the classroom, while seeking a higher level of responsibility and skill development. The mover is approaching graduation, with questions about post-college life. Most resources can be used at multiple developmental phases of the major, but can be particularly useful for the phases indicated.

UGPH = undergraduate public health

Explorer

As recently declared public health majors, “explorers” can be in any year of college. They are planning curricula in consideration of their other commitments (e.g., double majors, minors, and pre-med). Explorers progressing through introductory coursework discover new passions and seek hands-on opportunities. Their questions are logistical but begin to get more specific (Table 1): What courses explore my interests? How can I study abroad? What activities can I get involved in? How do I explain public health to my parents? and Where do public health majors get jobs?

Explorers spend substantial time with advisors thinking about how their coursework fits with their larger goals and interests. Advisors connect explorers with resources (e.g., international training programs), as well as courses less obviously linked to the field (e.g., public speaking, management, and writing classes). To do so, advisors often need to expand their own knowledge and networks. They may also work with students on how to approach conversations with parents about what public health entails.

Advisors can encourage explorers to engage in -activities that support their understanding of public health. Faculty and practitioners play a critical role by actively encouraging students to think beyond the surface. For instance, service-learning or immersion trips paired with reflection guide experiences and enhance explorers' understanding of how public health affects diverse populations. Practitioners can introduce explorers to the ins and outs of public health practice as guest speakers in class or on panels. Partnering explorers with upperclassmen or MPH students can also enhance early-stage thinking and growth.

Maximizer

Maximizers are in the heart of UGPH programs and look to enhance their education with experiences outside of the classroom. Many maximizers seek a higher level of responsibility and skill development through internships, volunteer work, or research. They spend time with advisors pursuing in-depth questions about career opportunities, and their questions are more pointed: How do I network and conduct informational interviews? How can I find research opportunities?

While many tools and conversations applied to deciders and explorers can be utilized through group sessions, advising maximizers increasingly entails one-on-one sessions tailored to individual needs. For example, maximizers benefit from mock interviews with practitioners or career services staff. Some students may seek mentoring on research skills from faculty (e.g., literature searches, data collection and entry, and basic analysis). Connecting students to professionals helps develop their networks.

Mover

Movers are approaching graduation and have questions about post-college life (Table 1): Should I enter the workforce or go to graduate school? Should I take time off before graduate school? Is an MPH the right degree for my interests? This stage of advising can be the most confusing as students sort through multiple sources of advice. In weighing options, movers seek input from anyone and everyone, which may yield conflicting information. Working individually with movers is critical, as every situation is unique. Advisors should provide tailored resources and be sounding boards to help movers navigate through this confusing time.

Movers also seek logistical information about applying to and financing graduate school. Their questions at this stage depend on each student's personal situation, abilities, and interests. Movers need to know how to highlight their UGPH experience in cover letters and resumes. Because UGPH is relatively new and national job placement data are limited, advisors may have little on which to base their answers. Resources such as “I am Public Health”⁶ and the Public Health Employment Connection⁷ (Table 2) serve as reference points.

It is important for advisors to help movers consider options beyond graduate school and traditional employment. Competitive programs such as the Truman Fellowship and Global Health Corps are ideal for UGPH graduates. Service programs such as AmeriCorps and Jesuit Volunteer Corps are a good way to develop skill sets and gain structured field experience. Movers may also be guided through workshops about applying to graduate school or jobs. Recent alumni can share insight about life as a new practitioner or graduate student. A career networking night is a good resource for those who are more actively looking for jobs.

PUBLIC HEALTH IMPLICATIONS

Students move through these phases at different paces. For example, some deciders and explorers move quickly, as they know themselves well and have clear passions, whereas others may find themselves in these stages for a full academic year or two. This progression can also be influenced by student age; the traditional undergraduate (aged 18–22 years) may move through these phases very differently than a nontraditional undergraduate who is older and may be entering a public health major with life/career experience and/or a two-year degree. This phased approach can help advisors, including practitioners, understand the spectrum of UGPH education and where the students are in their maturity of thought and skill set development.

It is important to recognize the distinction between UGPH and MPH students and respond to the unique needs of an undergraduate throughout the advising process. Understanding such differences in needs ensures students are receiving accurate and appropriate information. Examples of how awareness about this distinction can be accomplished include (1) incorporating discussion into faculty mentor/advisor training sessions, (2) a lunchtime brown bag session with a student panel for faculty and staff (e.g., career development staff) to learn about UGPH vs. MPH training from student perspectives, and (3) development of orientation materials for practitioners supervising students (e.g., internships and service learning) that compare expectations and examples of tasks for undergraduate and MPH students.

It will take time for advisors to build their pool of UGPH resources. Taking advantage of opportunities such as ASPPH's Undergraduate Education for Public Health Summit⁸ helps connect faculty working with these students. Remembering that UGPH students are advised by multiple people, it is important to find ways to generate discussion and disseminate information across the spectrum of advisors. National databases and resources that can be accessed by these individuals—academic advisors, mentors, and practitioners—are needed. Matching the growth in UGPH programs with growth in resources and discussion will strengthen advisors' abilities to meet the needs of students throughout the phases of their UGPH education.