Biography
Dr. Shan Mohammed is a Clinical Professor in the Department of Public Health and Health Sciences and is the Assistant Dean for Student Belonging at Bouvé College of Health Sciences. In this role he is responsible for providing leadership and oversight of education and student engagement initiatives related to the Bouvé Student Belonging Action Plan. He leads student belonging-related curricular efforts and facilitates mentorship of faculty and staff in relation to student belonging, teaching and learning. He supports activities which enhance the enrollment and success of underrepresented students and promotes the preparation of all learners to contribute to achieving health equity. As a member of the Dean’s leadership team, Dr. Mohammed assists with strategic planning and operations for the College and provides vision, leadership and management of student belonging educational and student initiatives across the College.
Dr. Mohammed is the founding director of the Master of Public Health Program in Urban Health and from 2007-2017 oversaw the program in areas of educational policy development, curricular design, public health workforce development and recruitment/outreach to public health professionals. From 2017-2018 he served as Interim Chair of the Department of Health Sciences. In the past he has served as Director of Interprofessional Research, Education and Practice Initiatives in the College of Health Sciences and as a Lead Scholar with the Center for the Advancement of Teaching and Learning Through Research (CATLR). Dr. Mohammed served as Faculty-in-Residence from 2015-2022 living on campus in a residence hall with 1,100 undergraduate students where he designed and implemented programming to assist students achieve academic success and cultivate their personal and professional development. He is currently co-chair of the Center for Education, Teaching and Research (CETR) Advisory Board and a Faculty Scholar with the Institute for Health Equity and Social Justice Research. Dr. Mohammed currently serves as an ex-officio member of the Accreditation Advisory Committee with the Association of Schools and Programs in Public Health (ASPPH) which represents over 155 programs and schools of public health. Dr. Mohammed previously oversaw 4 national working groups on the Scholarship of Teaching and Learning and was a member of the taskforce creating the ASPPH report Dismantling Racism and Structural Racism in Academic Public Health. He also served as a national co-chair of the Expert Panel on Transformative Education Models and Pedagogy with the ASPPH Framing the Future: Education of Public Health 2030 initiative.
Dr. Mohammed is one of 13 members of the Council on Education for Public Health Board of Councilors which accredits 268 schools and programs of public health, consisting of over 60 Schools of Public Health, over 170 Public Health Programs and 30 standalone baccalaureate programs in public health. CEPH assures quality in public health education and training to advance the science and practice of public health.
Dr. Mohammed is a board-certified family medicine physician, Fellow of the American Association of Family Physicians and a Diplomate of the American Board of Lifestyle Medicine. He is also a Distinguished Fellow of the National Academies of Practice-Public Health Academy.
Dr. Mohammed served as a US Peace Corps Volunteer on the Thai-Laotian border with the Thai Ministry of Public Health working on Iodine Deficiency Disorders and HIV treatment and prevention. He also completed a three-year Robert Wood Johnson Foundation “Developing Leadership in Reducing Substance Abuse.” Before joining Northeastern in 2007, he held appointments in the Department of Family Medicine and the Department of Epidemiology and Biostatistics in the School of Medicine at Case Western Reserve University, Cleveland, Ohio where he was elected to the Alpha Omega Alpha (AΩA) Medical Honor Society
Selected Publications
Association of Schools and Programs of Public Health. (2024, March). Transformative approaches to teaching and learning report (Framing the Future 2030: Education for Public Health). https://aspph-webassets.s3.amazonaws.com/FTF2030/Transformative+Approaches++to+Teaching+and+Learning+Report_FTF2030.pdf
Association of Schools and Programs of Public Health, Task Force on Zero Tolerance of Discrimination and Harassment. (2021, October 28). Dismantling racism and structural racism in academic public health: A framework. https://www.nationalcollaborative.org/wp-content/uploads/2024/09/aspph-task-force-statement-final.pdf
Development and Testing of a Conceptual Model Regarding Men’s Access to Health Care James E. Leone, PhD, MPH, MS, ATC, CSCS, *D, CHES, FMHI, Michael J. Rovito, PhD, MA, CHES, FMHI, Elizabeth M. Mullin, PhD, CC-AASP, CSCS, Shan D. Mohammed, MD, MPH, FAAFP, Christina S. Lee, PhD, MA, EdM
Courses
*Service-Learning Courses
- PHTH 2300: Communication Skills for Health Professionals
- PHTH 2350: Community and Public Health
- PHTH 4616: Addressing Rural Health Inequities
- PHTH 5220: Health and Human Rights
- PHTH 6200: Principles and History of Urban Health (online, on-campus)
- PHTH 6910: Public Health Capstone
- PHTH 6966: Public Health Practicum
- HONR 1330: Health and Sustainability
- HSCI 1000: Intro to College
- HSCI 2850: Interdisciplinary Rural Health Seminar
- HSCI 4740: Health Sciences Capstone
News
What are the odds? Two professors discover they lived in same childhood home
Faculty-in-residence program bridges gap between campus living and learning
