Prologue. Veterinary Medicine and the Virginia Tech Carilion School of Medicine. For now the

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3 Prologue The Public Health Program at Virginia Polytechnic Institute and State University (Virginia Tech) embodies the mission of Virginia Tech which reads as follows: Virginia Polytechnic Institute and State University is a public land-grant university serving the Commonwealth of Virginia, the nation, and the world community. The discovery and dissemination of new knowledge are central to its mission. Through its focus on teaching and learning, research and discovery, and outreach and engagement, the university creates, conveys, and applies knowledge to expand personal growth and opportunity, advance social and community development, foster economic competitiveness, and improve the quality of life. Dedicated to its motto, Ut Prosim (That I May Serve), Virginia Tech promotes a handson, engaging approach to education, preparing scholars to be leaders in their fields and communities. As the C research institution, Virginia Tech offers 215 undergraduate and graduate degree programs to nearly 31,000 students and manages a research portfolio of nearly $400 million. The university fulfills its land-grant mission of transforming knowledge to practice through technological leadership and by fueling economic growth and job creation locally, regionally, and across Virginia. Virginia Tech, founded in 1872, has the largest number of degree offerings in Virginia, more than 125 campus buildings, a 2,600-acre main campus, off-campus educational facilities in six regions, a study-abroad site in Switzerland, and a 1,700-acre agriculture research farm near the main campus. The campus proper is located in the Town of Blacksburg in Montgomery County in the New River Valley. The New River Valley (NRV) is home to close to 180,000 residents, and consists of Floyd, Giles, Montgomery, and Pulaski Counties, and the city of Radford. The Virginia Tech campus is located 38 miles southwest of Roanoke, Virginia. The focus on health sciences has expanded considerably at Virginia Tech in the last decade, paving the way for the creation of the Public Health Program at Virginia Tech. In 2007, Governor Tim Kaine announced the formation of a public-private partnership between Virginia Tech and the Carilion Clinic, the local health system in Western Virginia, to form a new medical school. As a result, the Virginia Tech Carilion School of Medicine and Research Institute were formed in At the same time, leaders of the Virginia-Maryland Regional College of Veterinary Medicine were developing plans for a One Health oriented MPH degree program operating at the human-animalenvironmental health interface. With strong support from the new medical school and the College of Veterinary Medicine, Virginia Tech approved and committed resources to the new Public Health Program in 2009 (see Appendix 1.) Approval from the State Council on Higher Education for Virginia (SCHEV) and Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) followed in The Publs College of Veterinary Medicine and the Virginia Tech Carilion School of Medicine. For now the 3

4 program is seeking single institution accreditation from CEPH; once the medical school obtains its independent SACSCOC accreditation the program will seek re-accreditation as a collaborative program. The Public Health Program began in the Fall 2010 and responded to a high demand in the region by enrolling 48 students the first year. Subsequent enrollment for was 26 new students, 33 students for , and by , 40 new students are expected to enroll each academic year. The program caters to full and part-time students, offering flexible plans of study and graduation timelines. Full time students usually complete their degree in two years. Many of the part-time students are working professionals, medical student and veterinary students, and students located in Southwest Virginia or other parts of Virginia who plan to complete the degree in threeto-five years. The program offers two concentrations: Public Health Education and Infectious Disease. These concentrations are not offered by any of the MPH programs in other Virginia institutions. Public Health Education and Infectious Disease are two areas of expertise well represented at Virginia Tech, especially given the track record of health promotion training in the School of Education and infectious disease training in the Virginia- Maryland Regional College of Veterinary Medicine. Specialization in these areas is congruent with the needs of students enrolling in the new degree program. The first class of students included a number of transfer students from an existing Master of Science in Education (Health Promotion) degree program who were able to complete their MPH degree in the first year of the program. This expedited group consisted of seven students in the Public Health Education Concentration who graduated in August One student graduated in December 2011, and nine students graduated in Spring 2012, and are officially considered the first graduating class. Throughout the self-study, we present data from the expedited cohort, though we consider the cohort graduating in Spring 2012 to be the first true cohort because they were the first to take the majority of courses from the new Population Health Sciences department within this MPH degree program. Throughout the report, we use the following labeling system: Year 1: academic year Year 2: academic year Year 3: academic year Year 4: academic year Year 5: academic year nia and Central Appalachia. Southwest Virginia consists of health districts Lenowisco, Cumberland Plateau, Mount Rogers, and New River (See Figure 1 for the Virginia. Blacksburg, home of Virginia Tech, is located in the New River Health District in Southwest Virginia. Southside 4

5 consists of West Piedmont, Pittsylvania/Danville and Southside Health Districts. The program also serves the Alleghany and Roanoke County/City Health Districts. Figure 1. Health Districts Southwest Virginia is geographically part of Central/South Central Appalachia which comprises the coal mining region. Agriculture and farming also are important components of the region residents are largely Caucasian (94%) with 3% African Americans. Educationally, the area has less formal schooling than the state as a whole; in Southwest, 29.9% of the population has not completed high school (compared to 13.9% state-wide,) and 14.4% of residents have (compared to 33.8% state-wide,) despite ocation in Southwest Virginia. Unemployment and poverty, stemming from the loss of manufacturing, are prevalent in the area where 24% of children live in poverty. These statistics also coincide with low health insurance coverage and limited access to health care. The influence of coal mining, particularly in far southwest Virginia, low economic dependence on mining have had an adverse impact on the health status of the area, including environmental health. Southwest Virginia is saddled with high rates of substance abuse (alcohol, prescribed medications, and illegal drugs), significant mental health issues, limited access to dental health care, infectious and chronic diseases, obesity, and food deserts. Southside Virginia has a population of 335,584 (based on 2010 Census data). The textiles, construction, and tobacco (farming, warehousing, and transporting). These 5

6 industries have all suffered economically in recent years, resulting in increased unemployment and poverty, while access to health insurance has decreased. The high rates of unemployment and poverty, limited access to health care, and health professional shortages among specialties such as obstetrics, all contribute to the relatively poor health status of the Southside health districts, which in many ways are similar to the health districts in Southwest Virginia. issues include chronic diseases, especially diabetes, obesity, lack of obstetric care and cancer treatment. Substance abuse is less prevalent in Southside than in Southwest Virginia. The Public Health Program also serves the Alleghany Health District, which includes Roanoke County and City, Alleghany County, Botetourt County, Craig County, the town of Clifton Forge, the city of Covington, the city of Salem, and the town of Vinton. The Roanoke/Alleghany area has a population of 286,742 according to the 2010 Census. Roanoke City is the largest metropolitan area served by the program and provides access to a more urban population. Central/South Central Appalachia is comprised of areas in Southside and Southwest Virginia, East Tennessee, Eastern Kentucky and Southern West Virginia (see Figure 2). The region reflects the interplay of long standing cultural traditions, beautiful landscapes, a rich heritage of strong community ties and resiliency with extraction industries, out-migration, insufficient educational opportunities, and a lack of access to healthcare. It is within this context that the program collaborates across this region to address the long-term population health of our communities. The Public Health Program at Virginia Tech has become a partner for public health in the region, the Commonwealth and beyond. A large percentage of MPH students to date are from this region and expect to be employed in these areas after graduation. The majority of practicum placements, which provide opportunities for experiential learning in the region, have been, and are expected to continue to be in these areas. Through learning, discovery, and engagement, the program works to protect, improve, and promote population health in the area, the Commonwealth, Nation, and around the world. 6

7 Figure 2. Subregions in Appalachia For more information, contact: François Elvinger, Dr.med.vet., PhD, Dipl. ACVPM & ECVPH Professor, Veterinary Epidemiology Director, Public Health Program Population Health Sciences Department (0395) Virginia-Maryland Regional College of Veterinary Medicine Virginia Tech 100 Sandy Hall (0395), 210 Drillfield Drive Blacksburg, VA Phone: Fax:

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9 Virginia Tech Public Health Program Self-Study Report for the Council on Education for Public Health Accreditation Criteria TABLE OF CONTENTS 1.0. The Public Health Program Mission Evaluation and Planning Institutional Environment Organization and Administration Governance Resources Instructional Programs Master of Public Health Degree Program Length Public Health Core Knowledge Practical Skills Culminating Experience Required Competencies Assessment Procedures Academic Degrees Doctoral Degrees Joint Degrees Distance Education or Executive Degree Programs Creation, Application and Advancement of Knowledge Research Service Workforce Development Faculty, Staff and Students Faculty Qualifications Faculty Policy and Procedures Faculty and Staff Diversity Student Recruitment and Admissions Student Diversity Advising and Career Counseling 223 9

10 Tables: Table 1: Outcome Measures 26 Table 2: Faculty on University Committees 58, 146 Table 3: Sequence of Courses 3a: Public Health Education Concentration 83 3b: Infectious Disease Concentration 84 Table 4: Practicum Preceptors 91 Table 5: Matrix of Core Competencies and Courses 101 Table 6: Degree Completion Rates 108 Table 7: DVM/MPH Course Sequence 118 Table 8: MD/MPH Course Sequences 8a: Public Health Education Concentration 120 8b: Infectious Disease Concentration 121 Table 9: Current Service Activities 149 Templates: Template , 204, 220 Template A 67 Template B 68 Template C 75 Template D 109 Template E 131 Template F 168 Template G 171 Template H 197 Template I 198 Template J 210 Template K 211 Template L

11 Appendices: Appendix 1: VTCSOM MOA Appendix 2: CPHP&R Charter & MOA Appendix 3: Policy and Procedures Manual Appendix 4: Student Handbook Appendix 5: Plan of Study forms Appendix 6: Promotion and Tenure Guidelines Appendix 7: Elective Course list Appendix 8: Practicum Handbook Appendix 9: Assessment and survey tools Appendix 10: Orientation materials h Conference materials 11

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13 1.0 The Public Health Program at Virginia Tech 1.1 Mission. The program shall have a clearly formulated and publicly stated mission with supporting goals and objectives. The program shall foster the development of professional public health values, concepts and ethical practice. 1.1.a. A clear and concise mission statement for the program as a whole. Mission Protect, improve, and promote population health in Southwest and Southside Virginia, the Commonwealth, Central Appalachia, the Nation, and the world by training future public health leaders through learning, discovery, and engagement in public health. 1.1.b. One or more goal statements for each major function by which the program intends to attain its mission, including instruction, research and service. Program Goals Goal for Learning The program, grounded in a One Health* model at the humananimal-environmental health interface, will provide experiential learning and professional preparation in the core and concentration competencies, functions and responsibilities of public health, and support placement of its graduates into public health positions. Goal for Discovery -- Faculty, in partnership with students and external collaborators, will conduct public health research that addresses the individual, social and ecological determinants of health, reflects the human-animal-environmental One Health interface, reduces social inequalities in health, and builds healthy communities. Goal for Engagement Faculty and students will serve public health needs through development of mutually beneficial partnerships with communities, local health departments, medical and veterinary organizations, community-based organizations, and other public and private institutions, to improve local, state, regional, national and global public health, contribute to workforce development, and advance One Health. * One Health recognizes the dynamic interdependence of human, animal, and environmental health, and encompasses the interdisciplinary efforts of medical, veterinary, and public health professionals to protect, promote, and improve health. 1.1.c. A set of measurable objectives relating to each major function through which the program intends to achieve its goals of instruction, research and service. Specific outcomes for the following objectives can be found in 1.2.c. Objectives for Learning 13

14 Objective 1: Achieve sustainable enrollment in the MPH degree program as measured through the number and quality of new admissions, retention of students, and timely MPH degree completion. Objective 2: Ensure that all students are proficient in program competencies upon program completion. Objective 3: Build a network of effective practicum experiences throughout Southwest and Southside Virginia, the Commonwealth, Central Appalachia, federal agencies and other national and international settings. Objective 4: Graduate highly qualified professionals who are competitive in the work place. Objectives for Discovery Objective 1: Maintain a robust research portfolio. Objective 2: Identify a set of research priorities that enhance the strategic public health plans in Southside, Southwest and Central Appalachia so as to improve the health status of communities through inter-institutional research efforts. Objectives for Engagement Objective 1: Develop partnerships with public and community health agencies. Objective 2: Represent the program through faculty and student service in state/national/international public health and health-related organizations. Objective 3: : Identify a set of service priorities that enhance the strategic public health plans in Southside, Southwest and Central Appalachia so as to improve the health status of communities through inter-institutional engagement efforts. Objective 4: Address the workforce needs of the public health community in Southwest and Southside Virginia. 1.1.d. A description of the manner in which mission, goals, and objectives are developed, monitored and periodically revised and the manner in which they are made available to the public. The mission, goals and objectives were developed as the program was first proposed, designed and reviewed by university governance, the Virginia Tech Board of Visitors, the State Council on Higher Education in Virginia (SCHEV) and the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). The mission, goals and objectives were further refined by program faculty and students in 14

15 program and departmental retreats. The External Advisory Board, at its first meeting in April 2011, reviewed the mission, goals and objectives. Changes were made to the mission to expand the geographic reach of the program to encompass both Southside and Southwest Virginia, as well as Central Appalachia. Additional changes were made Ut Prosim objectives engagement. At its November 2011 meeting, the External Advisory Board added new language highlighting the unique connection of public health, human medicine, veterinary medicine, and One Health. In Fall 2011, the MPH students formed their student organization, named the Public Health VT (PHA@VT). The program utilizes this new entity to gather feedback on the mission, goals and objectives. The organization provided specific input -student work session. Input iliates and recent graduates. The program intends to continue to seek engagement of alumni and community partners as the mission, goals and objectives are updated in the future. The evaluation plan outlined in 1.2 provides for regular feedback loops so that the and objectives. and in all program materials. 1.1.e. A statement of values that guide the program, with a description of how the values are determined and operationalized. Statement of Values The program began the development of its values statement in To undertake this effort, core program faculty held a work session with students in the program. The work group reviewed multiple documents of public health ethics developed in the public health field. After an extensive discussion of what both faculty and student value in the program, the work group determined that two cornerstone documents of Virginia Tech embody the values of the program. Instead of developing a new values statement, the work group recommended that the program stand on the pillars of Virginia Tech: These two documents are living and breathing resources at Virginia Tech present in classrooms and administrative offices and very much evident in the everyday life on the campus. Likewise, the group decided that the two documents should be made readily available on the program website, in orientations, in classrooms, and in administrative offices to allow everyone associated with the program multiple exposures to the values. Public Health Program stakeholders have also embraced the tenets in these documents. 15

16 Freedom of inquiry. Fundamental to the creation and transmission of knowledge is a commitment to nurture and protect freedom of inquiry. Intellectual freedom is the foundation of academic excellence and is vital to sustaining environments in which sound and rigorous learning, discovery, and engagement occur. Mutual respect. At the center of the educational enterprise is the commitment to the exchange of ideas and information. Respect for varied points of view and the diverse backgrounds upon which they may be based is essential to the continued growth and advancement of all members of the university community. Lifelong learning. A commitment to lifelong learning and inquiry within and outside the university community guarantees continued growth and secures for society the benefits of ever advancing knowledge. A commitment to diverse and inclusive communities. In carrying out its mission, Virginia Tech values the educational benefits of diverse ideas, peoples, and cultures. Articulated in the Virginia Tech Principles of Community, adopted by the board of visitors in 2005, diversity enlivens the exchange of ideas, broadens scholarship, and Ut Prosim. s a community of scholars and reflective of our land-grant mission, Virginia Tech is committed to service to individuals and society in all its forms. Personal and institutional integrity. Integrity demands that all members of the university community and the university itself engage in continual civil discourse and ethical behaviors that advance learning, discovery, and engagement, supported by the administration. Integrity demands maintaining standards of personal and professional behavior of the highest order. A culture of continuous improvement. Through benchmarking, assessment, evaluation of academic and administrative goals, and a commitment to process improvement and change, Virginia Tech will achieve greater national and international prominence. Principles of Community Virginia Tech is a public land-grant university, committed to teaching and learning, research, and outreach to the Commonwealth of Virginia, the nation, and the world community. Learning from the experiences that shape Virginia Tech as an institution, we acknowledge those aspects of our legacy that reflected bias and exclusion. Therefore, we adopt and practice the following principles as fundamental to our on- 16

17 going efforts to increase access and inclusion and to create a community that nurtures learning and growth for all of its members: We affirm the inherent dignity and value of every person and strive to maintain a climate for work and learning based on mutual respect and understanding. We affirm the right of each person to express thoughts and opinions freely. We encourage open expression within a climate of civility, sensitivity, and mutual respect. We affirm the value of human diversity because it enriches our lives and the University. We acknowledge and respect our differences while affirming our common humanity. We reject all forms of prejudice and discrimination, including those based on age, color, disability, gender, national origin, political affiliation, race, religion, sexual orientation, and veteran status. We take individual and collective responsibility for helping to eliminate bias and discrimination and for increasing our own understanding of these issues through education, training, and interaction with others. We pledge our collective commitment to these principles in the spirit of the Virginia Tech motto of Ut Prosim (That I May Serve). 1.1.f. Assessment of extent to which criterion is met This criterion is met. The program has developed a mission statement that has undergone extensive discussion and revision by core faculty, university administrators, students and the External Advisory Board. The mission reflects the three domains of Virginia Tech (learning, discovery and engagement) and identifies a region (Southwest Virginia, Southside Virginia, and Central Appalachia) that experiences significant health they emphasize the concept of One Health, a commitment to designing research and service agendas grounded in our communities, and address the needs of our region. The objectives are measured through the attainment of outcomes. The values statement embraces the guiding philosophies of Virginia Tech, most notably related to Ut Prosim, That I May Serve, and 17

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19 1.2 Evaluation and Planning. The program shall have an explicit process for evaluating and monitoring its overall efforts against its mission, goals, and constituencies; and for planning to achieve its mission in the future. 1.2.a. Description of evaluation procedures and planning processes used by the program, including an explanation of how constituent groups are involved in these processes. Evaluation Procedures The core faculty team has guided the planning and evaluation of the program, with oversight from the External Advisory Board, the Joint Steering Committee, and College and University leadership. The program has put in place an Assessment Committee, whose charge is the management of program evaluations, based on policies produced by the Program and Policy Committee. The Assessment Committee ensures that findings from these evaluation mechanisms are considered for integration and improvement into the program policies and procedures on a regular basis. Core faculty members consider all findings at annual faculty retreats and propose necessary changes and improvements for approval by the Program Director. The External Advisory Board and Joint Steering Committee review the p processes on a bi-annual and annual basis. The program tracks outcome measures using the following data sources. See Table 1 Outcome Measures. Learning: Student Performance via online document repository (BecomeAlum.com) Student self-assessment of program competencies (end of first semester, before practicum, upon completion of capstone) Assessment of student competencies by practicum preceptor, advisor, and capstone instructor Annual student progress reports required by the Graduate School Plan of study Grades (via departmental records) Practicum/Employment Practicum site survey Annual employer survey Annual alumni survey Courses (reviewed by Curriculum Committee) Course evaluations by students for core and concentration courses Annual review of syllabi for core and concentration courses 19

20 Discovery and Engagement: Faculty Activities in Teaching, Research, and Service Annual faculty activity reports (These reports are reviewed by the Department Head and relevant data for assessment are provided to the Assessment Committee) Faculty CVs Faculty and Student Complement/ Diversity: Graduate school admission applications Departmental records Faculty affiliate list and curriculum vitae or biosketches Resources (via Department Head): Departmental records College records University records Overall Program Administration: Program-related Meetings on departmental Scholar website Minutes from all program-related committees Minutes from the Public Health VT (student association) Minutes from the External Advisory Board and Joint Steering Committee The Assessment Committee collects data from these sources as reflected in Table 1 regularly and summarizes these data annually. Faculty Activity Reports are due in January and updated in July. All other data are collected at the end of the academic year from data sources indicated. The chair of the Assessment Committee requests or collects data from specified sources in July and prepares data in August for review by the Assessment Committee, Program Director, and Department Head, core faculty, Advisory Board, Joint Steering Committee, and other constituents. Involvement of Constituents The program has set up a continuous quality improvement process to ensure that constituent groups are consulted on a regular basis and that their feedback is Current MPH students MPH graduates Employers of program graduates Practicum Preceptors External Advisory Board 20

21 Joint Steering Committee Faculty affiliates Input from constituent groups was solicited during program design and planning and is integral to program evaluation and future planning. An informational meeting and feedback session was held in February 2011 to engage potential faculty affiliates at Virginia Tech. Program faculty have established working relationships with preceptors in the field and have sought feedback from these individuals on a one-on-one basis. Paige Bordwine, one of the MPH graduates from the expedited group of students, joined a Curriculum Committee meeting in September 2011 to provide feedback on how to best prepare students for practicum and capstone. The program also solicited feedback as part of the workforce needs assessment conducted through the Center for Public Health Practice and Research in spring Students provide feedback through rion 1.5. Faculty members participate in student association meetings to offer opportunities for continuous feedback. The External Advisory Board has been instrumental in ensuring that the needs of regional employers and other stakeholders are effectively met in program design and implementation. In Year 1 ( ), the program conducted an alumni survey with the expedited cohort; this survey has been revised by program faculty for Year 2 to collect additional data. Beginning in Year 2 ( ), and fully implemented in Fall 2012, annual surveys will be conducted with practicum preceptors and employers of graduates to determine areas of strength and areas that require attention. The MPH students, through their five representatives on the respective program committees, provide input from current students. 1.2.b. Description of how the results of evaluation and planning are regularly used to enhance the quality of programs and activities. The Assessment Committee tracks the results of the evaluation process and generates a draft annual report. The report is subsequently reviewed by the core faculty, and approved by the Department Head. The report is provided to the External Advisory Board, Dean, Joint Steering Committee, and university administrators. The annual evaluation report serves as the primary method of dissemination to external partners and will also be shared with internal constituent groups. The report is used to facilitate ongoing planning by the core faculty including engagement with constituent groups in program changes. These results will be discussed and utilized by the program at the following meetings/times: Program and Policy Committee meeting (bi-annual); Core faculty meetings at end of each semester; Annual core faculty retreat; Public Health VT (student organization) (bi-annual); External Advisory Board (bi-annual) 21

22 Joint Steering Committee (annual); Curriculum Committee, as part of their regular review of courses. Feedback from meetings with these groups will guide changes in program implementation and evaluation. The Program and Policy, Admissions, Curriculum and Assessment Committees will make recommendations to be considered by core faculty during the annual core faculty retreat to determine any programmatic changes to be made for the following year. This evaluation process has already worked effectively to bring about changes to the program. Following are three examples: In June 2012, the core program faculty met in retreat and discussed possible changes in course sequencing and composition to address initial findings from s evaluation procedures. The program faculty found that students need more preparation for practicum and capstone. To make the coursework more effective, the program will revise the syllabus for PHS 5004 Fundamentals of Public Health, add a one-credit professional seminar before practicum, add a research methods/grant writing class, and revise the credit hours for practicum and capstone accordingly. More details about these changes can be found in Criteria 2.2 and 2.3. Review of course resulted in changes in the list of approved courses. For example, review of syllabi and input from students led the Public Health Education faculty to make course requirement changes for social determinants of health and program evaluation. 1.2.c. Identification of outcome measures that the program uses to monitor its effectiveness in meeting its mission, goals and objectives. Target levels should each of the last three years. Goal for Learning The program, grounded in a One Health model at the humananimal-environmental health interface, will provide experiential learning and professional preparation in the core and concentration competencies, functions and responsibilities of public health, and support placement of its graduates into public health positions. Objectives and Outcomes for Learning Objective 1: Achieve sustainable enrollment in the MPH degree program as measured through the number and quality of new admissions, retention of students, and timely MPH degree completion. o Enroll at least 40 students per year by Year 5; o For the GRE prior to August 2011, average GRE of 900 or greater; for the GRE since August 2011, average GRE of 150 quantitative and 150 verbal or greater; 22

23 o Average undergraduate GPA of 3.2 or greater; o Attrition rate of no greater than 10% per year; o At least 80% of students follow original plan of study timeline to degree completion; o All students will maintain at least a 3.0 GPA, with no course grade below a C.* *GPA for MPH courses only Objective 2: Ensure that all students are proficient in program competencies upon program completion. o Syllabus review indicates adherence to learning objectives and modes of assessment for 100% of core and concentration courses; o All students will indicate proficiency in at least 14 of 16 program competencies upon completion of the capstone course; o All students will be assessed as proficient in at least 14 of the 16 program competencies by the capstone instructor in consultation with the advisor upon student completion of the capstone course; o All students will be assessed as proficient by their practicum preceptor in the program competencies listed in their learning contract; o All students will demonstrate understanding of the interdependence of human health, animal health, and the environment upon completion of capstone. Objective 3: Build a network of effective practicum experiences throughout Southwest and Southside Virginia, the Commonwealth, Central Appalachia, federal agencies and other national and international settings. o Maintain a list of potential practicum sites with a minimum of 10 sites available per semester with at least one opportunity in each of Southwest and Southside Virginia, federal agencies and local health departments; o Successfully place 90% of students seeking a practicum placement during the semester agreed to by the student and advisor. Objective 4: Graduate highly qualified professionals who are competitive in the work place. o 80% of graduates seeking employment will obtain employment within 12 months in a public health position or other position that allows them to use their MPH knowledge and skills; o Employer survey will indicate high level of satisfaction with graduate performance for at least 80% of graduates in public health positions. Goal for Discovery -- Faculty, in partnership with students and external collaborators, will conduct public health research that addresses the individual, social and ecological 23

24 determinants of health, reflects the human-animal-environmental One Health interface, reduces social inequalities in health, and builds healthy communities. Objectives for Discovery Objective 1: Maintain a robust research portfolio. o All program faculty will be engaged in public health research every year o At least 80% of core PHS faculty members will submit a manuscript to a peer-reviewed journal each year; o At least 80% of core PHS faculty members will present research findings at regional, state, or national conferences each year; o At least one core faculty member will be actively engaged in research conducted with rural communities; o The percentage of students involved in research and evaluation activities will increase to 40% over the next 5 years (from to ). Objective 2: Identify a set of research priorities that enhance the strategic public health plans in Southside, Southwest and Central Appalachia so as to improve the health status of communities through inter-institutional research efforts. o Conduct an initial survey of public health agencies and existing strategic plans in the region to identify potential research collaborations by the second year of the program; o Identify at least one public health priority related to health education and one public health priority related to infectious disease where the Public Health Program has specific research expertise and ability to contribute; o Identify outcome measures for each research priority to document the program contributions to addressing that priority; o At least 80% of core PHS faculty will conduct research with community partners by Goal for Engagement Faculty and students will serve public health needs through development of mutually beneficial partnerships with communities, local health departments, medical and veterinary organizations, community-based organizations, and other public and private institutions, to improve local, state, regional, national and global public health, contribute to workforce development, and advance One Health. Objectives for Engagement Objective 1: Develop partnerships with public and community health agencies. o All core faculty member will engage in at least one service activity per year related to public health with public and community health agencies (defined as providing technical assistance, workforce development, 24

25 outreach, being a subject matter expert, or serving on a community coalition) o Core faculty will collaborate with communities to conduct at least one public health needs assessment every 2 years Objective 2: Represent the program through faculty and student service in state/national/international public health and health-related organizations. o All core faculty will engage in service activities related to public health at the state, national or international level annually (defined as serving on boards, editing journals, reviewing grant applications, or performing outreach activities). Objective 3: Identify a set of service priorities that enhance the strategic public health plans in Southside, Southwest and Central Appalachia so as to improve the health status of communities through inter-institutional engagement efforts. o Conduct an initial survey of public health agencies and existing strategic plans in the region to identify potential service and/or community intervention collaborations by the second year of the program; o Identify at least one public health priority related to health education and one public health priority related to infectious disease where the public health program has specific practice expertise and time to contribute; o Identify outcome measures for each service priority to document the program contributions to addressing that priority. Objective 4: Address the workforce needs of the public health community in Southwest and Southside Virginia. o Conduct a survey of Southwest and Southside Virginia public health agencies to identify workforce needs by the third year of the program ( ); o Update workforce needs survey every third year; o Conduct at least two workforce trainings or continuing education programs each year to meet the needs identified in the needs assessment. 25

26 Table 1. Outcome Measures for Public Health Program Outcomes Measures for Learning Outcome Measure Target Data sources Year 1 ( ) Year 2 ( ) Year 3 ( ) Achieve sustainable Enroll at least 40 students per year by Year 5 Admissions Records enrollment in the MPH Average GRE of 900 or greater (300) Admissions Records ; 302 degree program as Average undergraduate GPA of 3.2 or greater Admissions Records measured through the Attrition rate of no greater than 10% per year Student Records 12.5% 0% N/A number and quality of new At least 80% of students follow original plan of Annual Student Review 87.5% 81.8% N/A admissions, retention of study timeline to degree completion students, and timely MPH All students will maintain at least a 3.0 GPA, with Annual Student Review N/A degree completion. no course grade below a C. Ensure that all students are proficient in program competencies upon program completion.* *Competency assessments will be implemented during Year 3. Build a network of effective practicum experiences throughout Southwest and Southside Virginia, the Commonwealth, Central Appalachia, federal agencies and other national and international settings. Syllabus review indicates adherence to learning objectives and modes of assessment for 100% of core and concentration courses All students will indicate proficiency in at least 14 of 16 program competencies upon completion of the capstone course All students will be assessed as proficient in at least 14 of the 16 program competencies by the capstone instructor in consultation with the advisor upon student completion of the capstone course All students will be assessed as proficient by their practicum preceptor in the program competencies listed in their learning contract All students will demonstrate understanding of the interdependence of human health, animal health, and the environment upon completion of capstone Maintain a list of potential practicum sites with a minimum of 10 sites available per semester with at least one opportunity in each of Southwest and Southside Virginia, federal agencies and local health departments Successfully place 90% of students seeking a practicum placement during the semester agreed to by the student and advisor Curriculum Committee Meeting Minutes Student Assessment of Competencies Capstone Instructor Assessment 13/14 (93%) 16/16 (100%) N/A N/A N/A N/A N/A N/A N/A Preceptor Evaluation N/A N/A N/A Student Assessment of Competencies N/A N/A N/A Practicum Records No Yes Yes Plans of study 88.8% 92.8% N/A 26

27 Outcome Measure Target Data sources Year 1 ( ) Year 2 ( ) Year 3 ( ) Graduate highly qualified professionals who are competitive in the work place. 80% of graduates seeking employment will obtain employment within 12 months in a public health position or other position that allows them to use their MPH knowledge and skills Alumni survey 100% 100% N/A Maintain a robust research portfolio. Identify a set of research priorities that enhance the strategic public health plans in Southside, Southwest and Central Appalachia so as to improve the health status of communities through inter-institutional research efforts. Employer survey will indicate high level of satisfaction with graduate performance for at least 80% of graduates in public health positions Employer survey N/A In progress; available onsite Outcome Measures for Discovery All program faculty will be engaged in public Departmental Records 100% (4/4) 100% (6/6) N/A health research every year At least 80% of core PHS faculty members will Departmental Records 75% (3/4) 67% (4/6) N/A submit a manuscript to a peer-reviewed journal each year At least 80% of core PHS faculty members will present research findings at regional, state, or national conferences each year At least one core faculty member will be actively engaged in research conducted with rural communities The percentage of students involved in research and evaluation activities will increase to 40% over the next 5 years (from to ) Conduct an initial survey of public health agencies and existing strategic plans in the region to identify potential research collaborations by the second year of the program Identify at least one public health priority related to health education and one public health priority related to infectious disease where the Public Health Program has specific research expertise and ability to contribute Identify outcome measures for each research to addressing that priority At least 80% of core PHS faculty will conduct research with community partners by N/A Departmental Records 50% (2/4) 100% (6/6) N/A Departmental Records 75% (3/4) 67% (4/6) N/A Departmental Records 8% (4/48 students) Center for Public Health Practice and Research (CPHP&R) Department Meeting Minutes 34% (19/56 students) N/A N/A Completed N/A N/A Completed N/A CPHP&R N/A N/A In progress Departmental Records 100% (4/4) 67% (4/6) N/A 27

28 Outcome Measures for Engagement Outcome Measure Target Data sources Year 1 ( ) Develop partnerships with public and community health agencies. Represent the program through faculty and student service in state/national/international public health and healthrelated organizations. Identify a set of service priorities that enhance the strategic public health plans in Southside, Southwest and Central Appalachia so as to improve the health status of communities through inter-institutional engagement efforts. Address the workforce needs of the public health community in Southwest and Southside Virginia. All core faculty member will engage in at least one service activity per year related to public health with public and community health agencies (defined as providing technical assistance, workforce development, outreach, being a subject matter expert, or serving on a community coalition) Core faculty will collaborate with communities to conduct at least one public health needs assessment every 2 years All core faculty will engage in service activities related to public health at the state, national or international level annually (defined as serving on boards, editing journals, reviewing grant applications, or performing outreach activities) Conduct an initial survey of public health agencies and existing strategic plans in the region to identify potential service and/or community intervention collaborations by the second year of the program Identify at least one public health priority related to health education and one public health priority related to infectious disease where the public health program has specific practice expertise and time to contribute Identify outcome measures for each service to addressing that priority Conduct a survey of Southwest and Southside Virginia public health agencies to identify workforce needs by the third year of the program ( ) Year 2 (2011- Year 3 ( ) 2013) Departmental Records 100% (4/4) 100% (6/6) N/A Departmental Records 1 completed 2 completed N/A Departmental Records 100% (4/4) 100% (6/6) N/A CPHP&R N/A Completed N/A Department Meeting Minutes N/A Completed N/A Departmental Records N/A N/A In progress CPHP&R N/A Completed N/A Update workforce needs survey every third year CPHP&R N/A N/A N/A 28

29 Conduct at least two workforce trainings or continuing education programs each year to meet the needs identified in the needs assessment Departmental Records N/A N/A 3 conducted; 1 planned Outcome measures for Faculty Complement (4.1.d) Outcome Measure Target Data sources Year 1 ( ) Year 2 ( ) Year 3 ( ) The program will have at least one practitioner as Department Records a member of the core faculty at any given time The faculty complement will include Department Records representation from at least five related fields to public health, such as veterinary medicine, nutrition, education, computer science, biology and public policy 100% of program faculty will maintain currency in field of expertise, by attending at least one professional development event every year Departmental Records 100% 100% N/A 29

30 Template Summary Data for Faculty, Students and/or Staff Category/Definition FACULTY Maintain faculty complement with at least one racially/ ethnically diverse faculty member Host one visiting faculty member every two years as part of the AdvanceVT Visiting Scholar Program Ensure participation of core faculty in one diversity or inclusion activity each year Increase participation of external community partners who bring varied perspectives on race, ethnicity, Appalachia culture, and SES. STUDENTS Enroll a racially/ethnically diverse student cohort annually Enroll a student cohort reflective of region/appalachia annually Enroll a student cohort with first generational college students annually Principles of Community Method of Collection Data Source Target Year 1 ( ) Year 2 ( ) Year 3 ( ) Self-Report Human Resources, Advance VT Invitation Letter Department Meeting 1 every 2 years N/A N/A 0 Minutes Self-Report Departmental Records 1 for every 1/4 0/6 N/A faculty member (25%) (0%) Invitation Departmental Records 50% by N/A /Letters 16 Self-Report Admissions Application 15% 16.7% (8/48) 27% (7/26) 24% (8/33) Self-Report Program Data Collection 20% 37% 56.3% 37.5% Form (10/27) (9/16) (6/16) Self-Report Admissions Application 10% 18.5% 40% 72% (5/27) (8/20) (13/18) Self-report Student assessments 100% N/A N/A N/A 30

31 1.2.d. An analytical self-study document that provides a qualitative and quantitative assessment of how the program achieves its mission, goals, objectives and meets all accreditation criteria, including a candid assessment of accreditation criteria. The self-study document includes a quantitative assessment of how well the program fulfills its mission, goals and objectives through the measurement of outcomes for: Learning; Discovery; Engagement; Resources; Research; Service; Faculty Complement; and Diversity. These outcome measures are summarized in Table 1. Each outcome measure is tracked annually by the Assessment Committee to determine the attainment of the target for each outcome. The summary data are provided to the core faculty team, and the Program Director for review Each criterion in the self-study includes a qualitative assessment of how well the program has met each. These assessments were developed by the core program faculty and are included at the end of the narrative for each criterion. The program has identified the following strengths and weaknesses: Strengths: The program has strong organizational support from senior university leadership in chool, and College Dean. University leadership has provided the program with start-up resources for the first four years of the program. The program has developed a unique mission, both in terms of scope that includes a One Health model at the human-animal-environment interface and in terms of geography that includes Southwest and Southside Virginia, and Central Appalachia. The mission also responds to the motto of Virginia Tech, Ut Prosim, That I May Serve. The faculty complement is representative of multiple public health disciplines and has developed productive and effective governance. The student body is actively engaged in program development through its student organization, student representatives, and strong sense of community with the faculty. The program is guided by an engaged and effective External Advisory Board that offers relevant perspectives from public health practice. 31