Graduate Program Prioritization Criteria and Questions/Elements. 1. History, Development and Expectations of the Program

Transcription

1 Graduate Program Prioritization Criteria and Questions/Elements Program Name: Department: Contact: Master of Public Health Public Health Michael Mink, Graduate Coordinator 1. History, Development and Expectations of the Program a. Provide, to the best of your ability, a brief description of the program s history including the evolution of the program over the years. Describe specific changes that have been made to the program curriculum, changes to student demographics and the impact of these changes on the program, and efforts to recruit students to the program. If this is a new program, describe efforts to build the program and the progress of these efforts to date. (550 words) In 1991 the Master of Public Health (MPH) program commenced with the first MPH degrees awarded in May, In 1996, the program received applicant status from our national accrediting body, the Council on Education for Public Health (CEPH), and was awarded accreditation in May, Since then, the program has successfully maintained full accreditation status, having received the full seven-year re-accreditation award from CEPH, (the longest re-accreditation period available) in 2001 and in The program is currently in the self-study period for the next re-accreditation site visit, which is scheduled for spring During its 23 years of existence, the program has graduated hundreds of students, the majority of whom have remained in Connecticut. The curriculum has changed over time to reflect the changing trends in public health. However, it has remained true to its roots in health education and health promotion. At first, the focus was on school health education but the decision was made to change it to public health, with a specialization in community health education, to address changing needs in the public health workforce, and better utilize faculty expertise in the Department. In 2006, Department added a second concentration that was more generalist in nature, since not all students wanted to focus on community health education. Based on feedback and advice during the following re-accreditation review, this option was eliminated and the program returned to its primary focal area in Health Promotion. For many years, the department has provided strong support to the public health profession in the state. Faculty members have been in several leadership positions in the Connecticut Association of Public Health (CPHA) and department staff provided the main administrative support for the association s annual conference. Until this year, the department provided continuing credits on behalf of the state office of the National Commission of Health Education (NCHEC) and CPHA. Finally, the department conducts a training course for sanitarians annually that prepares students for employment as a sanitarian by a local health department.

2 b. Is there anything else you would like us to know? (Issues you might choose to discuss could include visibility of the program, relationships the program has external to the university, changes in the economic support for the program, staffing, etc.) (150 words) Internationally, the program has long-standing relationships with communities in Guatemala, New Zealand, Turkey, and Ghana, which have fostered invaluable learning experiences for faculty and students. At the national level, faculty members serve or have served as officers of national professional associations such as the Society for Public Health Education and College and University Work/Family Association. Within the state, faculty also have strong research and program collaborations with Yale University, University of Connecticut Health Center, CCSU, Connecticut Association of Departments of Health (CADH), and the State Department of Public Health. The department also manages a long-standing Health Equity Project which has successfully obtained grants and represents the department in state initiatives focused on reducing health disparities. Locally, faculty members have developed very strong ties with agencies in New Haven and Bridgeport to develop food access programs and conduct research on diabetes, HIV/STI prevention, aging, and other cutting edge research and practice programs.

3 2. External Demand for the Program a. Using the data provided, review and explain the relationship between the program and external factors that impact the: i. number of applicants and percentage of applicants accepted ii. 5-year enrollment trends (450 words) Table 1: Number of Applications and Acceptance Rates 2008/ /13 Academic Year Program Applications Accepted Acceptance % MPH-PCH % MPH-PCH % MPH-PCH % MPH-PCH % MPH-PCH % Table 2: Total Number of Enrolled MPH Students Male Total Enrollments Fall Spr Fall Spr Fall Spr Fall Spr Fall Spr Fall Spring '08 '09 '09 '10 '10 '11 '11 '12 '12 '13 Avg Avg Female Full- Time Part- Time The number of new students admitted to the program has remained relatively stable over the last five years, ranging from per year. Our target number of new enrollments changes somewhat every year, depending on the number of students who graduate, but hovers around Our enrollments must be carefully monitored because our outside accreditation from the Council on Education for Public Health (CEPH) requires a student/faculty ratio of 10:1 or less, but recommends a ratio of 8:1. With 12 full-time faculty, and a large undergraduate degree program, the current ratio is over the limit, at 12:1. Our major challenge at this point is to reduce this ratio to 10:1 or less by increasing the number of full-time faculty, so as not to reduce the number of enrollments. Our overall enrollments have steadily decreased over the last five years for a number of reasons. Early in the economic recession ( ), a large number of layoffs across the region led a number of people to pursue higher education. This increased interest in professional training, and as a result, enrollment numbers during this period edged the faculty-student ratio past the maximum level. In response, we had to reduce new admissions to meet accreditation requirements. Last year, one full-time faculty member resigned and that position returned to the faculty pool, which has raised our ratio again.

4 Budgetary cuts in state and federal spending have exerted a negative impact on the demand for public health programs overall, since public health employers are most often government agencies or non-profits. Although public health remains one of the strongest sectors for future employment growth, Connecticut and federal spending on public health has slowed because of the recession. This has also reduced the number of people willing to invest money in education and risk a career change. Our MPH is a professional degree that historically attracts people trying to advance or change their careers by studying part-time. The number of part-time applicants has dropped, while the number of traditional student applicants (right after college) has grown. We are already discussing ways to adapt to this new student profile. Finally, the program has historically attracted a healthy number of students from other countries, particularly from the Middle East and Africa. However, changes to immigration policies following the events on September 11, 2001, have protracted the process of awarding student visas. Many international students have not been able to make arrangements in time to start their studies here by the start of the new term. We are responding to these new requirements by improving rapid communication with international applicants. b. Which employers, institutions and/or communities benefit from this program? Describe how the program meets the needs of the state (e.g., economic, cultural, civic, etc.)? (150 words) Public health professionals work for state or local health departments, other government agencies, non-profits, healthcare clinics, international organizations, and even for-profit companies. Below is a sampling of organizations that benefit from our students as either interns or employees: CT Health Departments New Haven, Waterbury, East Shore District, Central CT, Norwalk, Bridgeport, Newtown, City of Milford, Quinnipiac Valley, City of Stamford, Chatham, and the Connecticut Department of Public Health. Non-Profit Health Agencies Boys and Girls Club, AIDS Project New Haven, Planned Parenthood, American Red Cross, American Cancer Society, Yale-New Haven Hospital, Middlesex Hospital, Cornell Scott Hill Health Center, New Haven Family Alliance, Global Volunteer Network, FoodNet, and the United Way. Other Organizations Southwestern Mental Health Authority, Southwestern Area Health Education Center, Vietnam Veterans of America, North Haven Public Schools, CT Department of Social Services, Yale University, SCSU, United Nations, and state and national offices of the National Institutes of Health. c. Is there anything else you would like us to know? (Issues you might choose to discuss could include competition from local, regional, and other institutions.) (100 words) Public Health remains one of the most robust sectors for future employment prospects. For example, the US Bureau of Labor Statistics predicts that over the next 10 years, the employment outlook will grow 21% for Health Educators (faster than average) and 15% for Health Environmentalists (faster than average).

5 Our MPH program faces growing competition from nearby Connecticut universities, which offer (or are developing) programs in public health and related disciplines. We realize the need to continually assess workforce demands and make changes to our program in order to remain competitive.

6 3. Internal Demand for the Program a. Using the data provided, please describe how courses in your program serve students in other programs. What percentage of students in your courses come from other programs? Please provide enrollment data for graduate courses offered by your department that are required for other graduate programs. (Some of your discussion in this section may be repetitive, but is important in understanding the internal demand for the program.) (100 words) Table 3: Number of Non-Major Credits AY 08/09 AY 09/10 AY 10/11 AY 11/12 AY 12/13 Non-Major Credits We are not aware of any MPH courses that are currently required for another program on campus. Some students from other programs do, however, take our courses as electives. These students often come from other health professions (nursing, social work), education, or other social sciences (psychology, sociology). We have discussed offering some interdisciplinary certificate programs, but these discussions are preliminary at this point. b. How is enrollment for your graduate program influenced by enrollment in your undergraduate program? Is there potential for a formal pathway between the two programs? (100 words) The BS program is quite strong with about 250 students currently enrolled. We have a strong record of accepting our BS graduates into the MPH program, and our BS students report that a highly favorable view of the department faculty is a strong enticement for the MPH program. The Graduate Coordinator regularly meets with interested BS students to explain the MPH requirements and admission process. Faculty members have expressed strong support for a 5-year BS/MPH dual degree program, and we are currently exploring the process for designing and gaining approval for this new option. c. How reliant are you on non-program students taking your courses? (100 words) Currently, we do not rely on non-program students in our courses to make our target enrollment FTEs. Our program enrollments are strong enough to support program costs and course offerings. We do tend to attract students from other majors and non-matriculated students in our courses, which builds a positive reputation cross campus and adds to program revenue. Non-matriculated students often do well in our courses and move on to be admitted into the program. d. Does the program produce services needed by other parts of the campus (e.g. clinics, testing services)? (100 words) The Department collects health data on undergraduates every two years, which is used on campus by Student Health Services, Counseling Center, Drug and Alcohol Resource Center, and

7 the Women s Center. MPH students also conduct or participate in various projects on campus, such as health fairs and information sessions, as part of their coursework. Faculty members also engage in efforts to improve the well-being of faculty and staff through research and initiatives on work-life balance and child care services on campus, as well as serving on the Institutional Review Board, Office of Research Integrity, and RSAC. e. Is there anything else you would like us to know? (100 words) Department faculty members are deeply involved in leadership positions in many committees on campus to fulfill the ideals of shared governance and academic freedom. Faculty members have led or are leading the faculty senate, several committees in the faculty senate, and the graduate and undergraduate curriculum program committees. They have been appointed to or volunteer for the strategic planning committees and university search committees. Faculty also serve in the chapter of the AAUP and the AAUP state council.

8 4. Quality of Program Inputs and Processes a. Please provide a narrative of how the qualifications and assignments of your full- and parttime faculty align with and support the program. Please include a discussion of the challenges and successes the department faces in providing qualified faculty to meet the needs of the program. In those programs where it is appropriate, please discuss the integration of adjuncts into the program s curriculum. (450 words) The Department of Public Health currently has 12 full-time faculty members, all of whom have appropriate doctoral degrees, relevant experience, play an active role in teaching at least one graduate course per year, contribute to program planning by serving on the Department Program Committee, and maintain a productive research agenda. Faculty members overwhelmingly receive very positive student evaluations; many have been nominated for the J. Phillip Smith outstanding teaching award and three have received this award. The MPH program is accredited by the Council on Education for Public Health (CEPH). The program is delivered in a manner that is aligned with competencies from the Association of Schools and Programs of Public Health (ASPPH). Each course has specific learning objectives that align with these competencies. Faculty members continually review program competencies, revise the designation of these competencies to specific courses, and modify student learning objectives accordingly. Faculty members are relied upon heavily to apply their expert training to the development of curricula and assessment activities for the courses for which they have teaching assignments. For example, Dr. John Nwangwu has credentials as an epidemiologist, and he continually provides guidance for how the ASPH competencies for epidemiology are expressed as student learning objectives for the epidemiology course (PCH 551). Dr. Nwangwu is responsible for selecting reading materials and other course resources, developing and delivering all teaching activities, creating all assessment activities, and delivering the course accordingly to insure that student learning objectives are met and students are properly assessed on their proficiency. Consistent with requirements from CEPH accreditation, adjunct faculty members have a limited role in delivering components of the MPH program. Currently, adjunct faculty members teach one required course (Biostatistics), serve as guest lecturers for several courses, and on rare occasions, serve as special project advisors. Challenges for the program are primarily related to CEPH accreditation requirements. We must maintain a faculty to student ratio of 10:1 (ideally 8:1). The Department lost one faculty member last year and that faculty line returned to the pool; we were not able to replace that person to fill needs within the department, specifically in the area of environmental health. Additionally, our accreditors require significant scholarship, regardless of teaching load; our heavy teaching load and lack of research support has hindered this process and our ability to attract faculty with research experience. b. Briefly describe the merits and logic of your curriculum. (250 words) The MPH program requires a minimum of 48 credits. The curriculum is based on ASPH competencies and National Commission for Health Education Credentialing (NCHEC) competencies and aligns with our CEPH accreditation requirements. Courses are categorized into

9 3 competency areas: public health core & interdisciplinary/crosscutting (27 credits); health promotion specialization (12 credits); and culminating experience & internship (9 credits). ASPH core competencies for public health include: Biostatistics; Epidemiology; Social & Behavioral Sciences; Health Policy & Management; and Environmental Health Sciences. ASPH interdisciplinary/crosscutting competencies are addressed as components of multiple courses and include Communications & Informatics; Diversity & Culture; Leadership; Professionalism; Program Planning; Public Health Biology; and Systems Thinking. Health promotion specialization courses address NCHEC competencies related to health education and health promotion practice. Students have the option of enrolling in the program on a part-time (2 courses per semester over three years) or full-time basis (4 courses per semester over two years). Courses are sequenced to provide appropriate prerequisite competencies. c. How dynamic is your program? Please identify and describe what procedures are in place to provide continued, regular evaluation and review (include formal and informal activities). Describe the impact of the review on the program and curriculum (e.g., FAAR data may be used as evidence, as well as other documentation of changes to the curriculum). (300 words) Ongoing evaluation of the MPH program is extensive and guided by CEPH accreditation requirements. The MPH program is currently in the 2 nd year of a 3-year self-study process for CEPH accreditation. CEPH requires our program to have clear goals and objectives, specific competencies upon which all program components are based, student learning objectives and assessment activities for each course that align with competencies, and data that demonstrate student outcomes. The MPH program has a Graduate Program Coordinator, and the faculty deliberate on graduate program issues at monthly meetings designated exclusively for such issues. During our 3-year self-study, each aspect of the program is reviewed and program changes are made as needed to align with CEPH requirements and to address emerging public health practice and teaching innovations. Examples of recent MPH program revisions resulting from our continuous review process include: the adoption of a more flexible policy on timing of the internship course, special project, and thesis; revised title for PCH 510 to Environmental Health and shifting scheduling of this course from winter intersession to summer; formulation of a new Graduate Admissions Committee that has reviewed and revamped the admissions review process and scoring criteria; development of new department goals and objectives, many of which pertain to the MPH program; and an updated website with program information. As part of the self-study process, the Department is also in the process of revising program competencies, altering some courses to align with these competencies, and revising the sequence of courses accordingly. d. Is there anything else you would like us to know? (Issues you might discuss could include the quality of your incoming students, or a comparison of your curriculum, courses, assessments, experiences to similar programs. How does your program better serve students than similar programs offered elsewhere?) (200 words)

10 The Department is focused on delivering an educational program that is consistent with our mission. We currently focus on working adults; many of whom are returning to school after a long hiatus; transitioning into public health from other fields of study or practice; or aspiring to move into public health positions with increased levels of responsibility and earning potential. Our program is offered during evening hours to accommodate working adults; part-time (3-year) and full-time (2-year) options are available; and summer courses are offered to provide students with additional flexibility. In contrast with Yale University and the University of Connecticut, the only two other institutions that offer MPH degrees in the state, our program provides students with specialized training in health promotion, with a greater focus on practice than research, and students are taught by faculty whose full time function is to teach. Our MPH program plays a major role in public health workforce development in Connecticut and our students are very well represented in local health departments, the State health department, non-profit organizations, and research institutions throughout the state.

11 5. Quality of Program Outcomes a. How does your program use assessment data to ensure quality of student outcomes? Describe the quality of your program outcomes. (e.g., G.P.A., Student Opinion Surveys, course evaluations, alumni surveys, professional assessment/evaluation, other assessments, and participation in groups or organizations that focus on pedagogy or andragogy. Insert a table listing your program outcomes. Note that the table does not count in the word limit). (900 words) We use several methods to assess the quality of our MPH program and continuously improve our courses, the alignment of competencies to courses, and staffing of these courses. Table 1 shows our program objectives as they currently stand from our last national accreditation in We currently are revising these for our upcoming accreditation and self-study phase; however, many of our quality improvement methods will remain the same. Overall, we continuously assess the quality of instruction, research, and service in our MPH program. In every graduate course, we conduct both mid-course and end-of-course evaluations. For the mid-course evaluations, faculty members are encouraged to use any form of evaluation they feel is appropriate. These are intended to be used as a method of process evaluation, so that faculty members can make changes and adjustments to their teaching midway through the semester. Typically, faculty members collect both quantitative and qualitative data in these assessments. All faculty members use the university s Student Opinion Surveys at the end of the semester to evaluate student satisfaction. In addition to course evaluations, we require students to earn a grade of C+ or higher for each course and maintain an overall GPA of 3.0 in order to maintain enrollment. The program also conducts exit interviews with students during their last semester of the program, usually in the internship course. These interviews have two parts: 1) each student completes an anonymous survey and 2) students are asked to participate in a focus group to discuss the strengths and weaknesses of the program. Resulting data are presented to the faculty in a faculty meeting, and any necessary changes are discussed for improvement. Moreover, at least one other time in the program, students are assessed as a cohort to identify changes that need to be discussed. Currently, the issues being considered by the faculty include (a) adjusting the order of courses to create a better learning experience, and (b) changing the time of our courses to reduce or eliminate late evening time slots. Because our program is nationally accredited, and therefore, national competencies that are continuously changing need to be addressed in our program, we assess how our courses are aligned with the national competencies on a regular basis. Currently, as we conduct our self-study for national accreditation we are considering changes in course titles and content. In the past, the program required that every graduating MPH student sit for the Certified Health Education Specialist (CHES) exam. Although we did not receive reports on pass rates from the certification organization, we know anecdotally that pass rates for our students were very high. Due to the changing nature of the concentration of our MPH program, we no longer require the CHES exam; however students still do very well if they choose to take the CHES exam or the new Certified in Public Health (CPH) credentialing exam. Finally, as has been mentioned previously, our program is nationally accredited by the Council on Education for Public Health (CEPH). We have been accredited since 1998 and have

12 received re-accreditation twice since then. Accreditation lasts for seven years and we are currently in the three-year self-study period before our next site visit, scheduled for spring During the self-study process, we utilize all of the assessment and outcome data collected and develop new measures to collect data for the next two years, when we will complete our accreditation report and host site reviewers to our program and department. The nature of this process keeps us abreast of changes needed in our courses, internship requirements, faculty research and service, university resources, and student satisfaction and success. MPH Program Objectives (Note: we are in the process of revising these objectives now.) Instruction Program Objectives M.P.H. students will demonstrate the capacity to contribute in advanced positions to the essential services of public health, as evidenced by: M.P.H. students specializing in health education will demonstrate the capacity to fulfill the responsibilities of a health educator at Levels II and III of the CHES certification standards as evidenced by: Outcome Measure (Target) 100% of graduating M.P.H. students will have completed an internship with a grade of C+ or higher. 100% of graduating M.P.H. students will complete each required core course with a grade of C+ or higher. 100% of graduating M.P.H. students will complete an internship in health education with a grade of C+ or higher. 100% of graduating M.P.H. students will complete each required specialization course with a grade of C+ or higher. 100% of graduating M.P.H. students specializing in health education will pass the health education credentialing exam. Program will contribute to the effectiveness of public health practice by improving the number, competency and diversity of the public health workforce, at entry and advanced levels of practice, as evidenced by: Each academic year the Program will graduate a minimum of 15 M.P.H. students. Each academic year the Program will graduate an M.P.H. class comprised of 33 % or more of students from underrepresented populations. 80% of M.P.H. graduates will be employed in public health or related fields within one year of graduation. 80% or more of employers of M.P.H. graduates will indicate satisfaction with employees performance. Research Program Objectives M.P.H. students will conduct an independent thesis or special project that is relevant to the essential services of public Outcome Measure (Target) 100% of graduating M.P.H. students will have completed a thesis or special project with a grade of C+ or higher.

13 health and/or responsibilities of a health educator, as evidenced by: Program faculty will conduct sponsored research and produce scholarly works that advance the mission of public health, and the science and art of public health practice, as evidenced by: Service Program Objectives M.P.H. students will perform health-related internships at community-based agencies and organizations, as evidenced by: The Program will conduct a deliberate agenda to promote the professional development of local and State public health and health care professionals, as evidenced by: Each academic year, 100% of full-time Program faculty will provide evidence of sponsored research and/or scholarly work. Outcome Measure (Target) 100% of graduating M.P.H. students will have completed a healthrelated community-based internship with a grade of C+ or higher. Each academic year the Continuing Education Program will offer of co-sponsor at least four professional development workshops. b. Is there anything else you would like us to know? (Issues you may choose to discuss could include preparing your students for employment or further scholarly pursuits. Where possible provide data driven examples, e.g., number of students who pass the licensing exam). (300 words) As a professional program with national accreditation, we take preparing our students for employment very seriously. All students are required to complete a graduate internship, which consists of 150 hours of field work and is usually done over the course of one semester. Students must have completed at least half of their coursework before starting an internship to ensure that they have necessary skills to do the work asked of them. Students are supervised at their internships by professionals who have been educated in public health or a related area. They are required to work on tasks that relate to the 10 Essential Public Health Services recognized by our profession. While engaged in their internship, students attend several seminar sessions during the semester. Topics covered in these sessions include professional ethics, preparing for a professional job, and understanding organizational structure. The seminar also provides a forum for students to process what they are learning in their internships. We have observed over the years, many of our students receiving job offers in their internship placement sites, which speaks highly of the preparation students have received in their coursework. Another program outcome that shows the quality of our students is that several of our graduates have decided to pursue terminal degrees and passed medical residency exams. Another program outcome showing the quality of our students is that many of our graduates come back to the Department as adjunct professors. They are each vetted through the Department chairperson and hired only if qualified.

14 The fact that so many are hired speaks volumes for the quality of student we graduate with an MPH degree.

15 6. Size, Scope and Productivity of the Program a. How many credit hours does the program generate? (table generated by OMIR) Credits Generated AY 08/09 AY 09/10 AY 10/11 AY 11/12 AY 12/13 Total Academic Credits 1, Major Credits 1, Total Students Note: This table was provided to us by OMIR, but does not appear to be correct. We usually have about 80 students enrolled in a given year. b. What degrees or certificates are awarded? (This is a simple list of degrees and will list only one degree or certificate unless you are one of the programs approved to report your data in combination) Master of Public Health (MPH) c. How many degrees or certificates have been awarded (five year data)? Degrees Conferred AY 08/09 AY 09/10 AY 10/11 AY 11/12 AY 12/13 MPH-Public Health d. Using the data provided, present and discuss the record of the graduate faculty in research/creative activity. (200 words) Our 12 MPH program faculty members have been very productive with creative activity despite the demands of 24 credits per academic year and extensive service activities. For the 4 academic years from faculty produced 5 new or revised book chapters; 29 academic or professional journal articles and 13 research or other types of reports; delivered 22 professional oral presentations and 20 professional poster presentations; obtained 8 contracts and 31 grants; and attended an average of 1.75 professional conferences per year. e. What types of student or student/faculty research or creative activity have been developed and or produced (e.g., include theses, dissertations, special projects)? (100 words) MPH graduates have produced a wide range of creative activity through their required special project or thesis. On average, 19 MPH students complete a thesis or special project each year and several have abstracts accepted for poster or oral presentations at professional conferences, or have manuscripts published in peer-reviewed journals. Our MPH students have been very successful at receiving Graduate Assistantships and Research Fellowships and faculty have eagerly served as mentors for these projects. Students often participate with faculty in presentations and publications. Approximately one-third of journal articles that were published by Department faculty included at least one student co-author.

16 f. In your narrative discuss how all these data impact or have impacted the size, scope or productivity of your program. (200 words) Our accreditation agency, the Council on Education for Public Health (CEPH), requires our MPH program faculty to have a strong track record of presentations, publications, and grant funding. Collaboration with students has been made it possible for faculty to produce research and simultaneously fulfill teaching and service requirements. Most program faculty serve as special project or thesis advisors, or mentor students for graduate assistantships. These collaborations also allow us to attract and retain students to our MPH program and Fellowships and Assistantships from the School of Graduate Studies for Research have been essential for providing students with sources of funding. The MPH program must maintain a student to faculty ratio of 10:1 (preferably 8:1) to comply with accreditation requirements. This requirement limits program growth without the addition of graduate faculty lines. The physical building where the Department is housed also presents some limitations on program growth. Faculty members are divided between two office buildings, most faculty members currently share offices, and there is no dedicated space available for graduate assistants. g. Is there anything else you would like us to know (this might include a discussion of equipment purchased solely for the purposes of the graduate program). (100 words) The greatest barriers to attracting and maintaining quality students are the lack of financial assistance and the awkward methods by which graduate assistantships (GAs) are awarded. Applications for assistantships are due before the program application deadline each spring, so new applicants are precluded from applying. This precludes our ability to use assistantships as a recruitment tool. Instead, assistantships should be awarded to departments early in the spring, so we can use them strategically to attract our best applicants and retain our best students.

17 7. Revenue and Other Resources Generated by the Program a. What are the sources and how much revenue does the program generate through student enrollments? Display Orgn Code Prioritization Pgm for Reports Fiscal Year Student Tuition and Fees Other Revenue Sources Grand Total Revenue MPH-PCH , , , MPH-PCH , , , MPH-PCH , , ,211 b. What are the sources and how much additional revenue does the program generate through fees such as laboratory or special user fees? (50 words) Currently, we do not require any laboratory or special user fees in the MPH program. We offer an emergency medical training (EMT) course to any student (graduate or undergraduate) but the revenues generated go into our Department s general fund. c. What are the sources and how much revenue does the program generate by services (e.g., external or to other programs)? (50 words) Our Department generates revenue through other programs, which includes both credit and non-credit institutes we offer (e.g. Environmental Health Training Program, Thanatology Institute) through the University. We also secured funding from the Connecticut Health Foundation for a scholarship earmarked for underrepresented students of color to attend our MPH program. d. In the narrative on this section discuss how the revenues and other resources impact the size, scope and productivity of your program? (100 words) All of these resources, especially funds to support students through scholarships, assist us greatly with recruitment in to the MPH program. Other resources we have been very successful in procuring are both the Research Fellowship (RF) and Graduate Student Graduate Assistantship (GSGA) from the School of Graduate Studies. These awards have helped our program by supporting students who otherwise were not receiving support, assisting faculty with scholarship - they are working on projects that can further support student research, and by directly supporting student thesis research. e. Is there anything else you need us to know? (You may wish to discuss grant activity, gifts to the University, etc.) (100 words) Although not direct income into the MPH program, our faculty has been successful securing grants and contracts wherein a portion of the indirect costs come back to our

18 Department. Additionally, we have a scholarship fund through the Foundation. All of these revenues are used to hire Graduate Assistants, support student travel, and support student research.

19 8. Costs and Other Expenses a. What are the total costs of the program? (table) Display Orgn Code Prioritization Pgm for Reports Fiscal Year Employee Compensation Operating Expenses Allocated Overhead and Indirect Costs Grand Total Costs Net Income / (Loss) Per BCH MPH-PCH 2010 (231,087) (5,607) (234,550) (471,244) MPH-PCH 2011 (220,742) (5,646) (220,265) (446,653) MPH-PCH 2012 (171,210) (3,774) (164,771) (339,756) b. What is the ratio of costs to revenues? (table) Display Orgn Code Prioritization Pgm for Reports Fiscal Year Ratio of Costs to Revenue MPH-PCH : MPH-PCH : MPH-PCH : 1.00 c. What investment in new resources does the program require? (200 words) Investments in the program are needed to ensure maintenance of our CEPH accreditation as well as to continue to offer cutting edge programming that services the needs of potential students. These resources include the following: 1) A new faculty member with a focus in environmental health sciences 2) A faculty member with a focus in biostatistics/epidemiology 3) Additional funds for graduate student assistants 4) Additional full-time secretarial support 5) Support for grant writing and administration (in-house or in-school) 6) A stable technology that facilitates the conduct of online courses 7) One building that accommodates our entire faculty, graduate assistants, and staff in one location. In past accreditation reviews, we have been cited for not having the appropriately trained faculty teaching certain courses. We have solved this in the past with adjuncts, however, fulltime faculty need to be in place soon for accreditation. As we grow our program and look to offer our MPH degree in different ways, more support will be needed in the way of a secretary or full-time assistant to help with website development, admissions, etc. Research productivity would increase if faculty were provided with additional graduate research assistants and indepartment grant writing support staff.

20 d. What demonstrable efficiencies exist in the way the program is operated (e.g., summer courses; cross-listed courses, etc.)? (100 words) The program design allows students to attend on a part-time or full-time basis, so they can select a pace that accommodates their educational goals and other obligations. All required courses are offered during the evening time slots (at 5:00 pm or 7:35 pm), once per week, to minimize the number of trips students and faculty make to campus during evening hours. Courses are offered on a regular rotation according to a master schedule that is published in the graduate catalog, and courses are scheduled to avoid time conflicts.

21 9. Impact, Justification, and Overall Essentiality of the Program a. How does this program connect to the University s mission statement and/or the Graduate School s mission statement? (100 words) Our Mission: To advance the state of public health practice and to promote and protect the health of the public Our Vision: To be a leader in academic public health, community service, and the conduct of research relevant to advancing the ideal of healthy people in healthy communities. We designed our mission and vision statements to contribute to the public health profession, serve the interests of our students, and reflect the University s commitment to academic excellence, social justice and the public good. b. How does this program respond to societal needs that the institution values? (e.g., producing a critical thinking, educated citizenry; improving the state s workforce; meeting health care needs of the community, etc.)? (100 words) The following values guide our work: (abridged to meet the word limit) Human Rights: the right of every individual to be treated fairly, to maintain autonomy and dignity, to seek education in a safe environment. Diversity: a diverse workplace that incorporates both shared and divergent viewpoints in strategic decision-making. Community Involvement: active engagement in department, school, and university initiatives. Academic Excellence: academic excellence in teaching, mentoring, advising, and scholarship. Collaboration: collaboration among department faculty, with students, the university, the profession, and communities Democratic Process: sharing of information, building a common understanding, mutual support, collegiality and decision-making through consensus. c. To what extent does this program help the institution differentiate itself from similar programs at peer institutions? (100 words) Ours is only one of two MPH programs at public universities in the state of Connecticut, and the only one that offers a concentration in health promotion. We offer both a part-time and full-time option with flexibility to switch as situations change. We accommodate working adults by offering all required courses in the evening and are moving toward more online courses to provide additional flexibility. Compared to UConn and Yale, our only two competitors in the state, our tuition rates are very competitive and our faculty members are more focused on teaching and advisement. d. Is there anything else you would like us to know? (100 words)

22 10. Opportunity Analysis of the Program a. Describe the external opportunities for strengthening your program. (300 words) Competition from private universities in the area is growing, with new MPH programs in development at Quinnipiac University and University of St. Joseph, as well as a growing Health Administration program at New Haven University. However, we have maintained a market advantage with our specialized focus in health promotion and our much more affordable tuition costs. We also have an extensive network of alumni in health departments throughout the state and a long-standing reputation for producing highly qualified graduates. Our goals are focused on providing increased flexibility to meet the demands of today s students. The typical MPH student today works at least part-time while enrolled in the program, has previous or current professional experience, has significant family obligations, and is eager to get through the program quickly. To meet these needs, we will continue to explore multiple options for completing the degree requirements. For example, the faculty has already discussed increasing the following innovations: (a) increasing the number of online and hybrid course offerings, allowing students to complete some, if not all, of their courses remotely; (b) offering the program through an executive format that targets manager-level public health professionals who want to advance into leadership roles; (c) offering an environmental health concentration, because environmental health is a core function of all local health departments in the state; and (d) creating a 5-year BS/MPH degree option that will attract students at the undergraduate level who wish to complete both degrees a year earlier than the traditional option. We also hope to grow the program as these new options become available. These new options will require additional faculty lines and investment in more stable educational technology by the University. In order to maintain our outside accreditation and enlarge our program, the university must invest in additional faculty lines. b. Describe the internal opportunities for strengthening your program. (300 words) The department welcomes collaborations across the campus with faculty and programs in other departments, as well as with student and faculty service units (i.e., health and wellness, campus safety, etc.). The department recently received an internal grant to build discussions across the disciplines, which should produce new ideas and cooperative projects. One of most critical shortages in the public health workforce continues to be for public health nurses. One of the reasons for this is small number of dual degree options in nursing and public health. Although both programs have strict accrediting standards, efforts to create a dual BSN/MPH program would likely stir a great deal of interest. Expressive art therapy programs, such as music therapy or art therapy, are also in short supply. A collaborative degree program between programs in the arts and public health would likely attract another set of applicants to the program, offering students in the arts an appealing professional direction. The rapidly aging population will require substantial increase in the provision of social and commercial health services. In turn, health services entities will require management personnel who have an understanding of the determinants of health and public health issues. For this reason, a dual MPH/MBA degree as well as a dual MPH/MSW degree are envisioned.