George Mason University Master of Public Health Program Self-Study Report for Accreditation

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1 Page 1 George Mason University Master of Public Health Program Self-Study Report for Accreditation Prepared for the Council on Education for Public Health (CEPH) Submitted November 7, 2012

2 Page 2 Table of Contents Section 1: The Public Health Program... 3 Criterion 1.1 Mission... 3 Criterion 1.2 Evaluation and Planning Criterion 1.3 Institutional Environment Criterion 1.4 Organization and Administration Criterion 1.5 Governance Criterion 1.6 Resources Section 2: Instructional Programs Criterion 2.1 Master of Public Health Degree Criterion 2.2 Program Length Criterion 2.3 Public Health Core Knowledge Criterion 2.4 Practical Skills Criterion 2.5 Culminating Eperience Criterion 2.6 Required Competencies Criterion 2.7 Assessment Procedures Criterion 2.8 Academic Degrees Criterion 2.9 Doctoral Degrees Criterion 2.10 Joint Degrees Criterion 2.11 Distance Education or Eecutive Degree Programs Section 3: Creation, Application and Advancement of Knowledge Criterion 3.1 Research Criterion 3.2 Service Criterion 3.3 Workforce Development Section 4: Faculty, Staff and Students Criterion 4.1 Faculty Qualifications Criterion 4.2 Faculty Policies and Procedures Criterion 4.3 Faculty and Staff Diversity Criterion 4.4 Student Recruitment and Admissions Criterion 4.5 Student Diversity Criterion 4.6 Advising and Career Counseling

3 Page 3 Section 1: The Public Health Program Criterion 1.1 Mission The program shall have a clearly formulated and publicly stated mission with supporting goals and objectives. The program shall foster development of professional public health values, concepts, and ethical practice. a. A clear and concise mission statement for the program as a whole. The MPH Program at George Mason University (Mason) is guided by the following mission and vision statements, which are accessible to interested parties via the program website ( The Mission: The mission of the Mason MPH program is to prepare professional public health practitioners to address contemporary public health challenges of local, national, and global communities. Our Vision: Through its multidisciplinary approach to instruction, research, and community involvement, the program fosters development of integrated, comprehensive knowledge and skills in public health and ensures an understanding of community, leadership, and ethics as these apply to diverse public health areas. These guiding principles are aligned with the mission of the Department of Global and Community Health (GCH), in which the program is housed: GCH Mission Statement: The Department of Global and Community Health brings together faculty and students from the disciplines of biostatistics, epidemiology, environmental health and health promotion within public health with three primary missions: Provide high-quality undergraduate and graduate educational programs preparing our students to enter the domestic and global public health workforce; Conduct state-of-the-art research to help identify important issues related to individual and community health and address important domestic and global public health problems; Collaborate with communities to meet health needs and address public health concerns. b. One or more goal statements for each major function by which the program intends to attain its mission. The following goals were developed and adopted to guide the program faculty to reach the program mission and vision.

4 Page 4 Teaching and Instruction Goals: A) Faculty will prepare students at the graduate level to be knowledgeable and effective public health professionals. B) Faculty will provide and maintain high-quality instruction. Research and Scholarship Goals: A) Faculty will conduct and disseminate high-quality collaborative research that contributes to advancing public health. Service Goals: A) The MPH program encourages student participation in the governance of the program. B) The MPH program serves as a source of public health knowledge for local, national, and international communities. C) The MPH program actively contributes to public health workforce development efforts in the region and across the state. Administrative Goals: A) The program will maintain a faculty adequate for delivering a high-quality MPH program. B) The program will maintain a yearly budget that facilitates meeting the program s goals and objectives. C) The program will maintain adequate research and teaching facilities. Diversity Goals: A) The program will attract and retain a diverse faculty and staff. B) The program will attract and retain a diverse student body. c. A set of measurable objectives related to each major function through which the program intends to achieve its goals of instruction, research, and service.

5 Page 5 Section 1: TEACHING / INSTRUCTION Goals A) Faculty will prepare students at the graduate level to be knowledgeable and effective public health professionals. B) Faculty will provide and maintain high- quality instruction. Objectives 95% of enrolled graduate students will maintain a GPA of 3.0 or higher. Every program competency will be addressed in at least one required course. 50% of site supervisors will rate their practicum students as competent or highly competent. 100% of graduates will demonstrate competence in the major public health areas with grades of C or higher in all core courses. 100% of graduates will demonstrate competence in their concentration areas with grades of C or higher in all required courses. 75% of students who take public health credentialing eams will pass. 75% of alumni will indicate they feel well prepared or very well prepared by the program for work in public health. MPH core faculty will receive on average a minimum 3.5 overall rating of their teaching each year.* MPH core faculty will receive on average a minimum 3.5 overall rating of their courses.* 80% of students will indicate they would recommend the program to other individuals interested in obtaining an MPH degree. 75% of students will indicate they would recommend their practicum placement site to other students. 75% of students will indicate they would recommend their practicum site supervisor to other students. 75% of students will report that their overall practicum eperience was good or better. *Course evaluation scale ranges from 1 to 5 Section 2: RESEARCH Goal A) Faculty will conduct and disseminate high- quality collaborative research that contributes to advancing public health. Objectives 50% of core faculty will publish at least two peer- reviewed articles each year. 50% of core faculty will be included as PI or co- PI on at least one submitted research grant proposal every two years. 70% of core faculty will work with graduate students on mentored research projects each year. A minimum of four students will be offered graduate research assistant (GRA) or teaching assistant (TA) positions each year. 50% of core faculty will publish at least one paper every two years with a co- author from another department or institution.

6 Page 6 Section 3: SERVICE Goal A) The MPH program encourages student participation in the governance of the program. B) The MPH program serves as a source of public health knowledge for local, national, and international communities. C) The MPH program actively contributes to public health workforce development efforts in the region and across the state. Objectives At least 80% of elected student representatives will attend their elected committee meetings. A Student Advisory Committee will represent all graduate programs in the department and meet at least twice each year. At least 25% of MPH faculty will provide technical assistance consultation to public health agencies. 100% of graduates of the MPH program will have successfully completed a practical field eperience with a local, national, or international organization. 75% of MPH faculty will serve on an eternal organizational committee, as a journal referee or editorial board member, or as a grant reviewer. The Department will sponsor at least two public health seminars each year that are available to the campus and local community. A needs assessment of the public health workforce in the local region will be conducted at least once every three years. An employer survey will be conducted once each year to identify strengths and weaknesses of program graduates. Section 4: RESOURCES Goals A) The program will maintain a faculty adequate for delivering a high- quality MPH program. B) The program will maintain a yearly budget that facilitates meeting the program s goals and objectives. C) The program will maintain adequate research and teaching facilities. Objectives The program will maintain a student- faculty ratio of 10:1 or lower. At least three faculty members will dedicate more than 50% of their time to each concentration each year. The program will engage at least five affiliate faculty from other departments on campus each year. The program will engage at least three adjunct faculty from the public health profession each term. The College will provide budget reports to the program at least annually. The Department Chair will reconcile budget spending every month. The program will have access to at least one computer lab classroom each semester. No courses will be canceled because of lack of classroom space. Section 5: DIVERSITY Goals Objectives A) The program will The faculty handbook will include equal opportunity and non- discrimination statements.

7 Page 7 attract and retain a diverse faculty and staff. B) The program will attract and retain a diverse student body. All job postings will contain equal opportunity and non- discrimination statements. The department website will feature faculty research and practice in minority health. All new job postings will appear in at least two minority- focused publications. The student handbook will include equal opportunity and non- discrimination statements. The department will host at least one presentation each year on minority health. The program website will list and promote student diversity resources on campus. 80% of student eit surveys will rate the program as inclusive or very inclusive. d. Description of the manner in which mission, goals, and objectives are developed, monitored, and periodically revised. The MPH faculty created an initial version of the mission, vision, goals, and objectives (MVGO) system in 2009 to The GCH Graduate Programs Committee revised this system in Fall 2011 to reflect (1) feedback from CEPH on our system adequacy, (2) reviews and feedback from the Graduate Programs Director, and (3) sections of the self-study criteria that were not previously included in the system goals and objectives. This revision included minor edits to the mission and vision and major edits to the goals and objectives to better represent the program mission. The revision also added two new sets of goals and objectives: one on Program Administration and one on Faculty, Staff, and Student Diversity. After the GCH Graduate Programs Committee finalized a draft in Fall 2011, the new MVGO system was distributed to the Advisory Board and the Graduate Student Advisory Council for review and feedback. Their feedback was incorporated into the MVGO document in Spring The program plans to review the MVGO in a regular cycle with the net review in AY The first review was conducted over The following timeline will be taken to review the MVGO during that academic year: Months September- October November November- December Feburary March- April May Activities Analysize data for each of the program measurable objectives Graduate Programs Committee assesses how well objectives were met and assesses continued relevance to the MPH program Devise plans for meeting relevant objectives not met and drafting revisions to no longer relevant objectives Present revised MVGO to the full MPH program faculty for review and feedback Further revisions, as needed Present to stakeholds and Advisory Board Further revisions, as needed Published revised MVGO and begin implementation of plans to meet retained and revised objectives

8 Page 8 The program plans to regularly review the system to ensure it adequately reflects the purpose and goals of the faculty, department, and university. This regular cycle provides the faculty with a systematic method for (a) collecting, analyzing, and interpreting programmatic performance data; (b) making critical adjustments based on performance data; (c) obtaining university approvals for all programmatic and policy changes; (d) providing all parties with ample notice and guidance on these changes; (e) updating the performance objectives in response to program changes; and (f) implementing revisions for at least three years without interruption. e. A statement of values that guide the program. There are seven core values that guide the MPH program. They are described in this section and accessible to interested parties via the program website: The MPH Faculty Committee (which has since been incorporated into the GCH Graduate Programs Committee) developed these program values in Spring They were posted on the MPH website and inserted into the Graduate Student Handbook in Summer The GCH Advisory Board reviewed the values in Fall 2011, and the Graduate Student Advisory Council reviewed the values in Spring Both groups approved the program values without any edits or suggested changes. The program s core values will be reviewed and updated as needed every four years, along with the periodic review of the MVGO system described in the previous section.

9 Page 9 MPH Core Values Community We believe that enabling participation and fostering collaboration among stakeholders helps create healthy communities. Diversity We promote a learning environment that allows students, faculty, and staff to realize their full potential by integrating individual strengths, developing talents and creativity, and maintaining mutual respect. Innovation We reward ecellence and welcome creative achievement for advancing public health. Justice We believe individuals should have equitable access to resources and knowledge that support their right to achieve and freely participate in the improvement of individual and population health. Professionalism We foster the development of public health professionals who will hold the highest ethical standards with competence, enthusiasm, respect, integrity, responsibility, accountability, and a commitment to life-long learning. Science We are committed to scientific rigor, critical analysis, and sound reasoning in public health research and practice. Sustainability We are dedicated to environmental, social, and economic stewardship in public health research, practice, and workforce development. f. Assessment of the etent to which this criterion is met. This criterion is met. The program has devised a complete and coordinated set of guiding principles to govern decision-making, implementation, and development. Clearly defined mission, vision, and value statements provide guidance to major program activities. Goals and objectives describe annual performance benchmarks that have been revised in the last year to reflect critical feedback from stakeholders (faculty, students, alumni, and other vested individuals). Review of the MVGO provides opportunities for stakeholders to participate in a regular process of reviewing and revising all elements of the guiding system.

10 Page 10 Criterion 1.2 Evaluation and Planning The program shall have an eplicit process for evaluating and monitoring its overall efforts against its mission, goals, and objectives; for assessing the program s effectiveness in serving its various constituencies; and for planning to achieve its mission in the future. a. Description of the evaluation procedures and planning processes used by the program, including an eplanation of how constituent groups are involved in these processes. Over several semesters in 2009 and 2010, the MPH faculty developed the mission, vision, goals, and objectives that comprise the basis of the evaluation system. During this time, the faculty met to brainstorm ideas, discuss priorities, develop MVGO statements, and revise each element. The initial system was completed in Spring When the Graduate Programs Director joined the faculty in August 2010, the program initiated review of the MVGO system, noting some deficiencies: (a) the system did not address administrative and diversity goals, as required in criteria 1.6, 3.1, 3.2, 4.1, 4.3, 4.4, and 4.5.; (b) several objectives were not measurable; and (c) data sources were not specified. The faculty then began revising the system to make improvements and implement the program evaluation. They finalized a draft of the entire system in Fall 2011 and presented it to the GCH Department Chair and Advisory Committee. The GCH Student Advisory Committee reviewed final draft in Spring The first review took place over approimately 18 months. Not that the process is established, the net review will be completed in one academic year. As noted in section 1.1.d., the net review will be in AY Feedback from stakeholders was critical to developing the final version of the MVGO system. Feedback from all groups was positive, supporting the purpose and approach of the system, with minimal recommended revisions. The final version of the system as described in Criterion 1.1 and included as Attachment A includes revisions based on feedback from the Advisory Committee, the Department Chair, and the Student Advisory Council. b. Description of how the results of evaluation and planning are regularly used to enhance the quality of programs and activities. Results of the formal program evaluation system will be used for the first time in Fall At Mason, changes to programs, curricula, courses, and some student policies become effective when they appear in the official Mason Catalog ( which is revised each year in August. To appear in the official catalog, a given change must be approved by the College and the University no later than the preceding February. The program evaluation system is designed on a four-year cycle, which allows time for results to be gathered, analyzed, and interpreted and to make changes in response to evaluation outcomes. A timeline of this cycle is presented in the following table. Data collection is continuous throughout the cycle.

11 Page 11 Table 1.2.b. Program Evaluation Timeline Cycle year Current cycle academic year Activities 1 AY Analysize data Assess achievement towards meeting program objectives Solicit feedback from stakeholders 2 AY Devise plans for changes Submit changes for curriculum review and catalog inclusion Revise materials based on program changes 3 AY Publish revised program Implement program as is 4 AY Implement program as is 1 AY Analysize data Assess achievement towards meeting program objectives Solicit feedback from stakeholders At the end of Year 4, the cycle returns to the activities described in Year 1. This regular cycle provides the faculty with a systematic method for (a) collecting, analyzing, and interpreting programmatic performance data; (b) making critical adjustments based on performance data; (c) obtaining university approvals for all programmatic and policy changes; (d) providing all parties with ample notice and guidance on these changes; (e) updating the performance objectives in response to program changes; and (f) implementing revisions for two years without interruption. This last part allows sufficient time to revaluate the effectiveness of changes. During the first two years of the program, critical reviews of the program were obtained through qualitative data from students and feedback from CEPH. In Spring 2010, a focus group with students enrolled in the MPH program provided qualitative assessments of the overall program. The focus group reviewed program quality in si main areas: student information resources, student advisement, practicum assistance, instruction, professional preparation, and overall strengths and weaknesses of the program. Students were invited to participate based on a stratified sampling scheme. Students who were currently enrolled and in good academic standing were divided by concentration, and every third student on the list was invited, and eleven students participated. Students completed a participant survey providing demographic information on age, gender, and ethnicity; their concentration in the program; and the focus group discussion (included in resource file). The group discussion involved both specific and broad questions to measure the si categories and generate further insights. All participants provided feedback to the focused discussions. Students were able to address other issues during a general discussion. To elicit open and direct feedback and ensure the anonymity of the students, program administrators did not lead or attend the general discussions. A CHHS staff member served as the scribe for each focus group. Results were qualitatively summarized by this staff member and presented to the faculty in manner in which no individual student could be identified. Overall, students were satisfied with the program. They felt the faculty, staff, and administration were accessible and knowledgeable. Students were highly complimentary of the diversity of the program s students and faculty, both culturally and professionally. Location and institutional reputation were also cited as positives and strengths of the program. Students were most concerned with the communication lacking in program advisement. Students felt they were not well informed about plan of study and graduation requirements, especially the Practicum requirement. Below is a summary of the primary concerns raised in the

12 student focus groups. In response to each concern, actions taken by the program to make significant improvements are described here: Mason Self- Study Page 12 Program Communication Student Concerns Students wanted more guidance and information from faculty and department leadership on the program of study, degree requirements, and job opportunities. Advising Student Concerns Students epressed frustration gaining access to faculty advisors and difficulty communicating with them. They also noted confusion about who their advisors were. Program Response The website was significantly revised, epanded, and enhanced to provide a complete description of the program requirements, admissions, and graduation, academic policies. ( The department created a dedicated MPH listserv to facilitate quick communication. The Graduate Student Handbook was created in Summer 2011 and is updated each summer for the incoming fall class. Program Response An Advisement Period was created for each fall and spring term, during which advisors are available for etended hours to help students plan course selections for the net term. This Advisement Period was implemented in AY , but was underutilized and was discontinued in favor of individualized follow- up by faculty. Starting in Fall 2012, each faculty member was provided with a list of his/her advisees and is responsible for once a semester contact with each student. The system for assigning faculty advisors has been revised so students are matched by concentration. This is easy for students to remember or look up in a posted assignment chart. (see Attachment B) The Department provides a web- based appointment scheduler so students can make appointments with their advisor or other faculty easily and quickly. The Student Handbook provides etensive guidance on program requirements, course sequence recommendations, course offerings, and academic planning. It is distributed during orientation, and available on the webpage.

13 Page 13 Availability of Courses Student Concerns Students reported confusion and difficulty planning course sequences. Without a Master Schedule of course offerings, it was almost impossible to plan individual programs of study. Practicum Student Concerns The practicum requirement was confusing and daunting. The requirement had just changed from a two- term sequence of 224 contact hours for 6 credits, to one term of 200 contact hours for 3 credits. There was inconsistency in the structure and timing of when students were allowed to begin and end field placements and whether affiliation agreements between Mason and the placement agency were in place. The only assistance given to find placements was a two- hour seminar offered at the beginning of the term prior to the field placement. Students were confused by this, and many struggled to find placements within the remaining time. Orientation Student Concerns Students suggested an orientation would provide much of the information, guidance, and structure that is lacking from the program eperience. Program Response The GCH Graduate Student Handbook now provides a Master Schedule of courses (i.e., what courses are offered each term on a yearly basis). The GCH Graduate Student Handbook also provides a set of recommended course sequences for each concentration in the program. Recommended options are provided for part- time and full- time students and students conducting practicum out of the area or locally. Program Response The old practicum course numbers were phased out and replaced by a single practicum course number (GCH 790) to help reduce confusion over which course was required. A new 0- credit course was introduced to help guide students through the process of securing a placement and completing the necessary internal paperwork. This course, GCH 780, is required, but it does not carry a quality- point grade, so it can be repeated until a pass grade is earned. The instructor of GCH 780 provides students with a number of aids during the course, including an etensive database of agency contacts, inclusion in a resume book sent to all our contacts, workshops on resumes and cover letters, advice from former practicum students, and personal coaching. A Practicum Guidebook (available in resource file) was created for use in GCH 780. It details the requirements for securing and completing both GCH 780 and GCH 790. Program Response The College created a Graduate Student Orientation in Fall 2010, which is held every term for incoming graduate students. The Department provides a session within the College of Health and Human Services Graduate Student Orientation specifically for the GCH graduate programs (MPH and MS programs), to introduce new students to the program requirements, faculty, and policies.

14 Page 14 c. Identification of outcome measures that the program uses to monitor its effectiveness in meeting its mission, goals, and objectives. *Defined target levels. *Data regarding program performance for each of the last 3 years. The GCH Graduate Programs Committee developed goals and objectives to identify specific means for achieving the program mission and vision. The system was updated in Fall 2011 and reviewed by the Graduate Student Advisory Committee and the GCH Advisory Board. The following chart reflects input from these constituent groups and is organized by five target areas: teaching, research, service, administration, and diversity. Section 1: TEACHING Goals Yearly Objectives % of enrolled graduate students will maintain a GPA of 3.0 or higher. Met 100% Met 100% Met 100% A) Faculty will prepare students at the graduate level to be knowledgeable and effective public health professionals. B) Faculty will provide and maintain high- quality Every program competency will be addressed in at least one required course. 50% of site supervisors will rate their practicum students as competent or highly competent. 100% of graduates will demonstrate competence in the major public health areas with grades of C or higher in all core courses. 100% of graduates will demonstrate competence in their concentration areas with grades of C or higher in all required courses. 75% of students who take public health credentialing eams will pass. 75% of alumni will indicate they feel well prepared or very well prepared by the program for work in public health. MPH core faculty will receive on average a minimum 3.5 overall rating of their teaching Met Met Met Not Met Site supervisors have not been surveyed. Not Met Site supervisors have not been surveyed. Not Met Site supervisors have not been surveyed. Met 100% Met 100% Met 100% Met 100% Met 100% Met 100% N/A No students took CHES or CPH. N/A No students took CHES or CPH. N/A No students took CHES or CPH. Not collected Not collected Not Met - 2/7 of respondents indicated they felt their preparation was above average and 2/7 felt their preparation was outstanding Met Fall: 4.56 Spring: 4.55 Met Fall: 4.52 Spring: 4.51 Met Fall: 4.44 Spring: 4.69

15 Page 15 instruction. each year. MPH core faculty will receive on average a minimum 3.5 overall rating of their courses. 80% of students would recommend the program to other individuals interested in obtaining an MPH degree. 75% of students would recommend their practicum placement site to other students. 75% of students would recommend their practicum site supervisor to other students. 75% of students will report that their overall practicum eperience was good or better. Met Fall: 4.56 Spring: 4.55 Met Fall: 4.46 Spring: 4.48 Met Fall: 4.52 Spring: 4.51 Met Fall: 4.42 Spring: 4.39 Met Fall: 4.44 Spring: 4.69 Met Fall: 4.37 Spring: 4.56 Not collected Not collected Met 83% of students would recommend the program Not collected Not collected Met 83% of students would recommend their practicum site Not collected Met 100% of students would recommend their site supervisor Met 100% of students would recommend their site supervisor Not collected Not collected Met 92% of students report a good or very good eperience Section 2: RESEARCH Goals Yearly Objectives % of core faculty will publish at least two peer- reviewed articles each year. Met 71% of faculty Met 88% of faculty Met 67% of faculty Faculty will conduct and disseminate high- quality collaborative research that contributes to advancing public health. 50% of core faculty will be included as PI or co- PI on at least one submitted research grant proposal every two years. 70% of core faculty will work with graduate students on mentored research projects each year. A minimum of four students will be offered GRA or TA positions each year. 50% of core faculty will publish at least one paper every two years with a co- author from another department or institution. N/A Met 56% Met 63% Not collected Not Met 63% Met 100% Met 8 GAs Met 6 GAs Met 8 GAs N/A Met 88% Met 67%

16 Page 16 Section 3: SERVICE Goals Yearly Objectives At least 80% of elected student representatives will attend their elected committee meetings. Not collected Not collected Met The MPH program encourages student participation in the governance of the program. The MPH program serves as a source of public health knowledge for local, national, and international communities. The MPH program actively contributes to public health workforce development efforts in the region and across the state. A Student Advisory Committee will represent all graduate programs in the department and meet at least twice each year. At least 25% of MPH faculty will provide technical assistance consultation to public health agencies. 100% of graduates of the MPH program will have successfully completed a practical field eperience with a local, national, or international organization. 75% of MPH faculty will serve on an eternal organizational committee, as a journal referee or editorial board member, or as a grant reviewer. The Department will sponsor at least two public health seminars each year that are available to the campus and local community. A needs assessment of the public health workforce in the local region will be conducted at least once every three years. An employer survey will be conducted once each year to identify strengths and weaknesses of program graduates. Not Met The Student Advisory Committee did not yet eist. Not Met The Student Advisory Committee did not yet eist. Met The Student Advisory Committee was created in Spring 2012 and met twice that term. Met 40% Not Met 17% Met 33% Not Met 93% (13 of 14 students) completed the practicum. One student took advanced research instead. Not Met 97% (65 of 67 students) completed the practicum. Two students took advanced research instead. Met 100% (43 of 43 students) completed practicum. Advanced research is no longer an allowable substitute. Not Met 60% Met 83% Met 78% Not Met N/A Not Met - 1 seminar was offered and open to the public Met Started participating in the Virginia Public Health Training Center needs assessment project. Met 12 seminars were offered and open to the public Met Continued participation in the Virginia Public Health Training Center needs assessment project. Not Met Not Met Not Met

17 Page 17 Section 4: RESOURCES Goals Yearly Objectives The program will maintain a student- faculty ratio of 10:1 or lower. Not Met 2 of 4 concentrations had a ratio of less Not Met 3 of 4 concentrations had a ratio of less Met 2 of 2 concentrations had a ratio of less The program will maintain a faculty adequate for delivering a high- quality MPH program. The program will maintain a yearly budget that facilitates meeting the program s goals and objectives. The program will maintain adequate research and teaching facilities. At least three faculty members will dedicate more than 50% of their time to each concentration each year. The program will engage at least five affiliate faculty from other departments on campus each year. The program will engage at least three adjunct faculty from the public health profession each term. The College will provide budget reports to the program at least annually. The Department Chair will reconcile budget spending every month. The program will have access to at least one computer lab classroom each semester. No courses will be canceled because of lack of classroom space. than 10:1. than 10:1. than 10:1. Not met Not Met Met 3 faculty dedicated to EPI; 6 faculty dedicated to GCH. Not Met 1 affiliate faculty Met 10 adjunct faculty employed Not Met 2 affiliate faculty Met 11 adjunct faculty employed Met Met Met Met Met Met Met The program has regular access to multiple computer lab classrooms. Met The program has regular access to multiple computer lab classrooms. Met Met Met Not Met 1 affiliate faculty Met 9 adjunct faculty employed Met The program has regular access to multiple computer lab classrooms.

18 Page 18 Section 5: DIVERSITY Goals Yearly Objectives The faculty handbook will include equal opportunity and non- discrimination statements. Met p. 22 (2009 version) Met p. 22 (2009 version) Met p. 21 (2011 version) The program will attract and retain a diverse faculty and staff. The program will attract and retain a diverse student body. All job postings will contain equal opportunity and non- discrimination statements. The department website will feature faculty research and practice in minority health. All new job postings will appear in at least two minority- focused publications. The student handbook will include equal opportunity and non- discrimination statements. The department will host at least one presentation each year on minority health. The program website will list and promote student diversity resources on campus. 80% of student eit surveys will rate the program as inclusive or very inclusive. Met Met Met Met Met Met Not Met Used 1 minority- focused publication Not Met Student handbook not yet published Not Met Used 1 minority- focused publication Not Met Student handbook not yet published Not Met Not Met Met Not Met Used 1 minority- focused publication Met p. 20 (2011 version) Not Met Not Met Not Met Not Met Data not collected Not Met Data not collected Not Met Data not collected* * The first GCH Graduate Student Eit Survey was distributed in December 2011, but this question was not included on the survey. A section of the eit survey focused on diversity will be developed, with considerable input from the Graduate Student Advisory Committee (represents input from student body as a whole) during AY d. An analytical self-study document providing qualitative and quantitative assessment of how the program achieves its mission, goals, and objectives and meets all accreditation criteria, including a candid assessment of strengths and weaknesses in terms of the program s performance against the accreditation criteria. This document serves as the self-study, which includes qualitative and quantitative assessments of program quality and performance based on established accreditation criteria. Each section provides a thorough eplanation of the self-study process, results, and final assessment. Each section ends with a summary of the program s strengths and weaknesses in regard to each specific criterion. e. Analysis of the program s responses to recommendations in the last accreditation report. Not applicable.

19 Page 19 f. Description of the manner in which the self-study document was developed, including effective opportunities for input by important program constituents, including institutional officers, administrative staff, teaching faculty, students, alumni, and representatives of the public health community. This self-study document was completed collaboratively by program faculty, the Graduate Programs Director, the Department Chair, and the CHHS Offices of Research and Program Evaluation, Academic Affairs, and the Dean. Program faculty wrote the majority of the document, using data and documents from a variety of sources on campus, including the Office of Student Affairs, Institutional Research and Reporting, and Graduate Admissions. The Graduate Programs Director was responsible for (1) ensuring the document was completed according to CEPH requirements, (2) ensuring all criteria were adequately addressed, (3) assigning sections of the document to be drafted and edited, (4) consulting with CEPH during the process, and (5) submission of the final self-study. Over the past three years, the program faculty have revised various elements of the MPH program s design, curriculum, and academic policies to comply with CEPH criteria and improve the overall educational quality. The GCH Graduate Programs Committee and the Graduate Programs Director have overseen these activities with participation and feedback from stakeholder groups, including students, alumni, the advisory committee, consultants, CEPH advisors, and adjunct faculty. g. Assessment of the etent to which this criterion is met. This criterion is met with commentary. The MPH program uses a comprehensive program evaluation system that includes performance goals, objectives, and performance measures in teaching, research, service, administration, and diversity. The evaluation system has been created, reviewed, and revised using a collaborative process that involves all stakeholder groups. The program actively solicited feedback from students in the first two years of implementation. This critical feedback led to a number of major improvements and a revised set of objectives and performance measures. Although several benchmarks were either not assessable or not reached during the first two years of the program, most were reached by the third year. The program continues to solicit feedback from students through a representative advisory board. The program established a systematic process for collecting data needed to assess performance and will continue to use this feedback in future decision-making. The site supervisor survey is available in Attachment C and will be distributed starting January, The employer survey is available in Attachment D. The alumni survey is available in Attachment E. Moving forward, data from these surveys will be regularly collected and incorporated into the review cycle.

20 Page 20 Criterion 1.3 Institutional Environment The program shall be an integral part of an accredited institution of higher education. a. A brief description of the institution in which the program is located, along with the names of accrediting bodies (other than CEPH) to which the institution responds. Named the #1 up and coming national university by U.S. News & World Report in 2011, George Mason University ( is an innovative, entrepreneurial institution with global distinction in a range of academic fields. Located in the heart of Northern Virginia near Washington, D.C., Mason prepares its students to succeed in the work force and meet the needs of the region and the world. Within Mason s College of Health and Human Services (chhs.gmu.edu), the Department of Global and Community Health is the academic home of graduate and undergraduate programs supporting career development in global health, community health, epidemiology, and biostatistics. Within the College of Health and Human Services, several graduate programs were recognized for ecellence by US News & World Report 2013 Best Graduate Programs, including the School of Nursing (ranked 79 out of 464 programs), Social Work (66 out of 207 programs), and Health Administration and Policy Department Program of Health Care Management (36 out of 67 programs), indicating the institutional epectations and support to develop and maintain nationally recognized programs of ecellence. Mason is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS) to award bachelor, master, and doctorate degrees. Mason was last reaffirmed by SACS in November 2011 which etends until Mason will conduct a focused mid-period review in A letter of SACS reaffirmation is available in the resource file. Mason holds specialized accreditation in colleges across the university ( COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT (Unit accreditation at the Initial and Advanced Levels) National Council for Accreditation of Teacher Education (NCATE) School of Recreation, Health and Tourism (BS in Athletic Training) Commission on Accreditation of Athletic Training Education (CAATE) (BS in Health, Fitness, and Recreation Resources, concentrations in Parks and Outdoor Recreation and Therapeutic Recreation) Council on Accreditation of Parks, Recreation, Tourism and Related Professions COLLEGE OF HEALTH AND HUMAN SERVICES School of Nursing (All programs) Commission on Collegiate Nursing Education (CCNE) Department of Social Work (BSW and MSW in Social Work) Council on Social Work Education (CSWE) Department of Health Administration and Policy (BS in Health Administration) Association of University Programs in Health Administration

21 Page 21 (MS Health Systems Management, eecutive management concentration) Commission of Healthcare Management Education (CAHME) COLLEGE OF HUMANITIES AND SOCIAL SCIENCES Department of History and Art History (BA and MA in Art History) National Association of Schools of Art and Design (NASAD) Department of Public and International Affairs (Master of Public Administration) National Association of Schools of Public Affairs and Administration (NASPAA) Department of Psychology (PhD in Psychology with a Concentration in Clinical Psychology) American Psychological Association (APA) (MA in Psychology, Concentration in School Psychology) Approved by the National Association of School Psychologists COLLEGE OF SCIENCE Department of Chemistry (BS in Chemistry) Approved by the American Chemical Society (ACS) Department of Geography and Geoinformation Science (Graduate Certificate in Geospatial Intelligence) Approved by the US Geospatial Intelligence Foundation COLLEGE OF VISUAL AND PERFORMING ARTS School of Music (BA/BM in Music; MM in Music; DMA in Musical Arts; PhD in Music Education) National Association of Schools of Music (NASM) School of Art (BA/BFA in Art & Visual Technology; MA/MFA in Art & Visual Technology; MAT in Art Education; MA in Graphic Design) National Association of Schools of Art and Design (NASAD) (MAT in Art Education) National Council for Accreditation of Teacher Education (NCATE) Other Academic Units (BFA in Computer Game Design; BA in Film and Video Studies; MA in Arts Management) National Association of Schools of Art and Design (NASAD) SCHOOL OF LAW American Bar Association (ABA) SCHOOL OF MANAGEMENT (All programs in Business; all programs in Accounting) AACSB International The Association to Advance Collegiate Schools of Business THE VOLGENAU SCHOOL OF ENGINEERING (BS in Computer Science; BS in Electrical Engineering; BS in Civil and Infrastructure Engineering; BS in Systems Engineering; BS in Computer Engineering; BS in Information Technology) ABET

22 Page 22 b. One or more organizational charts of the University indicating the program s relationship to the other components of the institution, including reporting lines. The MPH program is housed within the Department of Global and Community Health (GCH), within the College of Health and Human Services (CHHS). CHHS Dean, Dr. Thomas Prohaska, reports to the Provost and Eecutive Vice President of Academic Affairs, Dr. Peter Stearns, who reports directly to the President of the University, Dr. Ángel Cabrera. The organizational charts for the University and Colleges are presented in this section.

23 Page 23 c. A brief description of the university practices regarding: * Lines of accountability, including access to higher-level university officials. * Prerogatives etended to academic units regarding names, titles, and internal organization. * Budgeting and resource allocation, including budget negotiations, indirect cost recoveries, distribution of tuition and fees, and support for fundraising. * Personnel recruitment, selection, and advancement, including faculty and staff. * Academic standards and policies, including establishment and oversight of curricula. Ecerpts from the Mason Faculty Handbook describe major university practices. The handbook is available on on-line ( and a copy is included in the resource file. Lines of Accountability: Responsibility for the governance of Mason is vested by the laws of the Commonwealth of Virginia in the Rector and Board of Visitors. Members of the Board of Visitors are appointed by the Governor of the Commonwealth to serve fied terms of four years. The Rector is a member of the Board, elected by the Board to serve as its chair. The Board of Visitors eercises its authority principally in policy making and oversight. The Board of Visitors appoints the President of the University, who serves at its pleasure. The President is the chief eecutive officer of the University and reports to the Rector and Board of Visitors. As chief eecutive

24 Page 24 officer, the President is charged with carrying out the policies of the Board and providing leadership to the University s faculty, staff, and students in achieving major objectives. The Provost is the chief academic officer of the University and is responsible for all educational matters. The Provost is appointed by the President and serves at the President s pleasure. The Provost functions as the liaison to the Faculty Senate for the university administration and has a primary responsibility to keep the Faculty Senate informed about new initiatives as well as ongoing developments within the University. Collegiate or school deans and academic institute directors function in a dual capacity: they are the principal representatives of the organizational units and faculties within their charge, but they are also members of the central administration. As members of the central administration, they are appointed by the President, serve at the President s pleasure, and report to the Provost. The faculty conducts its work and participates in institutional governance at the University level; the college, school, or institute level; and the level of the local academic unit. In accordance with the best traditions of American universities, the faculty plays a primary role in two types of determinations: the University s academic offerings and faculty personnel actions. Academic Unit Prerogatives: The local level of governance is the most important in the University for the faculty s direct eercise of professional and peer judgment. Faculties of local academic units actively participate in decision-making about academic matters, matters of faculty status, and organizational and institutional change. They have primary responsibility for such academic matters as unit reorganization, the design of programs, development and alteration of the curriculum, standards for admission to programs, and requirements in the major. They play a primary role in such matters of faculty status as the recruitment and initial appointment of new faculty; the reappointment, promotion, tenure, and post-tenure review of members; and in the case of departments, the selection of the department chair. Budget Allocation: As an organizational unit, the college or school has primary responsibility for allocating an instructional budget to each department that includes FTE funds for the payment of its faculty s salaries as well as funds for goods and services in support of its academic programs and other activities. Department chairs are responsible for administering the budget and communicating budget matters between the faculty and the dean. Personnel Selection: The Board of Visitors has full authority over faculty personnel matters, including faculty appointments. Academic administrators share responsibility with the faculty for ensuring that appropriate standards are fostered; that equity and due process are the rule; that judgments in the selection, retention, and promotion of faculty are in the best long-term interests of the University; and that equal opportunity and fair employment practices are followed. Initial review and evaluation of qualifications are carried out by peers in the local academic unit to which the candidate is to be appointed. The local academic unit establishes a faculty committee to advise and assist the local unit administrator in carrying out a search. After receiving appropriate training from the Office of Equity and Diversity Services, this committee reviews applicant credentials and makes recommendations regarding potential finalists for the position. All fulltime faculty of the local academic unit will be provided with an opportunity to meet with the

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