Behavioral Health (Clinical), DBH
ASU Charter
ASU is a comprehensive public research university, measured not by whom we exclude, but rather by whom we include and how they succeed; advancing research and discovery of public value; and assuming fundamental responsibility for the economic, social, cultural and overall health of the communities it serves.
Inclusive Excellence at the College of Health Solutions
The College of Health Solutions has a mission to improve the mental and physical health of our larger and immediate communities by better understanding the challenges that individuals and populations face, while striving to be part of the solution. The college is committed to the idea that every member of our society should have the opportunity for good health and wellness throughout their lifespans. In an effort to actualize this ideal, we embrace and support inclusive excellence in everything we do, including teaching, research, service, and clinical practice.
See our commitments to inclusive excellence.
Introduction
Welcome
Welcome to the Doctor of Behavioral Health clinical concentration program at Arizona State University!
We are excited you have selected the Behavioral Health (Clinical), DBH degree and the graduate faculty and support staff are committed to your success in this program. As graduate students, you will have the opportunity to interact with faculty from a variety of clinical and management backgrounds in integrated care, interprofessional education, and behavioral health who are committed to evidence-based practice to support better health outcomes in patients, organizations, and the community. The intellectual diversity and practical experience of our faculty ensure graduate students will have a variety of opportunities to expand their knowledge of integrated care and make a positive impact on the health of the communities they serve.
This handbook supports your success in the program in several ways. It provides shared expectations for both faculty and students and outlines the standards and policies set by the College of Health Solutions and Graduate College. As a graduate student, it is your responsibility to read this handbook and use it as a reference as you navigate through the degree program. Please contact us (chsgrad@asu.edu) with questions if any of the policies or procedures seem unclear.
The Doctor of Behavioral Health program faculty are invested in supporting you on your educational journey. We are committed to your success, and we look forward to working with you to complete your professional doctorate degree.
Liz Harrell, DNP, PMHNP-BC
Program
Director
Vision and mission
The Doctor of Behavioral Health (DBH) program strives to be a healthcare industry leader and partner. We seek to train graduates who are leaders in the healthcare marketplace, utilizing the latest evidencebased approaches to integrated care. We aspire to have graduates who demonstrate the knowledge and skill necessary to respond to an evolving healthcare market, with the hopes that the behavioral health workforce is trained (or re-trained) to supply every primary care clinic and integrated medical setting with a robust behavioral health staff who can utilize population-based approaches to achieve the Quintuple Aim.
Program overview
The Doctor of Behavioral Health (DBH) clinical concentration prepares professionals to deliver highquality, evidence-based integrated behavioral health interventions - the team-based, coordinated care of medical, lifestyle, and mental health problems - in integrated care settings. Students learn models of integrated care and interprofessional collaboration to drive system-level change. Students develop clinical competencies in comorbid conditions, population health and targeted interventions for common behavioral health conditions, clinical medicine, pathophysiology, and pharmacotherapy for common medical conditions encountered in primary and specialty care. Training emphasizes practical clinical skills, such as brief, evidence-based interventions, measurement-based care, and systematic follow-up to guide treatment planning and monitor outcomes over time.
Delivered in a fully online, asynchronous format, the program provides flexibility for working professionals within a structured, faculty-guided environment that includes defined schedules, regular deadlines, and active engagement with faculty and peers. The clinical program is designed for applicants with an independent state-issued license, and applicants are strongly encouraged to have professional experience in team-based health care settings. Clinical coursework prepares students to deliver efficient, time-limited interventions that align with the pace and demands of integrated care, while addressing medical complexity, comorbid conditions, and diverse patient needs.
The curriculum promotes competencies in implementation science, systems thinking, quality improvement, and population health, ensuring that graduates can both provide direct care (in accordance with current licensure and scope-of-practice regulations) and contribute to integrated care teams’ efforts to improve how care is delivered.
A central focus of the clinical concentration is the use of data that reflects the Quintuple Aim to drive both individual clinical decisions and broader quality improvement efforts. Students are trained in population health management - measurement via screening, risk stratification, stepped care, treatment-to-target, and outcomes evaluation, enabling them to track patient progress, adjust interventions, and contribute to program evaluation and performance improvement initiatives. Measurement extends beyond clinical outcomes to include strategic key performance indicators that reflect operations, quality, cost of care, and return on investment. The curriculum also emphasizes integrating social determinants of health, advancing health equity, and delivering culturally responsive care.
Graduates of the DBH clinical concentration are uniquely prepared doctoral-level clinicians, leaders and healthcare innovators who possess the expertise to design, implement, and evaluate integrated approaches that improve clinical outcomes, operational effectiveness, quality of care, cost efficiency, and workforce performance and resilience. They are equipped not only to deliver effective, patient-centered care but also to serve as transformational change agents who advance healthcare systems and drive sustainable improvements in care delivery. By aligning clinical practice with operational and population health priorities, they are equipped to improve population health outcomes, enhance the patient experience, reduce costs through efficient care delivery, support provider well-being through team-based models, and advance health equity, which are core components of the Quintuple Aim.
Program contacts
Program director: Liz Harrell, lizharrell@asu.edu
Graduate support coordinator: Aimee Sharifi and Teryn Richardson, chsgrad@asu.edu
Program faculty: see Appendix A
Admission
Admission to the Behavioral Health (Clinical), DBH is available for Fall, Spring, and Summer terms. See deadlines to apply Applications will be reviewed by the admissions committee only once all materials have been received. Application status can be monitored in MyASU. Official admission decisions will be emailed to the student.
Quick Facts:
• Location: Online
• Start terms: Fall, Spring, Summer
• Time to completion: 2 to 3 years (full-time) or 3 to 4 years (part-time)
Graduate admission requirements
ASU maintains minimum standards for consideration for admission to graduate programs. The program may establish requirements in excess of those established by the university.
• An earned bachelor’s degree or higher from a regionally accredited institution in the U.S., or the equivalent of a U.S. bachelor’s degree from an international institution officially recognized by that country.
• A minimum grade point average of 3.00 (scale is 4.00 = “A”) in the last 60 semester hours or 90 quarter hours of undergraduate coursework is required to be considered for admission to an ASU graduate degree program.
• International applicants must provide proof of English proficiency.
Academic program requirements
In addition to the graduate admission requirements, the program requires the following as part of the application:
Undergraduate or graduate degrees – A master’s degree is required. Applicants with a master’s degree in counseling, family therapy, nursing, PA/NP, occupational therapy, and social work, among others, are encouraged to apply.
Professional licensure or certification – Students in the clinical concentration are required to hold a license or have license eligibility to practice in a clinical field. The most competitive candidates are master's degree-level professionals who are either currently employed or aspire to work in a clinical capacity in an integrated healthcare organization. Licensed and license-eligible are terms defining a license to practice issued by a state licensing board (e.g., Arizona Board of Behavioral Health Examiners, Arizona Board of Occupational Therapy Examiners, etc.). Examples include licensed master's degree-level behavioral clinician, and master's degree-level licensed medical or ancillary health care provider (nurse, dietitian, occupational therapist). If you do not hold a license, please write a few sentences explaining what license you are pursuing, what state, and a list of steps and an estimated timeline when you expect to have your license. The program may request proof.
Personal statement –The personal statement (one page) should indicate the applicant’s interest in the program, their career goals and how the degree program aligns with those goals, how the applicant believes medical and behavioral providers can work collaboratively in an integrated health care system,
and how the applicant plans to navigate the academic rigor and time commitment required in a doctorallevel program.
Reference – Contact information of at least one reference is required. The reference will be contacted via email to respond to a series of questions about the applicant. Examples of appropriate references include a current employer or supervisor who can assess either the applicant's clinical or professional performance or other professional persons (not relatives) such as a licensed behavioral health clinician, medical or other health care provider, or faculty member from the applicant’s master's degree program who is well-acquainted with the applicant's professional practice or academic achievement.
Resume or curriculum vitae – Resume should include relevant personal, professional, educational and community activities. The resume should be prepared in readable format such as a Word document or pdf file.
Program policy acknowledgements – The supplemental application includes required acknowledgement of the following policies and disclosures:
• Program Technology Requirements
• Background check requirements
• Students are expected to spend approximately 18 hours of work per week on each 3-credit course.
• The DBH Clinical program is not a pathway to clinical licensure.
• The DBH Clinical program will not provide the qualifications needed to perform clinical practice.
• Taking clinical classes as electives is not sufficient training for direct patient care.
• Students are required to adhere to scope of practice guidelines and limitations.
Provisional acceptance guidelines
In some instances, a student may be admitted provisionally and/or with a deficiency. Students should refer to the official admission letter sent by the Graduate College via MyASU to determine if they have been admitted with a provision and/or deficiency.
A provisional admission requires a student to maintain a 3.0 or higher GPA within a specified timeframe. If the 3.0 is not achieved by the end of the timeframe specified on the official admission letter, the student will be automatically dismissed from the degree program.
A deficiency requires a student to fulfill a competency area within a given timeframe. The academic program will monitor students with deficiencies. If a deficiency is not completed within the timeframe indicated on the official admission letter, the student may be recommended for dismissal from the academic program.
Pre-admission credit policy
Credit hours completed at ASU or at another regionally accredited U.S. institution or international institution officially recognized by that country, before the semester and year of admission to an ASU graduate degree program, are considered pre-admission credits. With the approval of the academic unit and the Graduate College, students may include a maximum of 15 graduate-level credit hours with grades of “B” or better that were not used toward a previous degree. Preadmission credits must have been taken within seven years of admission to the ASU degree or certificate program to be accepted. Certain types of graduate credits cannot be transferred to ASU (see the Graduate College Policy
Manual). Official transcripts must be sent to Graduate Admission Services from the records office of the institution where the credits were earned.
The program faculty will consider only courses that are substantially similar to those in the Behavioral Health (Clinical), DBH program. Transfer credits from an institution that uses a different credit calculation are subject to conversion prior to being included on a student’s iPOS.
Tuition and assistance
Tuition and fees
Tuition is set by ASU and the Arizona Board of Regents each year. View the general Tuition and Fees Schedule, or calculate a more specific estimate of charges using the ASU Tuition Estimator Information on residency requirements can be found at Residency for Tuition Purposes
The Behavioral Health (Clinical), DBH has a program fee of $556 per credit (max $5,000 per semester).
Financial assistance
Financial assistance is available through a variety of sources, including:
• College of Health Solutions scholarships
• Graduate College fellowships
• Traditional financial aid (loans and grants).
For more information and assistance, visit the Financial Aid website
Travel assistance
Financial assistance for travel related to conferences, workshops, or training related to a student’s graduate program is available through several resources.
• Graduate College travel awards
• Graduate and Professional Student Association travel grants
• College of Health Solutions student conference support
Curriculum and graduation requirements
Program requirements
The Behavioral Health (Clinical), DBH is comprised of 60 credits, including an applied project.
Required Core (15 credits)
• HCD 501 Population Health Data Management and Analysis (3)
• HSC 614 Quality and Performance Measurement, Improvement and Incentives in Health Care (3)
• HSC 686 Academic Writing for Health Sciences (3)
• HSC 720 Entrepreneurship and Interdisciplinary Health Systems (3)
• IBC 611 Population-Based Integrated Health Management (3)
Concentration (12 credits)
• IBC 601 Models of Health Care (3)
• IBC 603 Brief Interventions in Integrated Health Care (3)
• IBC 604 Clinical Medicine/Pathophysiology (3)
• IBC 608 Psychopharmacology for Health Care Providers (3)
Electives or Research (27 credits)
• See electives section (note: 15 credits covered by previous master’s degree)
Culminating Experience (6 credits)
• IBC 793 Integrated Health Project Part I (3)
• IBC 793 Integrated Health Project Part II (3)
Note: Grades of B or better are required in the core, concentration courses, and IBC 793 Up to two elective courses may have a C grade, and all other elective courses must have a grade of B or better.
Up to 15 credits from a previously completed master’s degree may be applied to the elective area with program approval.
No 400-level coursework may be used toward the requirements of this program.
Scope of practice
As this degree is a post-professional program, students have specific clinical training and supervise experience. Students using clinical skills beyond their previous supervised training and/or license are operating outside of their scope of practice. This activity places themselves, patients, community members, and the university at risk.
Students are expected to work within the skill set provided by their educational background and, if applicable, their professional licensure. If the student’s profession requires a professional license to practice, the license acknowledges a skillset unique to that profession. The Behavioral Health (Clinical), DBH degree is not a route to a new license. Students are required to understand and function within the scope of practice of their degree/profession and/or professional license. For the
purposes of this policy, the term “scope of practice” will indicate the skillset designated by education, license and/or profession.
Electives or research
Students with a prior master’s degree from an accredited program may apply up to 15 credits toward the DBH program, effectively reducing the number of credits needed for the electives and research requirement Credit from a prior master’s degree will apply only with program approval and after official transcripts have been received that show the master’s degree has been awarded. Most students will only need 6 credits of electives and research.
Pre-approved elective options include:
• EXW 540 Mindfulness, Stress and Health (3)
• HSC 626 Interdisciplinary Health Care Management (3)
• HSC 630 Financial Management of Health Care (3)
• HSC 660 Legal, Ethical and Professional Issues in Interdisciplinary Health Systems (3)
• HSC 718 Health Care Systems: Policy, Advocacy and Economics (3)
• HSC 728 Cultural Diversity, Health and Illness (3)
• HSC 732 Leadership in Health Care (3)
• IBC 610 Behavioral and Psychological Assessment in Primary Care (3)
• IBC 620 Psychosomatic Illness: Diagnosis & Treatment (3)
• IBC 624 Integrated Behavioral Health Care for Children and Adolescents (3)
• IBC 633 Motivational Interviewing in Health Care (3)
• IBC 634 Strategies and Techniques for Behavior Change in Primary Care (3)
• IBC 640 Family and Couples in Integrated Health Care (3)
• IBC 650 Veterans Health (3)
• IBC 670 Interventions for Substance Use Disorders (3)
• IBC 691 Topic: Global Integrated Health (3)
• IBC 725 Effective Health Care Consultation (3)
Approval for other elective coursework
Students may tailor their learning experience to their individual needs by taking other courses to use toward the electives requirement. Courses that are behavioral health-related and at least 500-level or higher may be used without additional approval. For questions on course eligibility or to request approval to use a non-behavioral health related course, students should contact the graduate support coordinator. Courses outside of DBH may require additional consent for enrollment. Students should contact the unit that owns the course for assistance.
Applied project
The applied project is designed to demonstrate advanced competency in implementation science, quality improvement methodology, and program design within clinical healthcare organization contexts. Rather than executing an intervention, students engage in a rigorous process of developing a comprehensive, evidence-informed project proposal that emphasizes intervention design, implementation strategy selection, and alignment with contextual determinants. This includes the systematic application of quality improvement and implementation science models and frameworks. Students are expected to collaborate with relevant stakeholders to ensure contextual relevance and feasibility while focusing on the specifying measurable outcomes and evaluation approaches.
Projects are required to:
• Focus on a subject that reflects clinical, operational, and financial integrated healthcare topics addressing programs, practices, and processes inclusive of a medical condition, behavioral concerns, and medical settings
• Critically examine current peer-reviewed literature
• Contain sections such as a needs assessment, literature review, data collection plan, and critical analysis of methods
• Include a statement that IRB is not needed as the project is being completed to fulfill a requirement of the DBH program.
• Include a stakeholder pitch and dissemination plan of the completed project proposal
Before starting the applied project, Clinical concentration students must have the following courses complete with grades of B or better: HCD 501, HSC 614 (formerly IBC 614), HSC 686 (formerly IBC 586), IBC 601, and IBC 603.
Students enroll in 3 credits of IBC 793 Topic: Integrated Health Project Part I for the first term of the project and enroll in 3 credits of IBC 793 Topic: Integrated Health Project Part II for the second term of the project. Students are encouraged to take these courses in successive terms as soon as all prerequisite coursework has been completed. The applied project is a scaffolded, sequential experience that must be completed through continuous enrollment in the required course sequence. Students are expected to enroll in and successfully complete each course in the sequence in consecutive terms until the project is finished. A break in progression, including not passing a course, withdrawing, or not enrolling in the next required course in the subsequent term, will require the student to restart the applied project sequence. Exceptions are granted only in cases of an approved leave of absence or under rare and significant extenuating circumstances. Requests are reviewed on an individual basis.
Students work on the applied project under the guidance of their IBC 793 instructor. With approval from the instructor, students may additionally collaborate with other faculty or external stakeholders as needed to leverage their specific expertise.
Research compliance
The applied project consists of the development of a scholarly project proposal. Students are not expected to implement their proposed project, recruit participants, collect data, or analyze data from human participants as part of the degree requirements. Students are expected to demonstrate an understanding of ethical principles and human subjects protections when developing their project proposal.
Students who plan to implement their projects externally from the program are encouraged to learn more about research compliance, including CITI training and Institutional Review Boards. For questions specific to their project proposal, students should consult their IBC 793 instructor.
Grading
The applied project is graded on a letter basis. Students must receive a grade of B or higher in IBC 793 Topic: Integrated Health Project Part I in order to advance to IBC 793 Topic: Integrated Health Project Part II. Students must also receive a B or higher in IBC 793 Topic: Integrated Health Project Part II to graduate.
Application to graduate
Students should apply for graduation during the semester of planned graduation and must apply no later than the deadline specified for that term. Students must have an approved iPOS on file before applying for graduation.
Plan of study
To graduate in a timely manner, students should follow a recommended plan of study. See below for sample plans. Deviation from a plan of study should be discussed with the graduate support coordinator and program director. Failure to follow a plan of study may result in delayed graduation. Students are encouraged to refer to the course offering schedule to support their plan of study.
Note: Course offerings are subject to change. Students are encouraged to check the Class Schedule. Students who wish to pursue this program at a different pace should connect with the graduate support coordinator to discuss a customized plan.
Sample Plan of Study, Fall Start (Full-time)
Sample Plan of Study, Spring Start (Full-time)
Interactive plan of study (iPOS)
The Interactive Plan of Study, or iPOS, is an agreement between the student, the academic unit, and the Graduate College. The student must submit their iPOS in the first semester of the program. Students are encouraged to review the iPOS at the end of each semester to ensure the courses listed on the iPOS match the student’s transcript and that the courses meet the plan of study course requirements. See more information on iPOS.
Faculty advisor/chair: program director
Change of coursework: If a change of coursework is needed, the student must update the courses listed in the iPOS and submit a course change for review. This process is required if you projected a course you did not complete, or if you need to change courses listed. The iPOS will be routed electronically to the graduate support coordinator for review and approval, and then for auditing by the Graduate College.
Specializations and certifications
The College of Health Solutions prepares graduates for excellence upon entering the workplace. Since certification and licensure requirements vary by profession and from state to state, we recommend that you visit the ASU licensure website to determine if your program meets the requirements of individual state licensures or national certifications, as applicable. If you have specific questions, please contact your program director or degree coordinator.
Satisfactory academic progress
All graduate students are expected to make systematic progress toward completion of their graduate program. This progress includes satisfying the conditions listed below, and achieving the benchmarks and requirements set by the individual graduate programs as well as the Graduate College. If a student fails to satisfy the requirements of their program and/or the benchmarks outlined below, the student may be dismissed from their program based on the academic unit’s recommendation to the Graduate College at which time the dean of the Graduate College makes the final determination.
Satisfactory academic progress includes:
1. Maintain a minimum 3.00 for all GPAs.
2. Satisfy all requirements of the graduate program.
3. Satisfy the maximum time limit for graduation for the student’s graduate program (six years for masters and certificates, ten years for doctoral)
4. Successfully pass comprehensive exams, qualifying exams, foreign language exams, and the oral defense of the proposal/prospectus for the thesis or dissertation.
5. Successfully complete the culminating experience.
6. Graduate students must remain continuously enrolled in their graduate program. Failing to do so without a Graduate College approved Leave of Absence is considered to be lack of academic progress and may result in the Graduate College withdrawing the student from their program.
GPA and grades
Graduate students must maintain a minimum 3.00 (scale is 4.00 = “A”) grade point average (GPA) to maintain satisfactory academic progress and to graduate. The minimum 3.00 GPA must be maintained on all GPAs (Plan of Study (iPOS) GPA, Overall Graduate GPA and Cumulative GPA):
1. The iPOS GPA is calculated on all courses that appear on the student’s approved iPOS
2. Cumulative GPA represents all courses completed at ASU during the graduate career.
3. The Overall Graduate GPA is based on all courses numbered 500 or higher that appear on the transcript after admission to a graduate program or graduate non-degree. This includes shared coursework if in an approved accelerated bachelor’s/master’s program.
Transfer credits and some courses taken in the Sandra Day O’Connor College of Law are not calculated in the iPOS GPA or the Graduate GPA. Courses lower than a “C” cannot appear on the iPOS but will be included when calculating the Graduate GPA. Courses with an “I” grade (incomplete) or “X” grade (audit) cannot appear on the iPOS.
See university grade definitions and policies.
The Behavioral Health (Clinical), DBH program requires the following:
• Grades of B or better in core, concentration courses, and IBC 793
• Grades of B or better in elective courses, with the allowance of up to two elective courses to have grades of C
• No more than two unsatisfactory grades (C, D, E) in attempted courses
Students who do not earn the required minimum grade in a course will be required to retake the course to earn the required grade and use it toward degree requirements. The course should be retaken at its next offering to support timely academic progression. All course attempts are shown on the student’s transcript and are calculated in cumulative and graduate GPAs. Students who have a third instance of an unsatisfactory grade may be recommended for dismissal from the program.
Withdrawals, particularly complete withdrawals from all classes, may have academic, financial, and visarelated implications. Students are strongly encouraged to consult with their graduate support coordinator before withdrawing from courses.
Incomplete grade requests
An incomplete grade request may be considered by an instructor when a student, who is doing otherwise acceptable work, is unable to complete a course (e.g., final exam or term paper) because of illness or other conditions beyond the student's control. Unfinished work must be completed with the same instructor except under extenuating circumstances. The completion date is determined by the instructor but may not exceed one calendar year from the date the mark of "I" is recorded. Once the work is completed, faculty must request a change on the grade roster to post the grade. If a student does not complete the missing coursework by the date that is agreed upon on the incomplete request form, the instructor may change the grade to what was earned based on the work completed in the class. If the
coursework is not completed after a calendar year, the incomplete becomes permanent. Repeating a class in which an incomplete is awarded will not replace the "I" on the student's transcript. Students must complete the incomplete request form and submit it to their instructor for review and processing. Students should be mindful that incomplete grades may impact financial aid.
Academic probation and dismissal
Failure to maintain a minimum 3.0 GPA or failure to satisfactorily progress in the program as referenced in this handbook will result in the student being placed on academic probation. Students will be notified of probationary status and expectations for improvement by the program director or graduate support coordinator. Time limits for probationary status may vary. Typically, students have 9 credit hours or one year, whichever comes first, to raise their GPA.
Students who fail to meet requirements or timeline needed to demonstrate satisfactory improvement will be recommended for dismissal from the program. Notice will be provided by the program and will include procedures for appeal.
Additionally, students may be dismissed from the Behavioral Health (Clinical), DBH program:
• For a single violation of academic integrity.
• For failure to meet the terms/goals of any program-implemented student support or remediation plan (such as for writing deficits, academic progress, professionalism, scope of practice).
• For continued unprofessional communication or conduct directed to faculty, staff or other students
• For seriously compromising the relations of the program with the public.
• For breaches of ethical judgment or professional responsibility.
• For serious instances of personality or character traits inappropriate for the professional roles for which the student is attempting to prepare.
Time to completion limit
Doctoral students must complete all program requirements within an eight-year period. Graduate courses taken prior to admission that are included on the iPOS must have been completed within seven years of the semester and year of admission to the program (previously awarded master’s degrees used on the Interactive Plan of Study are exempt). The eight-year period begins with the term of admission to the doctoral program OR the earliest term of applied pre-admission credit.
Exceptions to the time limit policy must be approved by the program director and the College of Health Solutions. Extensions of more than two years must also be approved by the Graduate College. The Graduate College may withdraw students who are unable to complete all degree requirements and graduate within the allowed maximum time limits.
Appeal and grievance processes
Grade appeal
For assignment grade disputes during a class, students must contact the instructor of the course.
The process to appeal a final course grade may only be initiated by a student once the course has concluded and a final grade has been posted to the student’s transcript. Per university policy, course grade appeals must be processed in the regular semester immediately following the issuance of the final
grade in dispute (by commencement for fall or spring) regardless of whether the student is enrolled at the university.
The course grade appeal process begins with a discussion about the matter between the student and the course instructor. If the matter is unresolved, the student should submit a Grade Appeal Form for further review by the program director. If this review does not adequately settle the matter, the student should begin the formal procedure of appealing to the College of Health Solutions Academic Standards and Grievance Committee
Student grievance
Students who wish to file a grievance about a non-grade-related matter may use the established student grievance procedure Non-grade-related grievances may include dissatisfaction with an instructor, problems with a classmate or other unresolved situations.
Appealing recommendation for dismissal
1. Students may appeal a decision for dismissal from the program by submitting a letter to the program director.
a. The appeal letter must be received within 10 business days of the date of the letter of dismissal. The letter should state the reasons justifying a reversal of the original decision and provide substantive evidence in support of the request.
b. Letters received after the 10 business-day interval will not be reviewed, and the dismissal will be final.
c. The program committee will review all letters of appeal that are received within the 10 business-day time frame. The committee will submit their decision to the program director within 10 business days of receipt of the student’s letter.
2. The program director will then notify the Student Success Hub of the decision. The Student Success Hub will inform the student of the decision.
3. If the appeal is denied, the student may appeal to the CHS Academic Standards and Grievances Committee within 10 business days of receiving the denial of the appeal. The CHS Academic Standards and Grievances Committee will review the dismissal and appeal materials and make a recommendation to the dean of the College of Health Solutions. The dean will have 20 calendar days to make a final decision.
4. If at any stage, a timely appeal is not submitted by the student, the program director will recommend dismissal to the Graduate College via the Student Success Hub. The Graduate College will then inform the student of the dismissal by letter.
Student code of conduct and academic integrity
ASU expects and requires its students to act with honesty, integrity, and respect. Required behavior standards are listed in the ASU Student Code of Conduct, the ABOR Code of Conduct, the Computer, Internet, and Electronic Communications Policy, the ASU Student Academic Integrity Policy, and outlined by the Office of Student Rights & Responsibilities Violations of a Graduate College, College of Health Solutions, or Arizona State University policy will result in academic review and may consequently result in student disciplinary procedures.
Academic integrity
The ASU Student Academic Integrity Policy lists violations in detail. These violations fall into five broad areas that include, but are not limited to:
1. Cheating on an academic evaluation or assignment.
2. Plagiarizing.
3. Academic deceit, such as fabricating data or information.
4. Aiding academic integrity policy violations and inappropriately collaborating.
5. Falsifying academic records.
See information on the academic integrity procedure within the College of Health Solutions
Newly admitted graduate students will receive a "priority task" on their MyASU directing them to complete a canvas module on academic integrity. The module consists of a PowerPoint that outlines academic integrity and students must take a quiz and pass with an 80% or higher.
Student code of conduct
Violations of the ASU Student Code of Conduct, other than the provision concerning academic dishonesty, are more generally considered inappropriate behavior. The Office of Student Rights and Responsibilities reviews and sanctions these matters. If a student violates both the academic integrity provision and additional provisions of the Student Code of Conduct, both the college and the Office of Student Rights and Responsibilities will review the matter. Each independently makes determinations concerning violations and appropriate sanctions.
Professional conduct
ASU is a community and a professional work environment. Graduate students are expected to treat their peers, teachers, students, staff, and members of the ASU community with respect and work with them in a professional manner. Graduate students are representatives of their program, the College of Health Solutions, and ASU. Students must demonstrate the requisite qualifications for successful professional performance, including interpersonal skills, basic communication skills, appropriate professional conduct, and satisfactory performance in field experiences.
Graduate students who demonstrate behaviors or characteristics which make success in their related fields questionable will be reviewed by the program committee. The committee’s review may result in a recommendation for dismissal from the program or implementation of probational conditions for continued participation. Students may appeal a recommendation for dismissal by following established procedures
College and university procedures and policies
All policies and procedures outlined in this handbook are in accordance with policy set by the Graduate College and Office of the University Provost. In some cases, program policies may be more restrictive than those set by Graduate College and Provost.
Continuous enrollment policy
Students must be registered for a minimum of one credit hour during all phases of their graduate education, including the term in which they graduate. This includes periods when students are engaged in research, conducting a doctoral prospectus, working on or defending theses or dissertations, taking comprehensive examinations, taking Graduate Foreign Language Examinations, or in any other way using university resources, facilities or faculty time.
Registration for every fall semester and spring semester is required. Summer registration is required for students taking examinations, completing culminating experiences, conducting a doctoral prospectus, defending theses or dissertations, or graduating from the degree program. See more information on the continuous enrollment policy.
Requesting a leave of absence
Graduate students planning to discontinue registration for a semester or more must submit a leave of absence request via their Interactive Plan of Study (iPOS). This request must be submitted and approved before the anticipated semester of non-registration. Students may request a maximum of two semesters of leave during their entire program. Students with a Graduate College-approved leave of absence are not required to pay tuition or fees, but in turn are not permitted to place any demands on university faculty or use any university resources These resources include university libraries, laboratories, recreation facilities or faculty and staff time. See more information on the leave of absence policy.
Registration policies
Students are strongly encouraged to enroll in courses well in advance of the start of the term. Enrollment must be complete by the Add/Drop deadline for the session in which the class is offered. Courses that are dropped by the Add/Drop deadline will not appear on a student’s transcript. If a course is removed from a student’s schedule after this deadline, it will be considered a withdrawal and a grade of “W” will be recorded. Term dates and deadlines, including the Add/Drop, Tuition Refund, Course Withdrawal, and Session Withdrawal deadlines, can be found on the Academic Calendar
Discrimination, harassment, and retaliation
Title IX of the Education Amendments of 1972 is a federal law which provides that no person be excluded on the basis of sex from participation in, be denied benefits of, or be subjected to discrimination under any education program or activity. Both Title IX and university policy ACD 401 make clear that sexual violence and harassment based on sex is prohibited. An individual who believes they have been subjected to sexual violence or harassed on the basis of sex can seek support, including counseling and academic support, from the university. For information on resources, visit the sexual violence awareness, prevention, and response website
Student support resources
Academic program support
Once admitted students will gain access to a Canvas organization for the program. Canvas houses program resources, including a self-paced program orientation, and allows for timely announcements and opportunities to be communicated to students. Students will be notified via email of the classes they will take during their first term. Refer to the Registration policies section for information on enrollment, withdrawal, and deadlines.
The program director is available to meet individually with students for questions about the program, connecting with program faculty, and more. To set up a meeting with the program director, students should email them directly.
The graduate support coordinator is available to assist students with concerns regarding iPOS, course registration concerns, college and university policies and procedures, and graduation. Students are encouraged to connect with the graduate support coordinator once per term or when making any adjustments to their iPOS. Once admitted, students can schedule an appointment online. Note that the graduate support coordinator is only available during business hours.
Graduate students in the College of Health Solutions may access the CHS website for information on college policies and resources and advising information.
University resources
• Graduate College
• Office of the University Provost
Academic and career support
• ASU Libraries
• Graduate Writing Center
• Career and Professional Development Services
• Graduate Student Government
• Student Clubs and Organizations
Business and finance services
• Financial Aid and Scholarship Services (financial aid)
• Billing and Student Finances (tuition, fees, and payments)
• Parking and Transit Services (permits, shuttles, public transit)
• Sun Devil Card Services (ID cards)
• Enterprise Technology (technology assistance)
• Sun Devil Dining (meal plans, M&G, hours)
Counseling services
ASU Counseling Services provides confidential, time-limited counseling and crisis services for students experiencing emotional concerns or other factors that affect their ability to achieve their goals. Support is available 24/7.
In-person counseling: Monday-Friday 8 a.m. – 5 p.m.
ASU Counseling Services, Student Services Building 234 Tempe, AZ 85287
480-965-6146
After-hours/weekends
Call EMPACT’s 24-hour ASU-dedicated crisis hotline:
480-921-1006
For life threatening emergencies
Call 911
Disability accommodations
Reasonable accommodations are determined on a case-by-case, course-by-course basis to mitigate barriers experienced due to a disability (SSM 701-02). Students with disabilities who require accommodations must register with the Student Accessibility and Inclusive Learning Services and submit appropriate documentation. It is recommended students complete this process at the beginning of the term and communicate as appropriate with their instructor.
• Email: Student.Accessibility@asu.edu
• Phone: (480) 965‐1234
• FAX: (480) 965‐0441
Pregnancy: Students requesting services due to pregnancy (SSM 701-10) should be prepared to submit documentation regarding the pregnancy, any complications and clearance to return to school related activities. Student Accessibility can work with students to foster continued participation in a program, whether that be with academic accommodations such as absences or assistance requesting a leave, or through other requested accommodations.
Health and fitness
All ASU students enrolled in in-person programs have access to Sun Devil Fitness facilities on all campuses. For more information about facilities, membership and group fitness classes, see the Sun Devil Fitness and Wellness website
For information about health insurance and appointments with care providers, see the ASU Health Services website.
International students
ASU’s International Student and Scholars Center (ISSC) can provide support and answers to questions about visas, employment, scholarships and travel. International students are strongly encouraged to consult the ISSC regarding minimum total enrollment and minimum in-person enrollment requirements to support their visa status. See the ISSC website for more information or to schedule an appointment with an ISSC adviser
The ASU Coalition of International Students is comprised of international student organizations and promotes engagement activities and resources, including an international student guidebook, to support international students.
Veterans and military
The Pat Tillman Veterans Center provides guidance and support for students who are veterans, activeduty military or military dependents. For more information, please call the office at 602 496-0152 or visit the Veterans Center website
Appendix
A: Program faculty
Colleen Cordes, PhD (profile) – integrated primary care; screening and assessment in the primary care clinic; population health management; physician consultation and collaboration; chronic pain; sexual health; women’s health; chronic disease management; disability issues; veterans’ issues.
Susan “Liz” Harrell, DNP, PMHNP-BC (profile) – health care and education for individuals experiencing homelessness; interprofessional practice implementation/design/evaluation, adult mental health & substance use disorder management, motivational interviewing, leadership and management, community-based health promotion/interventions
Jessica Hogan, DBH (profile) – cross-cultural competencies of integrated behavioral health providers in China and Vietnam (on-going research projects with USAID and ULSA), improving health outcomes in Native American and Alaska Native populations, social determinants of heath through the health equity lens to enhance the health of minority, marginalized, and low socio-economic populations.
C.R. Macchi, PhD, MEd, LMFT, CFLE (profile) – development, implementation, and evaluation of inperson and online trainings, graduate program training, and the development of online data management systems; leveraging family systems dynamics to support patient health behavior change outcomes; improving weight management and chronic disease (e.g., diabetes) management outcomes; supporting professionals' involvement in self-care and improving quality of life for clinicians, nurses, and other helping professionals; accessing spiritual resources to support health behavior changes
Lesley Manson, PsyD (profile) – integrated primary care; developing systems/program population management within primary care; process improvement teams; improving interdisciplinary communication and integrated care models; physician consultation and collaboration; creation of integrated care programs; management and clinical projects; motivational interviewing; physician coaching and training
Alison Sutton-Ryan, DBH (profile) – perinatal mood disorders, addiction and recovery, the mental health of medical professionals, interprofessional education, integration of lived experience in mental health program design, enhancing provider well-being, addressing health disparities, graduate social work education, recognized for work in interprofessional care for underserved populations, including transgender individuals in rural communities